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Role of education in instilling moral values

They take shape not through precept, but rather through the uncountable ordinary and informal contacts we have with other people. No single event or deed "causes" us to become patient or impatient, or attentive or inattentive to others. We cannot say, "John became a patient person last Tuesday morning," although that may have been the first occasion when we recognized that virtue in him. Rather, these dispositions emerge unevenly, if they do so at all - through fits and starts, as we act in environments such as the home, the school, the community, Chein, 1972.

Moreover, the process can work both ways.

  1. They do not take responsibility to get their children in line. Socialist Review, 8 c , pp.
  2. This, indeed, follows as a necessary consequence from the Church's teaching as to the nature of morality. You say something against the opinion and you are literally had and people look at you as if you are an alien.
  3. A teacher is someone who imparts knowledge.

Over time, a patient person can lose that virtue and become impatient. Regardless of which way the process goes, however, the point is that it cannot be forced. It cannot be preset according to a timetable or schedule.

Character and personal disposition materialize over time. They take form through potentially any contacts an individual has with other people. This familiar viewpoint serves as my point of departure in the present article. My central premise will be that everyday classroom life is saturated with moral meaning. In particular, I will show how even the most routine aspects of teaching convey moral messages to students.

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I will suggest that those messages may have as important an impact on them as the formal curriculum itself Chein, 1972. These curricular endeavors can benefit students, and, by extension, the larger society. However, I will suggest that it is crucial to heed from a moral point of view what takes place in the routine affairs of the school and classroom.

Those affairs can strongly influence students' character and personal disposition. It should be focused in particular on how teachers, through their everyday conduct and practice, can create environments in which students can "catch" positive ways of regarding and treating other people and their efforts.

In time, we should begin to see how their classroom work was infused with moral significance. We will illuminate that significance by discussing their everyday classroom teaching. We will discuss ways in which they begin a lesson; how they handle the need for turn-taking among students; what their typical style of working is like; and how these routines contribute to the learning environment that eventually emerges in the classroom.

These activities are not usually thought of as having moral meaning. They are normally described as issues of classroom management, curricular focus, instructional method, and so forth.

Rejuvenating moral values in society: Where do we begin?

However, I will show that in actual practice, they embody ongoing moral lessons about how to treat other people, how to treat oneself, and how to regard the process of education. A teacher is someone who imparts knowledge. But setting aside that definition of a teacher, a teacher is a person of different responsibilities and jobs blended into one. One could not be a teacher without being able to handle a lot of responsibilities and a flexible personality to adapt to different situations.

A teacher needs to have all the positive traits available; patient, kind, loving, caring, honest, real, down to earth, friendly, calm, alert, smart, etc. As an educator a teacher imparts knowledge to people. She explains how problems are solved and explains the lesson to the students. It may be defined as human conduct in so far as it is freely subordinated to the ideal of what is right and fitting. The relation of morality to religion has been a subject of keen debate during the past century.

In much recent ethical philosophy it is strenuously maintained that right moral action is altogether independent of religion. Such is the teaching alike of the Evolutionary, Positivist, and Idealist schools. And an active propaganda is being carried on with a view to the general substitution of this independent morality for morality based on the beliefs of Theism.

On the other hand, the Church has ever affirmed that the two are essentially connected, and that apart from religion the observance of the moral law is impossible. This, indeed, follows as a role of education in instilling moral values consequence from the Church's teaching as to the nature of morality. It is admitted that the moral law is knowable to reason: What constitutes moral education is not always clear, a fact that is at the root of some of the conflict.

In fields such as mathematics or physics, there are generally no problems, but the issue becomes murkier in literature, history and sociology. Discussing a book with a moral lesson in it in a literature class is not the same thing as advocating that moral lesson, but the distinction is not always clear. In science, the conflict over teaching evolution vs. This section closely examines different roles of a teacher as a moral educator.

They must also show excellent example to the learners. It is often said that morality is fostered by good example. It is also said that evil is fostered by bad example. There is an intuition here that children are strongly influenced by the company they keep. There is also interjected into this discourse the idea that children can rise above their surroundings. This is usually said to children who cannot avoid bad company, as it were.

What is implicit in all of this is the belief that a moral point of view, or lack thereof, is mediated through social influences. There is nothing astounding here, except that teachers tend to forget the role of education in instilling moral values of normative influence. Though parenting plays a significant role in the legitimation of culture, it now has a contender in television.

For example, before a child reaches the age of 20 in this country, he or she will have seen 350,000 television commercials. The average child, it is estimated, will have seen 20,000 commercial messages each year or more than three hours of television advertising a week Sullivan, 1980. One might say that children keep a good deal of company with the ethos of consumption, for television is a mirror of commodity culture Sullivan, 1980.

When compared with parents and schools, the mass media--that is, newsprint, comics, radio, and television are, at the same time, more anonymous and democratic.

As opposed to parents, who concentrate their efforts on their own children and possibly their neighbors', the mass media are directed to a wider range of people, but with patently more utilitarian motives. In essence, the media are supported by modern advertising, whose main message is to sell products as commodities to people on a large scale as the correlate of mass production.

