Teaching Of Moral Education Research Articles

INTEGRATION OF MULTIPLE INTELLIGENCE THEORY IN THE TEACHING AND LEARNING OF MORAL EDUCATION IN MALAYSIA : A CRITICAL ANALYSIS

The purpose of this study is to analyze the advantages and needs of integrating various intelligence theories in the process of teaching and learning Moral Education in a more practical way. Smart individuals become human capital for the economic and social development of the country. However, efforts to highlight or expose the various intelligence available to students are still not given much attention by teachers. Identifying various aspects of student intelligence is still a challenge for teachers who implement the teaching and facilitation process in the Moral Education classroom. Moral Education teachers face problems to help students reach their maximum potential because of the unique and varied learning needs of students. In this regard, the theory of multiple intelligences is thought to be able to be a theoretical framework to define, understand, develop and assess the various intelligences that students have. This study uses a qualitative approach with text analysis design and document review. Therefore, this paper is structured into three parts. The first part is a discussion of the Moral Education curriculum in Malaysia, and issues in teaching pedagogy. The second part is a discussion of the theory of multiple intelligences and the Flow theory that supports it and the third part is the integration of the theory of multiple intelligences in the Daily Teaching Plan for one unit of teaching in the Moral Education class . This paper demonstrates the importance of the concept of integrating the theory of multiple intelligences in the teaching and learning of Moral Education. This article also proposes a framework for the preparation of Daily Teaching Plan for a teaching unit as a guide for Moral Education teachers. KEYWORDS : Moral Education, Multiple Intelligences, Teaching ,Learning, Integration , Flow Model

Examining the Relationship between Individual Innovativeness and Digital Nativeness Levels of Teachers

It is thought that individuals who are open to innovation and development will have no difficulty in adapting to digital life. The aim of this study is to determine individual innovativeness and digital nativeness levels of teachers and to reveal the relationship between these two variables. Correlational survey model was used in the research. The research was carried out on 815 teachers working in state secondary schools in Turkey in 2018. Within the scope of the research, a questionnaire was applied to the teachers to collect their levels of personal innovativeness and digital nativeness and their personal information. According to the data obtained from the research, it can be said that both individual innovativeness and digital nativeness levels of male teachers are higher than female teachers. It was found that the levels of digital nativeness of IT teachers were higher than Mathematics, Turkish, Fine Arts and Religious Culture and Moral Education teachers. As a result of the analysis, it was found that there is a positive and moderate relationship between digital nativeness and individual innovativeness. It is concluded that individual innovativeness is a significant predictor of digital nativeness and that dimensions of individual innovativeness explain 26% of digital nativeness.

Stories and Storytelling for Moral Education: Kindergarten Teachers’ Best Practices

Habituation is the most common used form of moral education in early childhood education in Indonesia. However, this method has been found to be insufficient in contributing fully to young children’s moral development. An alternative method currently being promoted is the narrative method which involves the use of stories and storytelling. These two techniques provide children with justification to do good deeds and allow them to be critical of their actions. This research examined the best practices of teachers in the use of narrative method for the Moral Education of young children. Best practices show how we can use them to improve the teaching of Moral Education among young children and can serve as useful alternative to habituation. The findings revealed that there are five ways in which the kindergarten use stories and storytelling in teaching and learning moral education for young children, namely: to repeat the story; to include clear example; to explain the story; to dramatize the story; and to modify the story.

Moral Education in Secondary Schools: What, how, and why?

Abstract: The paper argues for a philosophical approach to the teaching of moral education in secondary schools. Because students at this level are already capable of conceptual thinking, but are still at a formative stage, teachers can encourage them in their autonomous thought and life orientation through reference to meta-ethical authorities. In terms of these authorities, students may be led to fi nd that there is something (beauty, truth, goodness) other than the ordinary, narrow concerns of everyday life. At the same time, truth or beauty should be unveiled in everyday life; ordinary matters such as language must be revealed as moral concerns, and be liberated from vulgarity. For this to provide a suffi cient experience of things beautiful and good, I argue, the ethos of moral education at secondary schools should reflect the ethos of the university. I also argue that we need this kind of education to counterbalance the expanding informational and consumer character of our society, and to give meaning to the life of every participating individual. Finally, I warn against doctrinal simplifi cation, specifically, the misuse of the liberal spirit of the university and moral education (using the example of the Czech National School Curriculum).
 Keywords: secondary school; moral education; virtue ethics; the idea of the university

