Abstract
The present article addresses the necessity for entrenching characters, morals, values, and ethical education in science teaching and science education. It explains the argument and rationale, and buttresses ethics, values, and nurturing of morals in students through a modified curriculum science education and describes their benefits to humanity. Additionally, the study discusses the rapidness of technological advancements, science, and globalization that are influencing the complications of human social life and underpinning the level of values, ethics, and morality in education and teaching sciences. Analyses and syntheses are presented to the pedagogical and philosophical questions related to the above-mentioned themes, as it may assist in conceptualizing and uttering a solid theoretical outline for the enhancement of school curricula. A proportional analysis in view of the philosophical, the collective Islamic moral education and values and hypothetical foundation of contemporary Western ethical education is outlined to generate and extend maximum academic benefits and to establish a supplemented theoretical background of character education and moral which may contribute to global acceptability of the character education and moral theoretical framework in Western.
Highlights
Human lives are not just based on ethical and moral detachment but nurtured within specific traditions and characters (Reiss,1999)
The present article addresses the necessity for entrenching characters, morals, values, and ethical education in science teaching and science education
The study discusses the rapidness of technological advancements, science, and globalization that are influencing the complications of human social life and underpinning the level of values, ethics, and morality in education and teaching sciences
Summary
Human lives are not just based on ethical and moral detachment but nurtured within specific traditions and characters (Reiss,1999). Significant roles have been played to recognize social and advanced thinking skills related to the literacy of science‐technology that could help as a framework for enhancement and development of an existed syllabus This lived syllabus may provide students with the coping strategy to cope with changes that stimulate human well-being (Hurd, 1998), and foster values, morals, and ethics. Technology enhancement and advanced complexities in the globalized world and social life probably make it further difficult to accentuate ethics, morals, and values, and showcase them via teaching practices and amended academic curriculum. The study discusses the rapidness of technological advancements, science, and globalization that are influencing the complications of human social life and underpinning the level of values, ethics, and morality in education and teaching sciences. Moral character education requires a coherent tackling of basic pedagogical and philosophical explorations to build and conceptualize a concrete theoretical background, the framework in the shot will facilitate the teaching of values, ethics, and morals, and enable the application of character education in sciences via an appropriately developed curriculum of science (Han, 2014; Lickona, 1999)
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