Does classic school curriculum contribute to morality? Integrating school curriculum with moral and intellectual education

Segev, Arik

doi:10.1080/00131857.2016.1194736

Cited by 4 publications

(9 citation statements)

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“…These characteristics place a number of requirements on the teachers and thus their training. In terms of their knowledge, values and identity, the teacher of worthy leisure must be familiar with their tradition—the liberal tradition (Segev, 2017). They must be familiar with its core principles, as well as the core issues it is concerned with in the present (Aloni et al., 2007).…”

Section: The Required Virtues For Teachers Of Worthy Leisure Educationmentioning

confidence: 99%

“…But they also must have an understanding of their field of knowledge in the context of the general tradition of knowledge. Teachers must be as familiar as possible with the peaks of this tradition; the philosophical, scientific, technological, historical, social, and political contexts of their particular field (Segev, 2017). They should see themselves as part of that tradition and identify with the idea of study for its own sake.…”

Section: The Required Virtues For Teachers Of Worthy Leisure Educationmentioning

confidence: 99%

“…This attitude is part of the prevalent cultural atmosphere that sees a split between developing moral virtues on the one hand and the main activity of schools of studying academic subject matter on the other (Biesta, 2009, 2010, 2015; Cam, 2014). In order to bring the two together, I have suggested elsewhere (Segev, 2017) a rough model based on MacIntyre’s (2007) idea of virtues in the context of practices. This model includes six aspects of the academic curriculum and the percentage of time that each should be taught for the study of it to contribute to the morality of the students.…”

Section: Introductionmentioning

confidence: 99%

“…2 For further reading on such and other critics of the academic liberal education tradition (see for example, Aviram, 2010; Back, 2012; Noddings, 2013; Priestley and Biesta, 2014; Schilling, 1986; Segev, 2017). …”

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confidence: 99%

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Worthy leisure education: Teaching here and now

Segev

2018

Research in Education

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In order to show the potential unification between studying the school's academic curriculum and developing moral virtues, two matters commonly considered to be separated, I suggest the approach of worthy leisure education. Drawing on the tradition of paideia and liberal arts education, I describe the inner connection between school and leisure and the inner connection between the leisure of school and the preferred liberal virtue. This educational approach calls for teachers to create their lessons, the educational gatherings, as events which are not directed at outcomes beyond themselves. I name this approach to teaching: non-outcome-based teaching, or teaching here and now. I conclude the article by describing a number of virtues that teachers who wish to excel in implementing this approach should develop.

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Section: The Required Virtues For Teachers Of Worthy Leisure Educationmentioning

confidence: 99%

Section: The Required Virtues For Teachers Of Worthy Leisure Educationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

mentioning

confidence: 99%

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Worthy leisure education: Teaching here and now

Segev

2018

Research in Education

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“…All these ills are directly or indirectly the consequence of a flawed social, family and educational structure (Asif et al, 2020;Rissanen et al, 2018). The situation therefore calls for an immediate introspection and early action to arrest further decay of our society (Ahmad et al, 2014;Asif et al, 2020;Segev, 2017).…”

Section: Introductionmentioning

confidence: 99%

Moral Education at Primary Level in Selected Private Schools of Karachi: Role of Teachers and Parents

Siddiqui

Habib

2021

Pak. J. Humanit. Soc. Sci

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Pakistani society is facing numerous problems such as intolerance, violence, lying, dishonesty and sexual harassment to mention just a few. Parents and schools have a major role to play in the moral development of children. This mixed methods study examined teachers’ involvement in developing moral values in children from three private sector schools in Karachi, Pakistan. Document analysis of primary schools’ curriculum, in-depth interviews and classroom observations of nine teachers were conducted to understand how moral values are imparted through formal education. Additionally, 240 parents participated in a quantitative survey to investigate parental involvement in the moral development of children. Findings revealed inadequate focus of the schools’ curricula towards moral education, teachers’ limited perceptions and their subsequent lack of contribution to moral development of students. The quantitative data from parents showed satisfactory involvement of parents in moral growth of their children, measuring above 60% for every variable. Data also revealed that parents focus more on instructions rather than discussions about the moral values with their children. Findings highlight the need for coordinated efforts towards moral development of children involving parents, teachers and schools.

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Integrating Digital Citizenship into a Primary School Course “Ethics and the Rule of Law”: Necessity, Strategies and a Pilot Study

Deng²,

et al. 2023

Lecture Notes in Computer Science

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Does classic school curriculum contribute to morality? Integrating school curriculum with moral and intellectual education

Cited by 4 publications

References 15 publications

Worthy leisure education: Teaching here and now

Worthy leisure education: Teaching here and now

Moral Education at Primary Level in Selected Private Schools of Karachi: Role of Teachers and Parents

Integrating Digital Citizenship into a Primary School Course “Ethics and the Rule of Law”: Necessity, Strategies and a Pilot Study

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