New Spirituality in Japan and Its Place in the Teaching of Moral Education

This paper begins by examining so-called “spirituality movements and/or culture” in Japanese society today. It then focuses on research into spirituality as it relates to Japanese education, and specifically moral education, where, for example, our connectedness to the sublime and lofty is one of the four themes of the new moral education classes introduced into Japanese elementary schools in 2018. It is far from easy, however, to teach such a subject, since Japanese moral education is required to keep its distance from popular spirituality as well as from the institutionalized spirituality of organized religions. Furthermore, the conventional knowledge that underpins modern Japanese moral education struggles to deal with spirituality and the vast range of human existence, including our search for the purpose and significance of life. Accordingly, this paper will examine current work on such issues and attempt to outline the future role that scientific and academic approaches to religion and spirituality might play in moral education in Japan, especially from the viewpoint of human connectedness to nature and the sublime.

Cultivation of Moral Imagination in the Teaching of Moral Education

Cultivation of Moral Imagination in the Teaching of Moral Education

The Valmiki Ramayana in the teaching of moral education in Malaysia

Moral education can create a good ethical society. Globally; people are of the same opinion that moral education in academic curriculum can inculcate good citizens of respective Nations. Malaysian Government, taking this in mind has introduced a special moral education framework in the syllabus as compulsory to the students. This syllabus proposes seven moral education aspects. But teachers are given freedom to execute and impart moral education to the students based on this structure. Literature has its own role in hinting at morality to its readers. This Paper studies how the Epic Ramayana imparts morality to the society and also the worship of nature. Valmiki Ramayana has been chosen for this purpose. Also the Paper suggests how to carry out this moral education curriculum in teaching the students. Key words: Malaysian moral education, Valmiki Ramayana, Love for Nature, Forests, Water Resources. ஆயவுச சுருககம: நனநெறி எனபது நலல மனிதனிதனையும சமுதாயததையும உருவாககவலலது. எனவே உலக மககள அனைவரும பளளிப பாடததிடடததில நனநெறிப பாடம எனபது மிகவும அவசியமானது எனும ஒருமிதத கருததுடையவரகளாக இருபபது தெரிய வருகிறது. மலேசிய அரசாஙகம இதனை சரியாக உணரநது இதறகென பிரததியேகமாக நனநெறிக கலைததிடடம ஒனறை கடடாயப பாடமாக மாணவரகளுககு வைததுளளது. இககலைததிடடததில ஏழு நனநெறிக கூறுகள முனவைககபபடடுளளன. ஆனால அவறறுககான கருததுருவாககம செயதல, உகநத உதாரணததோடு அநநனநெறிப பணபுகளை மாணவரகளுககு போதிததல போனறவை ஆசிரியப பெருமககளின பொறுபபில விடபபடடுளளது. இககடடுரையானது, நனநெறிப பணபுகளை கறறல கறபிததலில எவவகையில இநதிய இலககியப பாரமபரியததின, குறிபபாக வாலமகி இராமாயணததின துணை கொணடு போதிகக இயலும எனபதை இயறகையை நேசிததுப போறறுதல எனும உப பணபினை உதாரணமாகக கொணடு விளககபபடடுளளது. இதனை எவவாறு நனநெறிப பாட கறறல கறபிததலில கையாளலாம எனும வடிவமைபபிலேயெ இககடடுரை படைககபபடடுளளது. குறிபபுச சொறகள: மலேசிய நனநெறிப போதனை, வாலமகி இராமாயணம, இயறகையை நேசிததல, காடு, நர நிலைகள.

Social Analysis of Moral Malpractice Challenging Education Sector in Nigeria

Several studies have emerged on education being adequately challenged in Nigeria, yet little is known in the literature on the social analysis of moral decadence that has become a common feature of the nation’s education system and spread to other institutions like an harmattan fire. Therefore, this article uses data from descriptive source to build upon previous studies in order to address this gap in knowledge. It delves with factors responsible for the prevailing moral dilemma in the nation’s education system and also illustrates ways in which the scourge manifests in many spheres of life. Employing a core Sociological paradigm (Functionalism) to diagnose this problem, the study highlights areas of defects and suggests the way forward for the nation’s education sector. This lies in the teaching of moral education, rooted in cultural ethics and ethos at all level of education, coupled with godly doctrines. These will not only help to produce pragmatic leaders to bail the nation’s education sector out of the current state of oblivion; they will also ensure national development in all areas of human endeavours. The paper therefore, recommends the enforcement of ethics education rooted in the traditional values of Africa in high schools and universities to enhance lost of moral character in Nigeria.

