Moral Education Curriculum Research Articles

Moral education and social transformation: The Jesus model

Educational institutions are expected to play a significant role in preparing people to function well in society. Although critical thinking and problem-solving skills are necessary, people also need to have a social conscience. Educators should, therefore, pay more attention to moral education. Jesus Christ developed and implemented a moral education curriculum and there is a record of that in the New Testament. An examination of it reveals that Jesus built his training around social issues and that he employed a strategy that bears some similarity to Mezirow’s transformation learning theory: his audience was adult and he called upon his students to process disorienting dilemmas, drawing them to reflect critically on assumptions from which was to come mindset change and, ultimately, behavior change. Whereas Mezirow focused on individual experiences and individual transformation, Jesus planned to impact the world—Jewish society and far beyond it—through bands of disciples working in concert. Educators who seek to contribute to social transformation through moral education should consider following the Jesus model which is outlined in this paper.

2022 초등학교 도덕과 교육과정에서 영역 명 ‘초월’ 삭제와 해당 ‘내용 요소’ 이동에 따라 고려되어야 할 배경 학문의 주요 개념에 대한 고찰

Objectives The purpose of this study is to understand and examine the representative concepts of background disciplines that need to be considered following the deletion of the domain name ‘Transcendence’ and the re-location of relevant ‘content elements’ in the elementary school moral education curriculum. Methods To this end, this study explored the educational implications following the deletion of the ‘Transcendence’ domain and the relocation of relevant ‘content elements’. It aimed to understand the concept of metacognition, based on psychology, and scientific reflection. Additionally, it investigated the qualitative perspective that should be integrated with scientific reflection from experiential theory and examined a new dimension of artistic approaches. Furthermore, the study sought to identify the concept of metaphysical transcendence in philosophy, a core background discipline of moral education. Results In the process of deleting the ‘Transcendence’ domain and relocating the relevant ‘content elements’, the concepts of metacognition and scientific reflection, which are key concepts in psychology and experiential theory, were emphasized. This allowed for an understanding of self-knowledge and regulation, as well as scientific think-ing processes. Additionally, by synthesizing qualitative thinking with the concept of scientific reflection from ex-periential theory, it was possible to explore the artistic level of experience emphasized by Dewey. Particularly, as a core background discipline of moral education, the philosophical meaning of transcendence was examined through Plato’s theory of Ideas and allegories, Kant’s transcendental philosophy of practical reason and autonomy, and Hegel’s dialectical movement in speculative philosophy. Conclusions In the elementary school moral education curriculum, there are key concepts from background dis-ciplines that need to be considered following the deletion of the domain name ‘Transcendence’ and the relocation of relevant ‘content elements’. Future research on this matter should consider discussing the significance of these underexplored major concepts to ensure a more comprehensive understanding.

Review and Reflection on the Construction of Ecological Moral Education in China and Abroad

At present, China is vigorously promoting the formation of new quality productive forces that will enable high-quality development, and the new quality productive forces themselves are green productive forces, which translates into the field of education, where the greening of education is to be promoted. Moral education is located in the first of the "five educations" in Chinese education, and it is undoubtedly of great significance to expand moral education from interpersonal moral education to ecological moral education. The main problems facing the construction of ecological moral education include lagging in the new direction of "big moral education," insufficient exploration of the mechanism of educational articulation, and imperfect construction of the relationship structure of various elements of moral education in schools. Based on this, we review the development and research on the construction of ecological and moral education in China and foreign countries and reflect on the implications for the construction of ecological and moral education in China and foreign countries to strengthen the government's implementation and supervision of ecological, moral education, to enrich and improve the construction of ecological, moral education curricula in schools, and to set up a platform for cooperation on "big ideology and politics" in order to promote the popularization of ecological, moral education.

