Moral Education Programs Research Articles

Moral Education Through Physical Education

The purpose of this paper is to provoke thought and hopefully stimulate action in physical educators in relation to moral education through physical education. A brief overview of three moral education programs in public schools serves to enlighten the reader concerning the possibilities for such development. Kohlberg's cognitive-developmental approach to moral education is discussed in greater depth since the author recommends this model as the foundation for moral education programs in physical education. A review of cognitive-developmental moral research culminates in the establishment of three guiding principles related to (a) nature of moral dilemmas, (h) nature of the environment, and (c) role of the teacher. An application of Kohlbergian techniques to physical education is discussed in relation to the three guiding principles. The paper concludes with an appeal to physical educators for greater concern and involvement with this long-standing goal of physical education for moral (character) developm...

Moral Education in a Plural Society: Malaysia

Abstract Moral education is being phased into the state‐approved curriculum in Malaysia and is designed for non‐Muslim pupils in the school population. The stated aim of the curriculum is the development of a ‘morally‐mature’ person who will be able to make independent judgements in a moral conflict situation. This paper gives an account of the processes involved in the evolution of the moral education programme, while commenting on issues that impinge most centrally upon it.

Effects of a Just Community Programme on the Moral Development of Youthful Offenders

Abstract In 1975, the first author became director of a group home for ten delinquent boys. Prior to this time, the home operated on a behaviour‐modification philosophy. But during the first author's directorship, the home operated on the ‘just community’ philosophy stressing moral discussion and participatory democracy in making and enforcing rules and in resolving interpersonal conflicts. During this ‘just community’ period, residents moved up an average of one‐third of a stage in their reasoning on the Kohlberg moral judgement interview. This advance in stage was comparable to that found in good developmental moral education programmes for non‐delinquent high school youth. Comparison groups of offenders were studied in a secure behaviour modification programme and a secure transaction analysis programme. Insignificant increase in residents’ moral reasoning was found in these programmes. A moral atmosphere interview was also administered to residents in each of the programmes. The just community program...

Pluralism, Tolerance and Moral Education

Abstract In several recent writings, including some of those discussed below, the promotion of tolerance is advocated as part of a programme of moral education for children. This suggestion is frequently made against a background claim of a current or expected pluralism in British society, sometimes together with a belief in some form of moral relativism. My article seeks to clarify what relationship there might be between pluralism and tolerance and to go further in exploring the concept of tolerance than is usually done by some who advocate it, and to consider its claimed status as a virtue fit for our children to adopt as a result of the efforts of those engaged in moral education.

Moral Education: An Evaluation of the Effect of Moral Dilemma Discussions for Sixth Graders

This study evaluated the effectiveness of classroom moral dilemma discussions. The moral reasoning of sixth graders was assessed before and after an eight week moral education program. Students led by teachers with extended training made greater progress than students led by teachers with limited preparation. Likewise, classrooms led by teachers who were able to assess students' level of moral reasoning were more effective. Results failed to indicate a strong relationship between traditional student measures and stage growth induced by developmental moral education.

Moral Education and the Community of Commitment

The paper examines the relationship of moral education and the community of commitment on which programs of moral education depend. The community of commitment is explicated in terms of agreements of concept, judgment, and practice. This complex and dynamic agreement of meaning is recognized as the given in moral education, as the substantial social space within which moral autonomy is possible. The relationship of this intersubjective agreement and moral autonomy enables clarification of several aspects of the conduct of moral education in schools, specifically: the role of the family, the school as community, cultural pluralism, and program development. Alternative schooling is examined as a means of moral education.

What Criteria Should Public School Moral Education Programs Meet?

(1981). What Criteria Should Public School Moral Education Programs Meet? The Review of Education: Vol. 7, No. 2, pp. 213-230.

THE COMPARATIVE EFFECTS OF ADULT AND PEER GROUP INFLUENCE ON CHILDREN'S MORAL JUDGMENTS

Summary. This paper examines the comparative effects of adult and peer group influence on children's moral judgment development. Little support is found for Piaget's claim that with increasing peer group interaction the authority of the adult becomes less legitimate and influential to the child. The possibility is suggested that the adult exerts increasing influence with age on children's moral judgments, and that perhaps less emphasis should be placed on peer group centred moral education programmes and more stress put on the effectiveness of direct adult intervention.

Establishing Moral Education Programs: A Priority for Guidance

People accept the general idea that there should be “instruction in the schools that deals with morals and moral behavior.” The program described in this article presents one possible model for moral instruction. Counselors were not involved directly in the program because of funding limitations, but counselors can use the program to stimulate moral education activities.

Moral Dilemmas and Moral Education

Abstract A major focus of recent social studies instruction is the area of moral education, and among the most prominent approaches to moral education is the one associated with Lawrence Kohlberg. This article suggests that, even if Kohlberg is correct in his claim that practice with the resolution of moral dilemmas will catalyze moral growth, there remain serious problems with a moral education program built around the analysis of pre-designed moral dilemmas.