Issues on Knowledge of the Subject Matter Education in Preparing Elementary Moral Education Teachers

Issues on Knowledge of the Subject Matter Education in Preparing Elementary Moral Education Teachers

Deontological Reconceptualization: A Study of Moral Education in Beijing

This study explores the enactment and evolution of moral education in Beijing, China. In particular, the author examines the extent to which moral education teachers develop reflective thinking and broach controversial issues within their classrooms. Drawing on interview data from secondary moral education (deyu) teachers, professors who prepare moral education teachers, and individuals involved in directing curricular efforts in conjunction with the Ministry of Education, the author suggests that reflective thinking is slowly becoming a reality within some Beijing moral education classrooms and that this evolutionary curriculum change has the potential to transform Chinese society. Yet, respondents suggested a paucity of controversial issues confronted in classrooms and an uncritical stance toward government policy and action.

Learning To Care During Storytime in the Current Context: Moral Education From the Perspective of Care Ethics

Through an examination of storytelling in the present context, this study addresses the teaching of moral education from the standpoint of care ethics. Through observations, interviews, and surveys in one school committed to care ethics, this study aims to show how the philosophical perspective of care ethics can inform practice. Teachers engaged their students in dialogue over stories to (1) provide opportunities for students to put themselves “in the shoes of” characters, in particular the perpetrator, (2) connect to students' experiences in relationships, and (3) allude to students' realizations during relational challenges or altercations. Throughout their experiences, students explained in rich detail how stories cultivate their learning to care for one another.

A Brief Talk on the Cultivation and Improvement of Moral Education Teachers’ Qualities

In view of the current problems existing in the moral education teachers, this paper points out that success in moral education consists in the improvement of the quality of moral education teachers. Therefore, a qualified moral education teacher should be cultivated a noble mind, possess certain teaching artistic accomplishments and have some knowledge of scientific theory of education and management. Besides, he should participate in scientific research activities.

다문화교육을 위한 도덕 교사의 역할 탐색

다양성이 존재하는 민주 사회에서 유능한 시민은 다양한 인종·민족·사회 계층·언어 집단에서 온 개인들에 대해 긍정적 태도 및 행위를 지니며, 이러한 사람들에 대해 숙고하고 그들과 함께 접촉하는 상황에서 그들을 동등한 지위로 대우한다. 이렇게 볼 때 도덕과 교육에서 다문화교육의 중요성은 아무리 강조해도 지나치지 않는다. 그러나 다문화교육이 그냥 선언적인 구호로 이루어질 수 있는 것은 아니다. 그것은 교사의 탁월한 다문화적 능력을 요구한다. 이에 이 논문에서는 다문화교육을 위한 도덕 교사의 이상적인 역할 조건을 살펴보았다. 도덕과 교육을 통하여 다문화교육이 성공하기 위해서는 도덕 교사들이 다문화주의의 윤리학적 유용성과 다문화교육과 도덕교육의 상호 보완성에 대한 올바른 인식을 갖추어야 함과 동시에 다문화적 능숙함을 학교생활의 모든 측면에서 보여줄 수 있어야 한다. 끝으로, 도덕 교사는 학생들의 다문화적 시민성 함양을 위한 교수 방법을 적용해야 한다. 즉, 다문화시대에서 도덕 교사는 모든 학생들이 보다 민주적인 가치·신념·행위를 발달시키고 간문화적으로 행동하는데 필요한 지식·기능·태도를 함양할 수 있도록 도와주어야 한다.

The Teaching of Moral Education through Media Education

During the past few decades, the mass media in Hong Kong have moulded the environment in which its citizens now live. The impact of media has particularly affected our pupils. The strong influence of the mass media is, of course, not unique to Hong Kong, but is a worldwide phenomenon. What can we do when the mass media exert such a great influence on pupils? One proposal has been for the introduction of a new school subject: media education. This paper attempts to argue for the teaching of moral education through media education. It first describes the development of moral education in Hong Kong, then looks at the aims of media education, and teaching content and pedagogy, as important reasons of practicing moral education through media education. It uses a study of a secondary school and a primary school to illustrate its arguments.