How to Integrate the Concept of Deep Teaching into the Teaching of Values in Moral Education Course

Moral education course plays a far-reaching leading role in cultivating students’ moral emotions, moral judgment, and moral behaviors. However, in actual class teaching, teachers often pay too much attention to the diversification of the form of teaching activities and neglect the exploration of knowledge deeply, which may easily lead to undesirable results including students’ shallow cognition, value orientation deviation, and so on. To solve this problem, this thesis will based on the concept of depth teaching and combined with the content of values, through clarifying the theoretical approach to integrate the concept of depth teaching into moral education and promoting the unity of the knowledge system and the value system, to realize the reconstruction of moral education curriculum.

The impact of volunteer service on moral education performance and mental health of college students.

Moral education in colleges and universities is an important part of the talent training system, including moral education curriculum, moral education practice, mental health education. Volunteer service is a public welfare act in which volunteers volunteer their time, knowledge, property, technology, with the ultimate goal of helping others and serving the society without personal compensation. As an innovative form of moral education practice in colleges and universities, college students' voluntary service is of great significance in promoting the reform and innovation of moral education, enhancing the affinity, appeal and influence of moral education, and building a positive psychology for college students. As an effective carrier of moral education practice in colleges and universities, voluntary service is helpful to enhance the effectiveness of moral education practice and construct the positive psychology of college students. This project is based on the actual situation of college students participating in volunteer services, and collected the volunteer services of 4545 college students in Zhejiang Province. Through model construction and data modeling, the correlation between college students' participation in volunteer service and their moral education performance and mental health was analyzed, and the basic path and guarantee measures to promote the role of volunteer service in moral education and positive psychological construction were deeply explored. From the correlation analysis of students' voluntary service participation, moral education performance and voluntary service motivation, students' attributes are determined according to their voluntary service participation, so as to predict their moral education performance and mental health level. College students' voluntary service is partially positively related to their moral education performance and mental health. In order to improve students' moral education performance and mental health, we can optimize the participation frequency, participation duration, participation ways and type structure of voluntary service, constantly increase the participation frequency of voluntary service, increase the duration of voluntary service, broaden the participation ways of voluntary activities, and enrich the types of voluntary service activities.

Research on the Construction and Sharing of Moral Education Curriculum Resources in Colleges and Universities under the Background of New Media

Research on the Construction and Sharing of Moral Education Curriculum Resources in Colleges and Universities under the Background of New Media

Difficulties and Relief of Moral Education Curriculum Practice in Rural Schools in Ethnic Regions in the New Era: A Case Study of Liangshan Yi Township School

Difficulties and Relief of Moral Education Curriculum Practice in Rural Schools in Ethnic Regions in the New Era: A Case Study of Liangshan Yi Township School

Conditions contributing to productive family-school cooperation aimed at developing civic iden-tity and patriotism in adolescents: With the main focus on representatives of indigenous small-numbered peoples (the Kumandins)

