Teaching strategies for moral education: a review

Schuitema, Jaap; Dam, G.T.M. ten; Veugelers, W.M.M.H.

doi:10.1080/00220270701294210

Cited by 89 publications

(65 citation statements)

References 75 publications

(108 reference statements)

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“…Moreover, MF has similarities with what is sometimes called 'character education' (Althof and Berkowitz 2006;Winton 2008), but due to there being many rivaling definitions of character education (Davis 2003), we use the expression 'moral fostering.' It also has similarities with value education (Veugelers 2000) and moral education (Schuitema, ten Dam, and Veugelers 2008). As is evident in the writings of Sama and Shoaf (2008), MF is of relevance for many contexts, not only education.…”

Section: Ethics and Education 17mentioning

confidence: 94%

Why philosophical ethics in school: implications for education in technology and in general

Gardelli

Alerby

Persson

2014

Ethics and Education

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In this article, we distinguish between three approaches to ethics in school, each giving an interpretation of the expression 'ethics in school': the descriptive facts about ethics approach, roughly consisting of teaching empirical facts about moral matters to students; the moral fostering approach, consisting of mediating a set of given values to students; and the philosophical ethics (PE) approach, consisting of critically discussing and evaluating moral issues with students. Thereafter, three influential arguments for why there ought to be ethics in school are discussed, and each argument is interpreted given each approach to ethics in school, respectively. Thereby, we evaluate which interpretation of 'ethics in school' produces the strongest arguments, and thus, which approach is best supported by these arguments. The conclusion is that there ought to be PE in school.

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Section: Ethics and Education 17mentioning

confidence: 94%

Why philosophical ethics in school: implications for education in technology and in general

Gardelli

Alerby

Persson

2014

Ethics and Education

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“…The model is characterized by the use of the cognitive aspects of moral education, such as critical thinking, moral decision-making (DeVries, 1997;Lopez & Lopez, 1998;Schuitema, Dam & Veugelers, 2007, p. 1), problem-based learning, which gives an opportunity to students to move in small groups and give students opportunities for dialogue and interaction among students (Schuitema, Dam & Veugelers, 2007).…”

Section: Discussionmentioning

confidence: 99%

Junior-Senior High School Based on Pesantren Boarding System

Rohman

2016

Jurn. Pend. Islam

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The study is aimed to uncover that a boarding system in junior-senior high school (SMP-SMA) Semesta Billingual Boarding School (BBS) Semarang adopted the pesantren style. This is evidenced by the fact that, like pesantren, the typical of boarding school in BBS Semarang puts more emphasis on strengthening the affective (akhlāq) aspects, because of; 1) the curriculum of all subjects in school mutually integrated, 2) the curriculum design by the development of self-habituation, 3) design through creating climate and culture, 4) constitute the hidden curriculum, 5) more "mutually adaptive" and dominated by transmission model rather than transaction and transformation model, 6) can be used as an eclectic systems, between constructivist and non-constructivist, the social and personal model, the information and processing model, the humanism and behavioral oriented. The main purpose of the schools adopts the boarding school system to maintain and improve the quality of learners morals. However by adopting such system, learners can be monitored for almost 24 hours because they had been living in the college. Thus, adopting a boarding school system can be a solution to overcome and reduce morale among students dekandensi Indonesia and even in other countries.Keywords: Pesantren, Billingual, Junior-Senior High School. ABSTRAK [Penelitian ini bertujuan mengungkap bahwa sistem pendidikan SMP-SMA Billingual Semesta (BBS) Semarang mengadopsi gaya pesantren. Hal ini dibuktikan oleh fakta bahwa tipikal dari Bilingual Boarding School (BBS) Semarang menekankan pada penguatan aspek afektif (akhlaq), yang didukung dengan; 1) terintegrasinya desain kurikulum pada semua mata pelajaran di sekolah, 2) desain pengembangan diri melalui pembiasaan, 3) didesain melalui penciptaan iklim dan budaya, 4) menerapkan kurikulum tersembunyi, 5) lebih "adaptif "dan didominasi oleh model transmisi daripada transaksi dan transformasi

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“…A critical consciousness includes not only learning about the historical and current developments of privileging and normalising or marginalising and othering, but also unlearning what one had previously learned as normal and normative (Britzman in Kumashiro, 2000;Mayerfeld, 2003;Schuitema et al, 2008). It should involve a combination of reflecting as well as action.…”

Section: Avoidance Of Being Criticalmentioning

confidence: 99%

Opening up spaces for social transformation: Critical citizenship education in a post-conflict South African university context

Costandius

Bitzer

2014

Education, Citizenship and Social

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In post-conflict countries such as South Africa, some university students to know anything about the conflict-ridden past. As in other parts of the world that suffered from pasts of discrimination and conflict, it is easier for some students than others to argue like this since an unfortunate past does not concretely affect them any longer. Many students are, however, still benefitting or suffering from a privileged or disadvantaged past, and thus subconscious feelings of guilt or resentment prevail. When triggered by critical citizenship education, some students seem to want to avoid confronting issues. Such avoidance, however, can perpetuate and worsen the existing gap between social differences and/or academic performance. Against this background a critical citizenship module was included into a Visual Communication Design curriculum at a university in South Africa. Through fostering social justice, the module constructs a safe environment where historical and current realities can be unravelled. It also allows for dealing with these issues through art and design -a process that triggers the imagination and hence involves participants to see and experience that which cannot necessarily be seen or experienced in any other way. Through written reflections and interviews the project involved students, lecturers and high school learners in a township to whom art was taught by university students. Results showed that a less hierarchical and more self-motivated approach to critical citizenship education in art, which becomes part of the formal curriculum, results in addressing some of the avoidance and difficulties that were experienced earlier.

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Teaching strategies for moral education: a review

Cited by 89 publications

References 75 publications

Why philosophical ethics in school: implications for education in technology and in general

Why philosophical ethics in school: implications for education in technology and in general

Junior-Senior High School Based on Pesantren Boarding System

Opening up spaces for social transformation: Critical citizenship education in a post-conflict South African university context

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