It can be seen in some of the early advertising journals that the media were to conflict with the family. The socially constructed nature of television makes it more of a private event, even though the viewer-listener is receiving communications.

A morally responsible actor is not a private actor. As I have already said, a human act is an expression which has as one of its distinguishing characteristics, significance. Significance implies that moral action has a public nature. Besides this, television and other media perpetuate pornography and teachers must be on the look out to warn their children against learning immoral acts from them.

Teachers create a basis for children through encouraging caring relationships in schools that bridge from adult to child through which mutual influence can occur Chein, 1972. Any child who is being cared for will likely care for others and will engage as a citizen in the moral life of the community.

The quality of early teacher-student relationships can have a strong influence on academic and social outcomes that persist through eighth grade Chein, 1972.

Teaching styles that conform to dimensions of effective parenting were a significant predictor of students' academic goals, interest in school, and mastery learning orientation. In particular, teachers who have high expectations tend to have students who get better grades but who also pursue prosaical goals, take responsibility, and show a commitment to mastery learning.

  • With these students will learn how to focus on their studies, and more importantly they will have the drive that will make them want to do well in their academic subjects;
  • The reason for teaching good character is to help prepare the students to face the many opportunities and unknown dangers that are in today's society.

Conversely, teachers who are harshly critical and are perceived to be unfair have students who do not act responsibly with respect to classroom rules and academic goals. Caring schools and classrooms provide multiple benefits for students. Caring school climates encourage social and emotional bonding and promote positive interpersonal experiences, providing the minimum grounding necessary for the formation of character Gramsci, 1971.

Moreover, in schools with a strong indication of communal organization, less student misconduct is noted Gramsci, 1971 and rates of drug use and delinquency are lower Gramsci, 1971. Social and emotional skills are crucial to school success.

Why Teach Moral Values

Recent research suggests that emotional intelligence has more bearing on life and school outcomes than does academic intelligence Kavanaugh, 1983 stated, social and emotional learning programs pave the way for better academic learning. They teach children social and emotional skills that are intimately linked with cognitive development.

Social and emotional skills facilitate everyday life, affecting relationships and school achievement-skills in communication, conflict resolution, decision making, and cooperation Kavanaugh, 1983. A substantial body of literature indicates that teachers employ programs that address social and emotional competencies and which are effective in preventing problem behaviors Taylor 1964including drug use Kavanaugh, 1983 and violence Kavanaugh, 1983.

Social and emotional learning is also a strong predictor of future children moral outcomes Taylor 1964. One study demonstrated, for example, that indices of social competence were better predictors of academic achievement.

Teaching for expertise involves direct instruction through role modeling, expert demonstration, and thinking aloud Sternberg, 1998focusing attention on ethical aspects of situations and expressing the importance of ethical behavior.

  • Character education is a teaching method which fosters the development of ethical and responsible individuals by teaching them about the good values that people should have;
  • When I was young, I learned that success was one percent inspiration and 99 percent perspiration;
  • Two teacher education strategies are encouraged in schools.

It also requires indirect instruction through immersion in environments where skills and procedures can be practiced extensively Taylor 196. The teacher plunges students into multiple, engaging activities. Students learn to recognize broad patterns in the domain identification knowledge. They develop gradual awareness and recognition of elements in the domain.

Moral Values for Students: A Necessary Part of the Curriculum

The teacher focuses the student's attention on the elemental concepts in the domain in order to build elaboration knowledge. Skills are gradually acquired through motivated, focused attention.

  1. There is an intuition here that children are strongly influenced by the company they keep. Finally, the child is able to use the skill across changing situations and demands.
  2. The maximalist strategy requires that teachers learn a toolkit of pedagogical skills that targets moral character education as an explicit curricular goal.
  3. Able learners have good self-regulatory skills for learning, Chein, 1972.
  4. It is often said that morality is fostered by good example.
  5. As parents and educators, we should all advocate the teaching of moral values in our schools for the following reasons.

The teacher coaches the student and allows the student to try out many skills and ideas throughout the domain in order to build an understanding of how these relate and how best to solve problems in the domain planning knowledge.

Skills are developed through practice and exploration. The student finds numerous mentors or seeks out information to continue building concepts and skills.

  • Teachers should understand their roles as facilitators of student self-development;
  • It is easy to teach physics, chemistry, math and literature but difficult to instill moral values in children at school;
  • Secondly, the child imitates the model with assistance.

A gradual systematic integration and application of skills occurs across many situations. The student learns how to take the steps in solving complex domain problems execution knowledge.

This set of novice-to-expert levels of teaching come in handy in modeling children morally. Individuals can be coached not only in skills and expertise but also in domain-specific self-efficacy and self-regulation Chein, 1972. The most successful students learn to monitor the effectiveness of the strategies they use to solve problems and, when necessary, alter their strategies for success Taylor1964. According to Taylor 1964 self-regulation is acquired in stages; these resemble the processes learning in the zone of proximal development.

First, the child vicariously induces the skill by observing a model. Secondly, the child imitates the model with assistance. Thirdly, the child independently displays the skill under structured conditions.