Introduction. The article examines the problem of productive cooperation between family and school aimed at the development of civic identity and patriotism in Kumandin adolescents as representatives of indigenous small-numbered people, taking into account their ethno-cultural characteristics. The purpose of this article is to identify the conditions enhancing productive cooperation between family and school in solving the problems of forming civic identity and patriotism in Kumandin adolescents. Materials and Methods. The methodological basis of this study includes scientific works by leading experts devoted to the formation of civic identity and patriotism. The empirical data were obtained in Altai Krai in 2023-2023. The study used ‘My Ethnicity’ sociological questionnaire, which enabled the authors to identify cognitive and affective aspects of adolescents’ ethnic identity. Using the scale of civic consciousness as patriotism and nationalism of the International Social Survey Programme (ISSP) allowed to assess constructive and non-constructive manifestations of adolescents’ civic identity. Also, the authors used D. J. Finney’s Ethnic Identity Scale for assessing adolescents’ ethnic identity. In order to identify factors determining the formation of civic identity and patriotism in Kumandin adolescents, a survey of school teachers was conducted and moral education curricula were analyzed. The study involved 90 Kumandin adolescents. Results. The article presents a theoretical analysis of approaches to the formation of civic identity and patriotism. The results of the study showed that the majority of Kumandin adolescents demonstrated a high level of ethnic identification. Based on research data obtained by means of D. J. Finney’s inventory, the authors identified high internal consistency in the manifestations of cognitive and emotional components of adolescents’ ethnic identity. The authors revealed significant features in the intensity of various components of civic and ethnic identity among Kumandin adolescents compared to representatives of other nationalities. In particular, statistically significant strong (d from 0.65 to 0.92) differences were found for all indicators of ethnic identity according to D. J. Finney’s method, with average values higher among Kumandin adolescents. At the same time, it has been found that Kumandin adolescents have a poor understanding of the culture and traditions of their ethnic group, practically do not speak the Kumandin language, and do not strive to demonstrate their belonging to the indigenous people. The study showed the need for schools to organize conditions for productive cooperation between family and school aimed at the formation of civil identity and patriotism in Kumandin adolescents: targeted and systematic educational work on studying Kumandin culture and preserving the language in classes attended by Kumandin students, involving the family as part of civic and patriotic education by means of social projects, engaging Kumandin teenagers to participate in civic and patriotic events related to their ethnic characteristics, developing recommendations for teacher. Conclusions. Based on the data obtained, the authors identified the conditions for productive cooperation between family and school aimed at developing civic identity and patriotism in Kumandin adolescents.

Teaching Moral Values Through Real-life Dilemmas

The purpose of this study is to contribute to contemporary debates about alternative ways of teaching Moral Education (ME) in Malaysia by including the voice of students. ME in the Malaysian setting is both complex and compulsory. The research is founded on a modified version of Vygotsky’s Zone of Proximal Development (ZPD), extended to suit the multicultural, multi-ethnic Malaysian setting, and here called the Zone of Collaborative Development (ZCD). This study uses qualitative research methodology consisting of a modified framework of participatory action research (PAR) as the methodological framework. Data was gathered for textual analysis through a modified form of participant observation, focus group transcripts, interviews, and student journals. Findings show that students were concerned about moral issues and values not covered in the current ME curriculum. The moral dilemmas that they identified were relational and context dependent. Multiple factors contributed to the problems they described.

Laying the foundations of phronesis (practical wisdom) through moral dilemma discussions in Chinese primary schools

ABSTRACT The present study explores how a moral dilemma discussion method in Chinese classroom settings can help develop some of the foundations of practical wisdom (phronesis). The study context focuses on Morality-and-Law classes in Chinese primary schools, which signal the beginning of the moral education curriculum. The study employs a qualitative approach, by interviewing 12 Morality-and-Law teachers from 10 Chinese Primary Schools to glean insights into the use of moral dilemma discussions in their classrooms—a tried-and-tested method of practical-wisdom cultivation. The findings suggest that while moral dilemma discussions are not alien to those Chinese teachers, they harbour both positive and negative perceptions towards such discussions. Most teachers recognise their value, and they have been used as one of the methods (among others) in those classes. The teachers do not pay much attention to the assessment element but simply use moral dilemmas as material to stimulate classroom discussions and foster students’ critical thinking/judgement, which can be seen as laying some of the foundations of practical wisdom from a neo-Aristotelian perspective.

A study on death as content knowledge in moral education curriculum

A study on death as content knowledge in moral education curriculum

도덕과 교육에서 사회정서역량 기반 교육의 가치와 실천방안 탐구

Purpose: The purpose of this study was to reveal the need for social and emotional competency education to be utilized within the moral curriculum and to consider a specific educational method.
 Methods: First, the relationship between social-emotional competency and moral education was revealed, and the role of social-emotional competency that appears in the general theory of morality and curriculum was investigated. Moreover the need for social-emotional competency education in connection with moral education was examined based on the characteristics of social-emotional learning. Lastly, the researchers examined ways to incorporate the content of social-emotional competency into the moral education curriculum and specific teaching methods that can be applied in actual classes.
 Results: The need to connect both moral education and social-emotional competency education was revealed as was the value of establishing the connection between knowledge and practice and setting an educational goal for cultivating practical capabilities. When social-emotional competency education is conducted in conjunction with the moral curriculum, the continuity of education can be secured, and moral subjects will have the further advantage of professionally delivering emotional content through social-emotional learning methods.
 Conclusion: In addition, it is expected that the sub-skills of social-emotional competency applicable to moral classes and appropriate for moral educational content and educational methods will lead educational practitioners in a positive direction.

