Wait a second!
More handpicked essays just for you.
More handpicked essays just for you.
Teaching morals and ethics in the classroom
Teaching morals in public schools
Educational contribution to understanding moral development
Don’t take our word for it - see why 10 million students trust us with their essay needs.
Recommended: Teaching morals and ethics in the classroom
“There is no greater godliness than to transform yourself with the way, no greater blessing than to escape misfortune” (Tzu 547). Education at a young age reflects upon how the individual learns to behave and work towards a better understanding of the world. Learning is merely an intake of information whereas moral development involved the application of discussion with the process of learning. Moral development is not encouraged in our current education system because some teachers don’t care about the students as much. It is the teacher’s goal to teach and maintain certain morals, however, it is still up to who the person hangs around with.
Actions and morals distinguish one person from another. The ability to work with the things around
…show more content…
The teacher is a factor in a student’s moral behavior in which they are in a classroom together throughout the day. With the recent shift to common core, schools aim to provide moral development, but there is little to no change in providing that style for students. Students are still forced to wake up at a very early time, go to school, listen to the teacher, jot down notes; and the process repeats itself over and over. Students are to speak in discussions in class and are allowed to express their opinions in which there is no right or wrong answer. Thus being said, the students are unaware if their actions are acceptable or not. For example, the presidential election is approaching and a student voice their opinion on who they think is the better candidate but the teacher disapproves of his selection. The student starts to get frustrated and uses profanity, however he isn’t sure if it’s allowed but he did it anyways. It is when in doubt unnecessary to say those words, but it is most likely the student acts the same way he does outside of class and in class. He doesn’t know whether what he did was right or wrong since it’s his way of communicating with the people around him. The school system does not teach the students about the use of profanity and the manners of talking. Without the teachings, the students are going to constantly use profanity towards any actions they
He explains that cognitive education would be a much easier method to work with than that of the moral one. He expresses his difficulty that moral education in teaching. "I have no idea how to get my students to build a self or become a soul. It isn't taught...we've never evaluated a candidate on how well he or she should accomplish it." (Pinker, 2014) Brooks observes the same problem. "…authority no longer feels compelled to define... moral, emotional, and spiritual growth...as Pinker put it, they don't know." (Brooks, 2014) Pinker and Brooks both agree that moral growth is a difficult task to teach an individual. This difficulty lies primarily in lack of knowledge and lack of focus in building a student's unique selves. Overcoming this problem would lead to the moral growth of students in higher
McNeel, S. (1994). College teaching and student moral development. In J. Rest, & D. Narvaez (Eds.), Moral development in the professions: Psychology and applied ethics (pp. 27-49). Hillsdale, NJ: Erlbaum.
The most successful way to instill righteous and moral behavior and thoughts is by demonstrating our respectable interactions and honest problem solving approaches during difficult times of our lives. “As adults we should dare to be adults that we want our children to be”. They learn by watching and are quick to mimic our behavior with their peers outside of home. The author writes that “we should strive to raise children who: engage with the world from a place of worthiness, embrace their vulnerabilities and imperfections, feel a deep sense of love and compassion for themselves and others, value hard work, perseverance, and respect, and also move through our rapidly changing world with courage and a resilient spirit” (214, 218-219). All of these elements will help to transform the way we live, love, and
“Once a teacher has identified an opening in the curriculum for exploring a moral value, the next step is to plan an effective lesson or unit around that value. That means selecting good materials (Lickona, 1991, p. 170)”. I feel this book is exactly that, a riveting story that can expose students to great moral values.
(2012). Vygotsky from ZPD to ZCD in moral education: reshaping Western theory and practices in local context. Journal Of Moral Education, 41(2), 225-243. doi:10
The moral development of children can depend on many factors. Parenting and upbringing of the child, their environment, social environment, gender, and race are all aspects that can contribute to how a child develops their moral standards and expectations. Many psychologists have tried for several years to develop a theory of how morality is developed. One in particular is Lawrence Kohlberg (1958). His moral development theory is based on the cognitive development of children and it is thought that moral development proceeds and changes as cognitive development occurs (Arnett, 2012).
