Explaning the Elements of Moral Education Curriculum for Primary School Students based on Humanistic Psychology

Abstract

Background and Aim: Given the effects of this course on human personality, paying attention to the moral education of elementary students is of particular importance. The purpose of this study was to explain the elements of moral education curriculum for elementary students based on the principles of humanistic psychology. Materials and Methods: In this qualitative study of the type of speculative, documents analysis used to collect data. The theories of humanistic psychology (third wave) were studied and its implications for the elements of curriculum were extracted from the viewpoint of Miller and then analyzed in inductive and reflective manner. Findings: The implications for each element of the curriculum emerged as followings. The purposes must be clear, individual, uplifting, engaging and worthy. Active student should be self-motivate, interactive and believed in the supervision of the supernatural power (The God) over actions. The teacher should be a role model, supporter, empower to communicate with the learners and facilitator. The teaching-learning method must be various, indirect, active and problem-oriented. Learning environment should be friendly and encourages democratic and moral character and tailored according to the interests and growth level of learners. The evaluation must be based on performance measurement methods with emphasis on qualitative data, comprehensiveness and continuity and Person-centered approaches. Conclusion: The findings show all elements are interacting with each other. Thus, it is recommended to pay attention to the individual dimensions of the learners, the inclusiveness of them, effective communication and using active and indirect methods in the teaching-learning process. Please cite this article as: Ayati M, Ghorani Sirjani S, Gholampour M. Explaning the Elements of Moral Education Curriculum for Primary School Students based on Humanistic Psychology. Bioethics Journal 2019; 9(31): 47-61.