Evaluation of the Subjects Related to Alevism and Bektashism of Religious Culture and Moral Knowledge in Course Books

Subject of the Study; Examining the content of Alevism and Bektashism in the Religious Culture and Moral Knowledge textbooks. The scope of work; It consists of 7th grade textbooks of Planet Publishing and 12th grade textbooks of Gün Publishing, which were prepared as a result of the curriculum created in 2018 and approved by the Ministry of Education Education and Discipline Board with the decision of 78 numbers on May 28, 2018. Likewise; Alevism and Bektashism are only covered in 7th and 12th grade DKAB textbooks. Our problem in the study is to evaluate the aspect of the content related to Alevism and Bektashism in the Religious Culture and Moral Knowledge curriculum. Alevism and Bektashism, in the 5th unit of the 7th grade Religious Culture and Moral Knowledge textbook and in the 3rd units of the 12th grade Religious Culture and Moral Knowledge textbook, under the title of Sufi Interpretations in Islamic Thought, he had a detailed knowledge area called “Alevism and Bektashism”. It has been brought together with students from many frameworks and a comprehensive content has been created. It is necessary to make the books a correct information content and to give the students the real information they will encounter in the society. For this reason, it becomes necessary to examine the information in the books.Examining how the concepts and subjects related to Alevism and Bektashism are handled in the books, understanding and explaining Alevism and Bektashism correctly reveals the importance of our study. The aim of our study is to investigate and evaluate which concepts or peoples belonging to Alevism and Bektashism are included in the Religious Culture and Moral Knowledge books. The main sources of our work; Religious Culture and Moral Education Curriculum (Primary School 4th, Secondary School 5th, 6th, 7th and 8th Grades), Religious Culture and Moral Knowledge Curriculum (High School 9th, 10th, 11th and 12th Grades), 7th and 12th Grades. class Religious Culture and Moral Knowledge textbooks. Qualitative approach and literature review method were used in our study. When we come to the conclusion of the study; The state, by addressing the members of the tradition, reflected their understanding in the curriculum. However, we could not find an expression that would include the characteristics of all the common acceptances in all groups evaluated under the roof of Alevism and Bektashism. Criticisms such as distorting the information given by using the main sources of this Alevi and Bektashi tradition, Buyruk and Maqalat, have been blocked. In addition, the concepts of Alevism and Bektashism were evaluated as 'same', their differences were not included, and this situation was not an accurate definition. It would be beneficial for the content of the subject to be researched more comprehensively by experts and for the Religious Culture and Moral Knowledge branch teachers to be subjected to seminars and trainings in order to be informed about the subject.

Implementation of Moral Education to Strengthen the Civilization of People and the Nation

The purpose of this study is to determine the implementation of moral education to strengthen the civilization of the nation and its people. The research method used in this study is qualitative research. Qualitative research is a research method used to understand social phenomena in depth. The type of research conducted in this study is a library study. The researchers collected, studied, and analyzed references or sources obtained in writing or in the form of writing, such as books, journals, articles, documents, and other information sources that are significant to the topic or title being studied. The researcher then analyzed and drew conclusions to find answers to the questions studied. The results of the study are as follows: Moral education to strengthen the civilization of the nation and people requires an increase in public understanding of the importance of moral education. Second, develop a moral education curriculum that meets the needs of society. Third, improve the quality of educators and education personnel. Fourth, increase the role of family and society. These efforts need to be carried out in a synergistic and sustainable manner in order to produce young people with character and noble morals and to realize the advancement of human civilization.