By the 1950’s, Americans began to grow concerned about the morality of their children, especially since “the common school inculcates all Christian morals; it founds its morals on the basis of religion; it welcomes the religion of the Bible.”3 School boards across the region began to investigate ways to teach moral...
The combination of class and service learning provided a solid foundation on which to be a morally responsible leader. During class, all sorts of ideas are brought up and discussed as a group and critically analyzing from different perspectives and relating it to other ideas. This enables the students rectify their own beliefs and morals in constructive ways. From these developments, we begin to see how it fits in the world and try to apply ourselves and gain wisdom. Gaining knowledge, experience and wisdom, it becomes our understanding to find good in any aspect of our lives and work towards advancing that good in a way that benefits all.
A fellow citizen is irked by the kids who tramp down the grass as they cut across the lawn of her family's new home. She gets even more steamed when she fears chastising those teenage trespassers, because trouble may ensue. She also fumes over a kid punching loaves of bread in the supermarket and over his mother spewing expletives when a stranger suggests he stop (Healy). Something has gone very wrong to cause such a poor appearance in the character of today's youth. Teaching morals in public school could only result in the betterment of our society.
Moral development of a school age child is based on Kohlberg's theory. Children move from egocentricity to a more logical thinking as they grow. Children of about six or seven years old know the rules and behaviors that are expected of them unlike ch...
What is moral development? In a nutshell, it’s the progression of morality throughout one’s lifetime by means of different stages. There are six of these stages, developed by Lawrence Kohlberg, that help to explain our moral choices and cognitive skills relative to our approximate age. Furthermore, as Kohlberg suggests, everyone reaches stages one through four: Punishment and Obedience, Instrumental Purpose and Exchange, Interpersonal Expectations and Conformity, and Law and order, respectively. Stage1 is characterized by the threat of punishment and the promise of reward. Stage 2 actions are
A person's ability to develop is due to two factors, maturation and learning. Although maturation, or the biological development of genes, is important, it is the learning - the process through which we develop through our experiences, which make us who we are (Shaffer, 8). In pre-modern times, a child was not treated like they are today. The child was dressed like and worked along side adults, in hope that they would become them, yet more modern times the child's need to play and be treated differently than adults has become recognized. Along with these notions of pre-modern children and their developmental skills came the ideas of original sin and innate purity. These philosophical ideas about children were the views that children were either born "good" or "bad" and that these were the basis for what would come of their life.
“Different cultures have different moral codes”, James Rachels discusses in his article Why Morality Is Not Relative? (Rachels, p. 160). A moral code is a set of rules that is considered to be the right behavior that may be accepted by a group of individuals within a society. Each culture tends to have their own individual standards and moral codes. Moral codes are guidelines laid out by a cultures ancestors. Standards are guidelines set forth by the individual themselves. Standards and morals don’t always have to be the same, but there are instances where they are. The moral codes claim what is “right” and what is “wrong”. Moral codes outline what behaviors individuals are supposed to make. These codes are basically laws, but specifically
From elementary to high school and even college students are compelled to attend school all around the world. In schools students not only learn general education but learn a lot about themselves. It is said that in the first twenty years of an individual’s life are the years that the individual finds out who they really are. An individual’s moral beliefs are one of the most personal and complex pieces of that individual. There are several great moral theories that could be taught in school, but to only choose one is very difficult. Some of the most known moral theories are Utilitarianism, Virtue Ethics, Kantianism and even Social Contract Theory. All of these theories were developed by some of the most incredible philosophers of all time.
Ultimately, “…it is delightful to realize that through education human nature will be continually improved, and brought to such a condition as is worthy of the nature of man. This opens out to us the prospect of a happier human race in the future” (Kant, Theory of Education). These children are to be educated as ends in themselves, and their dignity should be respected. (1)