Progress and problems in moral education
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Progress and problems in moral education

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Published by NFER in Windsor, Berk .
Written in English

Subjects:

  • Moral education

Book details:

Edition Notes

Statementedited by Monica J. Taylor.
ContributionsTaylor, Monica Jean.
Classifications
LC ClassificationsLC268 .P74
The Physical Object
Pagination239 p. ;
Number of Pages239
ID Numbers
Open LibraryOL4925408M
ISBN 100856330698
LC Control Number76351762
OCLC/WorldCa2002602

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18 lectures by an influential theorist who discusses school as an appropriate setting for moral education. A pioneer of sociology, Durkheim explains the first element in fostering morality as the development of a sense of discipline, followed by a willingness to behave in accordance with collective interest, and a sense of autonomy.   The assumed link between knowledge and progress explains what Nisbet describes as the liberal belief in “education” as the panacea for human problems, paving the road to utopia. But by the s, said Nisbet, all the talk was about the limits of knowledge, the end of scientific inquiry, the unreliability of claims to objective truth. The great French sociologist and philosopher Emile Durkheim is best known for his classic book Suicide (), a landmark in social psychology. Among his other major works is this study in the sociology of education, which features 18 lectures by an influential theorist who discusses his ideas on the school as the appropriate setting for moral education/5.   Moral education may be defined as helping children and young people to acquire a set of beliefs and values regarding what is right and wrong. This set of beliefs guides their intentions, attitudes and behaviors towards others and their environment.

  At first glance, one of the most obvious places to look for moral progress is in individuals, in particular in moral development from childhood to adulthood. In fact, that moral progress is possible is a foundational assumption of moral education. Beyond the general agreement that moral progress is not only possible but even a common feature of human development things become blurry, however. solving moral problems and it is used scientific wa y in natural in Kant is moral theory, he critised the practical mind and said that moral same the grounds which makes mind free. teachers can bring moral content into the classroom by interjecting their own moral convictions or expectations, by adopting a curriculum or program designed to teach morality (e.g., character education and life skills programs), by exploring the moral issues within the academic curriculum itself (e.g., war policy, literary characters.   The intentional creation of an environment that facilitates moral behaviour and the development of virtues is not in itself an instance of moral progress, but a way of achieving moral progress. Once a state of affairs is reached in which we judge that people’s behaviour in a certain domain is morally better than previously, or that people.

In the ss, the psychologist Lawrence Kohlberg developed a theory of the stages of moral development which was adopted as a blueprint for a new kind of moral education. Kohlberg’s theory suggested that a characteristic of those individuals who have reached the higher levels of moral development is their ability to deal well with dilemmas. Moral Education is an innovative, engaging curriculum designed to develop young people of all nationalities and ages in the UAE with universal principles and values, that reflect the shared experiences of humanity. In a growing knowledge-based economy and an increasingly interdependent world, there is a need for a holistic approach to education. Journal of Moral Education List of Issues Vol Issue 4 Impact Factor. Journal of Moral Education. Impact Factor. Search in: Advanced search Parental perspectives on moral education in the violent context of Brazilian slums. Annelieke van Dijk, . The Moral Education course will be experienced by students as they progress through the course, working their way through four key pillars of learning. Each of the four pillars is constructed around a series of learning outcomes. The Individual and Community (IC) Moral Education Character and Morality (CM) Cultural Studies (CUS) Civic Studies (CIS).