도덕교육에서 『이솝우화』의 활용 방안 연구

Objectives The purpose of this study is to explore the utilization of Aesop's Fables in moral education, with a focus on the revised 2022 elementary school moral education curriculum. Methods To this end, I would like to present the individual fables of Aesop’s Fables by linking the content system of the 2022 revised elementary school moral education curriculum. In addition, it was intended to provide information and reasons for fables to be careful when using Aesop’s Fables in elementary school moral subject education. Furthermore, in order to pursue the formality of moral development in moral education, I tried to illustrate major learning questions and simple utilization measures through Aesop’s Fables. Results Aesop’s Fables were related to 202 in the “Relationship with oneself” section, 85 in the “Relationship with Others,” 46 in the “Relation with Society and Community” section, and 25 in the “Relation with Nature” section, which is the content system for the 2022 revised elementary school moral education curriculum. In detail, Aesop’s Fables could be linked to 19 content systems of questions and achievement standards. In addition, from Aesop's fables, I was able to extract 192 fables to be careful about in terms of “sincerity”, “consideration”, “justice”, “responsibility”, which are the core values of the moral education curriculum, and “sexual ethics”. And, moral questions for each fable were proposed for an approach to the formality of moral development of moral education. Finally, I was able to select ‘Wolf and Dog’ fable and present some examples of using them as a formal approach to moral development. Conclusions Aesop's Fables, which has been used as a moral story resource for a long time, can be effectively utilized as a story material for the revised 2022 elementary school moral education curriculum's content system and achievement standards and approaches to moral development forms. However, caution should be taken regarding non-moral elements, and further detailed discussions on specific utilization strategies will be necessary in the future.

Decolonial interventions in the postwar politics of Japanese education: Reassessing the place of Shinto in Japanese language and moral education curriculum

Much of postwar politics in Japanese education has revolved around the tensions between conservative’s retrogressive desire for the imperial past on the one hand and the liberal-left’s progressive agenda on the other. The former demands a return to the teaching of traditional (Confucius) family values, patriotism and Shinto-inspired reverence (awe) towards the universe, while the latter demands teaching for rational, critical minds deemed essential for democratic citizenship. This binary structure of political contestation is increasingly problematized by the emerging political sensibilities around the ecological crisis and eco-feminist critique of human exceptionalism, hype-separation between human and nature and ontological individualism. The chapter demonstrates how the new ecological and decolonial literature demands a fundamental rethinking of the postwar politics of Japanese education, in particular, in relation to the place of Shinto—the Japanese indigenous belief system—in school curriculum. It exposes the limitations of the postwar liberal-left discourse which has reduced Shinto to nothing but the conservatives’ retrogressive desire to ‘return.’ The chapter concludes, drawing on Chen’s (2010) notion of de-cold-war politics, that the Cold War framing of education policy debate must be overcome to unleash the decolonial and ecological potentials of Japanese education towards addressing the pressing sustainable challenges today.

Neoliberal personhood as exception: A critical analysis of textbooks of China’s moral education

ABSTRACT Existing literature has noticed two competing ideas about the state-citizen relationship promoted in China’s moral education curriculum: protecting one’s freedom and rights, and contributing to and even sacrificing for the country. To reconcile this contradiction, this study uses the framework of ‘neoliberalism as exception’ to analyze the textbooks of Morality and Laws, the primary teaching and learning materials in China’s moral education. Defining neoliberalism as a focus on individual conduct, including self-reliance, self-entrepreneurship, and individual rights and freedom, this study shows how these textbooks selectively employ neoliberal ideas to promote an understanding of personhood where students are expected to not only practice self-reliance but also prioritize collective and national interests over their rights and freedom. This selective adoption of neoliberal tenets contributes to China’s economic development and national cohesion, but it risks perpetuating systemic inequity since all students are posited as coming from the same socioeconomic background.

