Moral Values for Public Education
2004; Rapid Intellect Group; Volume: 8; Issue: 2 Linguagem: Inglês
ISSN
1096-1453
Autores Tópico(s)Education and Critical Thinking Development
ResumoAbstract The continuing degeneration of personal among world's societies seems to be emerging as single-most urgent issue of our time. Until recent years, public had long since deferred from their original roles in morality and character education, though many outside of school systems continued political pressure to move either toward or away from values-oriented curriculum. This author analyses this history and poses questions and ideas about appropriate teaching of difference between right and wrong in American schools. ********** The continuing degeneration of personal among world's societies seems to be emerging as single-most urgent issue of our time. The 1970's brought revisitation of 'values but under personalistic approach called Clarification. Values were to be presented in neutral way to students who were to clarify and select their choices. were no incorrect choices, except those for which individual failed to formulate supporting rationale. The 1980's and 90's saw rapidly intensifying pluralistic view of American society. When question of values came up, people asked, Whose values should we teach? Many in North American society believe in core set of virtues found most commonly in Christian worldview or Judeo-Christian philosophy, even many who would characterize themselves as particularly religious. Yet personalistic approach to identification of virtue failed to bring about more moral society but has, instead, resulted in moral decline. Public had long since deferred from their original roles in morality and character education and even many churches or religious organizations were picking up slack (Meade, 1990 A Major Study on Morals and Ethics of Children In March 1990, Robert Coles, child psychiatrist and Harvard professor, one who called himself a member of liberal intellectual left, was quoted as wistfully recalling the good old days when religion was taught in schools (Meade, 1990). Coles sensed void--something missing from American homes and schools--missing for years. Coles directed major research project. The missing element was, they concluded, strong, unarguable notion of right and wrong, good and bad. Coles' findings revealed nation of children who have complicated belief system that usually runs counter to traditional values. There was an unmistakable erosion of children's faith in, and support for, traditional sources of authority. More than parents, teachers or authoritative officials, children turned to peers for guidance on matters of right and wrong. Coles described conversations with many kids whose consciences he said were not all that muscular. (Meade, 1990) The New Character Education A new ground swell is observed forming in 1990's seeking to restore ethics, morality, and to central focus in public schooling. More than 30 educational leaders from state school boards, teachers' unions, universities, ethics centers, youth organizations, and religious groups met in 1992 at Josephson Institute of Ethics. They formulated eight principles for character education--The Aspen Declaration on Character Education. (Lickona, 1993). In March of 1993, national coalition for character development formed with representatives from business, government, and education, as well as churches. They began to formulate an agenda for reinstituting morality in public school curriculum and instruction. (Haynes 1994) Four Reasons for Character Education Young people increasingly hurt themselves and others because they lack awareness of moral values. Effective character education improves student behavior, makes more civil communities, and leads to improved academic performance. Many students come to school with little moral teaching from their parents, communities or religious institutions. …
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