Cognitive and Perspective-taking Prerequisites for Moral Development

WALKER, LAWRENCE J. Cognitive and Perspective-taking Prerequisites for Moral Development. CHILD DEVELOPMENT, 1980, 51, 131-139. Kohlberg has proposed that both cognitive and development are necessary though not sufficient conditions for moral development. This study examined that proposition by attempting to stimulate moral development to stage 8 as a function of attainment of hypothesized prerequisites in cognitive and perspectivetaking development. After assessing stage of development in each domain of reasoning, fourththrough seventh-grade children were exposed to moral stage 3 reasoning in a brief role-playing situation. This treatment was followed by a moral reasoning posttest and a follow-up. Results indicated that transitions to moral stage 3 were found only for those children who had attained the hypothesized prerequisites of beginning formal operations and perspective-taking stage 3, thus confirming Kohlberg's proposition and implying the relevance of these prerequisites for the efficacy of moral education programs.

Moral Education for the Gifted: a Confluent Model

Gifted children have unique emotional needs and cognitive developmental potential which can be met only be an adequate program of moral education; however, none of the present forms of moral education is sufficient to meet those needs. Only a program of moral education which is based on the unique cognitive and affective needs of gifted children will respect the autonomy of the child. Thus a confluent model for moral development is described in which cognitive and affective goals and appropriate instructional strategies are defined. Both cognitive and affective goals may be achieved through choice of any number of instructional strategies in any particular subject area. Appropriate strategies focus on discussion and problem solving through use of reasoning in an atmosphere of openness, tolerance, and concern for others.

Implementing a Moral Education Program through Attitude Change Theory

Implementing a Moral Education Program through Attitude Change Theory

Comments on the Deliberate Psychological Education Programs and the Toronto Moral Education Programs In Secondary Education

Comments on the Deliberate Psychological Education Programs and the Toronto Moral Education Programs In Secondary Education

Implementing programs in moral education

Paul J. Sullivan Tacoma Public Schools Tacoma, Washington Other articles in this issue have presented the theory of moral education and some examples of curricula which have been developed in this field. This article will take a different perspective. We shall discuss some of the administrative issues involved in implementing such a program in moral education and in gaining acceptance for it from school officials and the public. Moral education programs are susceptible to outside pressures. Careful consideration should be given to the process of building a strong base of support so these pressures can be countered if they arise. In a sense, this will be a case study. Our experience in creating and implementing a program in moral education in the Tacoma, Washington Public Schools is the basis for our observations. Tacoma is a large, urban school district with a reputation for good educational programs. The Ethical Quest in a Democratic Society is a project supported by the National Endowment for the Humanities, the Washington State Superintendent of Public Instruction and the Tacoma School District. The objective of the project is to stimulate the moral and ethical development of both primary and secondary students.

Moral Education: Relevance, Goals and Strategies

Abstract An experiment is reported on the effects of a moral education programme based on cognitive‐developmental theory, at the high school level. Students were pre‐tested and post‐tested on Kohlberg's Moral Judgment Scale. Four different treatments were used with 96 suburban high school students attending four different high schools. The treatments extended over a period of nine weeks and involved 18 sessions with 50 minutes in each session. In an analysis of covariance on the post‐test scores, a significant difference was found between the groups.

Beyond Dogmatism and Unbelief: A Redefiniton of Moral Education

Abstract: Moral education must be based on universal religious values, such as equality and faith, if it expects to have an impact on character development The central objective of our moral education programme is co‐operation. To specify what is meant by co‐operation, three of its aspects ‐‐ courtesy, consultation and service ‐‐ are discussed. Methods of facilitating moral development fall into three categories: ground rules, modelling, and moral reasoning. These methods must be used jointly if they are to be effective. Releasing the potential of both the society and the individual constitutes the goal of moral education.

The Effects of Classroom Moral Discussion upon Children's Level of Moral Judgment

Abstract: An experiment is reported on the effects of a moral education programme in schools. Children were pretested on Kohlberg's index of level of moral thinking. The experimental group was then given twelve hours of discussion of moral problems other than those used in Kolhberg's test spread over twelve weeks. Subsequent testing showed that the experimental group had had tended to move towards a higher level of thinking when compared with controls.

Practical Possibilities in American Moral Education:

Abstract: The authors analyse and compare two of the major moral education programmes in the United States, namely, Character Education Curriculum and the Values Clarification Programme. The latter is seen to be more egalitarian and to stress the development of autonomy and choice in the child. The former tends to follow the ‘bag of virtues’ approach to moral education and is more directly instructional in its methods. The strengths and weaknesses of these two programmes are compared and it is concluded that both are significant steps towards an effective approach to moral education.

A Developmental Approach to Assessment of Moral Education Programmes: A Short Commentary

Abstract: The authors report an empirical study, evaluating the effectiveness of a moral education programme in schools. The control and experimental groups were measured before and after on Kohlberg's test of moral dilemmas. The experimental group had a period of work on value issues whereas the control group did not The results showed that the experimental group had progressed further in moral development, as measured by Kohlberg's test, than the control group.