Tertiary Institutions Lecturers and Students Level of Moral Development: Counseling Implications for Nigeria’s National Development

This study investigated the moral development levels of tertiary institutions lecturers and their students in South-West of Nigeria. 12 Tertiary institutions, from which 10 lecturers and 30 students per school, giving a total sample of 240 subjects, were selected through stratified random sampling technique, and participated in this study. Kohlberg’s (1977) Heinz’s wife dilemma and simbo’s (1989) civil responsibility episode served as validated research instruments. T-test was used in comparing the mean score of responses by lecturers and students on a 6-point Likert scale which corresponded to the six stages in the Kholbergian model.It was hypothesized that there would be no significant differences in the moral development levels of lectures and their students and between female and male students who participated in this study. Results of the data collected and analyzed showed that there is no significant difference between lecturers and their students (t = 0.67, P>.05) in their level of moral development.Similarly, the null hypothesis that predicted similarity in the moral development level of male and female study subjects was confirmed (t=0.49;P>0.05).The main counseling implication is that the time for training of more professional counselors to carter for the ever-increasing population in Nigeria is now. Related to this is that functional counseling centers be establish in all schools in Nigeria.The study also recommended, among others, that moral education curriculum be design for our schools and made a core subject, especially at primary and secondary school levels of our educational system in Nigeria.

도덕과 교육과정 핵심가치의 설정 원리 - 규범-가치 구별을 중심으로 -

본 연구는 규범-가치 구별을 토대로 도덕과 교육과정 핵심가치를 설정하는 원리를 제안한다. 2015 개정 도덕과 교육과정과 2022 개정 도덕과 교육과정 모두 성실·배려·정의·책임을 핵심가치로 정했으나, 네 가지 가치를 핵심가치로 정한 체계적인 원리나 준거를 찾아보기는 어렵다. 핵심가치는 도덕과 교육과정이 추구하는 도덕 수업의 방향을 가리키는 중요한 개념이므로, 적절한 설정 원리를 수립함으로써 이 공백을 메울 필요가 있다. 규범-가치 구별은 이를 위해 유용한 자원을 제공한다. 이 구별에 따르면 규범은 보편적 구속력이 있고 2인칭 관점을 고려하며 정당화 문턱이 높은 데 반해, 가치는 상대적 구속력이 있고 2인칭 관점을 고려할 필요가 없으며 정당화 문턱이 낮다. 규범-가치 구별에 따른 설정 원리는 핵심규범과 핵심가치를 분리하고, 핵심규범을 탐구하는 규범 영역과 핵심가치를 탐구하는 가치 영역을 나누어 교육과정 영역을 조직할 것을 요구한다.

Implementasi Kearifal Lokal Gusjigang dalam Mengoptimalkan Profil Pelajar Pancasila di SMP 2 Mejobo Kudus

This research aims to internalize the values and philosophy of Gusjigang into an independent curriculum and optimize it in the Pancasila Student Profile Strengthening Project (P5) at SMP 2 Mejobo Kudus. The background of this research is the low interest of teenagers in local wisdom and its implementation in everyday life. The influence of globalization also shows symptoms of the younger generation being more interested in and fond of foreign cultures, so it is feared that local wisdom values can be displaced by global values. SMP 2 Mejobo Kudus is committed to appreciating Gusjigang local wisdom and incorporating Gusjigang values into the school curriculum. This research is descriptive qualitative with data collection techniques including observation, interviews, and document analysis. The result of the research is that SMP 2 Mejobo has internalized the Gusjigang philosophy of Sunan Kudus's legacy into the school curriculum. The purpose of implementing Gusjigang values and philosophies into the curriculum is so that students have spiritual intelligence, social intelligence, and independence in entrepreneurship. The form of internalization of Gusjigang values is: The value of Gus "Good" is included in the moral education curriculum, the value of Ji "Ngaji" is included in the spiritual knowledge education curriculum, and the value of Gang "Dagang" is included in the entrepreneurship education curriculum.