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Essay / Research Paper Abstract
An 8 page paper that presents a teacher's personal philosophy of moral education and a discussion of issues related to moral education. The writer mentions the CELS goal of encouraging critical thinking. Topics discussed include the reluctance of teachers to discuss character or moral education and why they are reluctant. The writer also presents models that may be used – Durkheim, Kohlberg and Lickona and why each is useful. An example of the morality of sexuality education is used to demonstrate Durkheim's thoughts. The importance of not imposing one's own values is discussed as is the acknowledgement that these values will be transmitted to students in one way or another. Bibliography lists 9 sources.
Page Count:
8 pages (~225 words per page)
File: MM12_PGmrl.rtf
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Unformatted sample text from the term paper:
itself, it requires effort with deliberate instructional approaches. Helping students develop these virtues is also the objective, the purpose of moral education. We find that the Common Essential Learning:
Personal and Social Values and Skills (CELS) "encourages students to think critically" (The Department of Canadian Heritage, 2001) about the importance of having views of the world, the differences related
to belief and tradition, and their environment (The Department of Canadian Heritage, 2001). CELS also calls for nurturing the values of tolerance and respect (The Department of Canadian Heritage, 2001).
It is important to incorporate the CELS into any character or moral education program. The question that is typically asked when the topic of character or moral education is
brought up is: whose values will be taught in the school? This is a universal question regardless of country. It is also the question that poses the greatest challenge for
teachers when designing a moral education program. It is interesting to note, however, that a Gallup poll in 1999 found that 90 percent of respondents supported having schools stress honesty,
moral courage, democracy, patriotism, acceptance for people of all ethnicities and caring for family and friends (Leo, 1999). Even with these values being more or less universally accepted, teachers tend
to be reluctant to discuss character education and moral development (Richmond School District, 2002). There is a reason for this reluctance - morality is typically associated with religious teachings
(Richmond School District, 2002). The topic brings about very strong emotions as well as conflict between groups who have very different beliefs regarding any number of issues in a society
(Richmond School District, 2002). The fact is, however, that even if teachers were to avoid any talk about virtues or values, the teachers own core values will be transmitted to
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