The Use of Theory of Constraints (TOC) in teaching of Moral Education: Malaysia

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Sport, Moral Development, and the Role of the Teacher: Implications for Research and Moral Education

Sport, when seen as a valued human practice, is a form of moral education. In particular, the virtues, which help characterize and sustain sport as a practice, are central to what it is to be morally educated. This paper underpins this general position further by pointing out the inadequacies of some empirically based models in their approach to a study of moral development, especially when observed from the perspective of virtue theory and in particular, the Aristotelian concepts of phronesis and habituation. The latter approach, it is argued, provides criteria that is more complete as a basis for the formulation of a new model of what constitutes the nature of the moral so that it can be examined in a less limited way. It also provides a more satisfactory foundation for the teaching of moral education in schools. The last section is concerned with the role of the teacher of sport in this endeavor.

Moral education: dilemmas for the teacher

ABSTRACTThe move away from a ‘neutral’ stance in the teaching of moral education to one that might be described as more ‘positive’ does not mean that the moral education teacher will be any less likely to be accused of being subversive on the one hand or indoctrinatory on the other. Moral education does not simply involve the presentation of ‘clean’ and ‘simple’ examples of morality because morality in the real world is not like that. The article examines three dilemmas in particular. Should moral education deal with the rights of those who belong to terrorist organizations? Should it concern itself with injustices in a foreign country where that country threatens to withdraw from commercial contracts if its government is criticized? Should moral educators teach pupils that some religions (or at least some versions of them) have moral doctrines and practices which are questionable by humanitarian standards? The article answers in the affirmative to each question. It concludes by noting that just as the teaching of moral education cannot mean the presentation of ‘clean’ and ‘simple’ examples of morality, so there is no ‘clean’ and ‘simple’ way of making moral judgements.

A Survey of Primary School Teachers’ Understanding and Implementation of Moral Education in Trinidad and Tobago1

Abstract Results from a survey of teachers’ understanding and implementation of moral education in primary schools in Trinidad and Tobago are presented here, against consideration of the role of moral education in schooling. The paper discusses the range of moral curricula available for the implementation of moral education in schools and constraints on implementation in the classroom. It also compares the need for and applicability of moral education programmes in developing and developed countries. In Trinidad and Tobago, noted for its population and religious mix, the role of moral education has been given importance from the highest levels at the Ministry of Education and elsewhere in government. The survey of a representative sample of teachers in primary schools throughout the country showed that they largely felt themselves responsible for introducing moral education to their pupils, although they rarely drew upon any specific curriculum. They tended to take a ‘virtues’ approach in their teaching of moral education, and were generally satisfied with the results of their efforts. There were few differences between understanding and implementation of moral education that could be attributed to age, sex, experience or responsibilities of the teacher, or the age of the pupils. These results are not just characteristic of a developing country as they mirror earlier findings in England and elsewhere.

‘I'll teach you!’ Primary School Teachers’ Attitudes to and Use of Moral Education in the Curriculum

Abstract This paper is the culmination of having worked with training and in‐service primary teachers, the observation of primary teachers in practice, and a review of relevant literature in primary education and child development. When considering moral education a consistent finding has been that the child must be trained to be good and moral. This finding is in contradiction to the developmental psychological basis to many moral education programmes, which relies on the child's sociability and development of relationships with others to foster moral development. Therefore a small‐scale survey of teachers and training teachers was undertaken to verify teachers’ understanding and implementation of moral education. Content and comparative analyses of the survey responses showed the aforementioned training orientation. But a strong concern for others was also found. When attempting to implement classroom moral education teachers took an overwhelmingly intellectual approach to the task when a practical approach would have been closer to the developing needs of pupils. Results are discussed in relation to needs and planning of a moral curriculum.

"I Ought to but...": A Philosophical Approach to the Problem of Weakness of Will in Education

Exploring the complex relationship between moral judgement and action, this book gives an educational perspective to the long-standing philosophical debate on `weakness of will'. Its conclusions concern the central issues of the teaching of moral education, and have wide implications for teaching and learning across the curriculum.