Transformative moral education: challenging an ecology of violence

Joseph, Pamela Bolotin; Mikel, Edward R.

doi:10.1080/17400201.2014.954363

Cited by 10 publications

(4 citation statements)

References 67 publications

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“…By instilling these values, education on human dignity cultivates a culture of tolerance, inclusivity and non-violence. Second, education on human dignity equips individuals with the knowledge and skills they need to address the root causes of violence and promote peaceful coexistence (Joseph and Mikel 2014;Cheffou 2015). It provides opportunities for critical thinking, dialogue and reflection on the consequences of violence (Harris 2004;Brantmeier 2013).…”

Section: The Role Of Education On Human Dignity and Catholic Schoolsmentioning

confidence: 99%

The Role of Education on Human Dignity: Fostering Peace and Diminishing Violence

Kleindienst

2024

Religions

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The concept of human dignity postulates that every individual inherently possesses intrinsic worth. This means that upholding human dignity demands an end to war and violence. Rooted in Catholic social teachings, human life is sacred, and the dignity of the human being is the foundation of a moral vision for society. This becomes instrumental in educating students about the imperative nature of respect, empathy and compassion towards all, irrespective of sociocultural backgrounds and individual beliefs. Given the profound implications held by the concept of human dignity, through their influence on their students, Catholic educational institutions can wield substantial influence in fostering peacebuilding initiatives and mitigating conflict. This research article presents a comparative study between California and Slovenia, highlighting variations in the autonomy of Catholic high schools in terms of teaching and curriculum development and implementation. Qualitative research into private Catholic high schools in these two states shows that those with greater autonomy tend to foster a more comprehensive grasp of human dignity. These schools also demonstrate students’ enhanced ability to swiftly detect violations of human dignity, even when such breaches are not immediately evident. These observations emphasise the crucial role Catholic educational settings thereby play in the realm of peacebuilding and conflict deterrence, underscoring the need to embed a profound comprehension of human dignity in the educational framework.

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Section: The Role Of Education On Human Dignity and Catholic Schoolsmentioning

confidence: 99%

The Role of Education on Human Dignity: Fostering Peace and Diminishing Violence

Kleindienst

2024

Religions

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“…The most important issue in the world of education is the approaches used by teachers to teach a subject to achieve teaching objectives more clearly (Hayati, & Mamat, 2014); Joseph, 2014). In order to make the teaching approach more effective and efficient, teachers need to play a very important role.…”

Section: Literaturementioning

confidence: 99%

The Best Immediate Approach for Teacher to Interact with Children in Early Childhood Education Center (ECE) in Kota Banda Aceh

Jamal¹,

Mamat²,

Omar³

2021

IJARBSS

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This study aims to explore the best approach for teacher in immediate interaction with children in early childhood education (ECE) centers in Kota Banda Aceh. It is also to examine how teachers and children interact as sociological contexts, as well as teacher communication and expectations in the teaching and learning process. Ten teachers from four early childhood education centers were selected as respondents. The qualitative analysis approach used in this study utilizes interviews, observations and documentation in data collection. Data validation uses triangulation and comparison techniques and critical analysis techniques as data analysis techniques. This study tries to find out about the results of ten teachers in taking an approach to children in phase, 0-2 years, 2-4 years, and 4-6 years in the learning program as the best approach for teachers in improving teaching and learning quality in ECE centers from Kota Banda Aceh. Findings show that teachers 'best approaches for children's engagement in the learning process are with the role of teachers as social agents, teacherchild relationships as sociological contexts, and teachers' communication and expectations in learning, so that learning objectives are achieved. The findings of this study show that teachers' best approach is to help develop motor and physical sensors at 0-2 years of age. The teacher approach also helps develop movement skills for children ages 2-4 and 4-6. In conclusion, teachers' best approach for immediate interaction in early childhood education goes beyond the initiation, core and closing activities of the teaching and learning process. Implications for early childhood education in Banda Aceh the appropriate approach for teachers to interact with children in immediate interaction during teaching and learning can foster the development of children of all ages from 0-6 years.

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“…Numerous scholars have examined the question of morality in education (Jacobson, 2010;Joseph & Mikel, 2014;Krek et al, 2019;Qin, 2018;Shumeiko et al, 2015;Wang, 2011). One of the ultimate goals of education is the ability to distinguish right from wrong, good from bad (Ayeni, 2012).…”

Section: Moralitymentioning

confidence: 99%

“…Moral education is conveyed through schools and intended to create individuals with spiritual and moral integrity (Shumeiko et al, 2015). It thus serves to improve and reinforce students' morality, supplementing or even replacing families in the conveyance of prosocial values (Joseph & Mikel, 2014). Moral education refers to a planned and structured means of instilling students with positive beliefs and habits, as defined by social norms and character (Mulyani et al, 2017).…”

Section: Moralitymentioning

confidence: 99%

Student demoralization in education:The industrialization of university curriculum in 4.0.Era Indonesia

et al. 2020

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Industrialization has transformed humans' perspectives and morality. At the same time, government policies have urged students to become innovators. This study argues that these policies have caused demoralization among Indonesian students in the Revolution 4.0 era. It applies a descriptive qualitative approach, using observation, interviews, and reviews of formal and informal policies available online. It objectively illustrates how universities have transformed in response to government policy. As shown in previous studies, higher education processes have ignored morality as they have industrialized and strived for innovation. Educational institutions are unable to act autonomously, being limited by state interests. At the same time, they have failed to dynamically articulate the meaning of Industry 4.0, focusing solely on products and the workplace. Critique and reflection are necessary to imbue students with civility and integrity. Such a constructive response is necessary to curb the demoralization process that has occurred in the Industry 4.0 era.

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Transformative moral education: challenging an ecology of violence

Cited by 10 publications

References 67 publications

The Role of Education on Human Dignity: Fostering Peace and Diminishing Violence

The Role of Education on Human Dignity: Fostering Peace and Diminishing Violence

The Best Immediate Approach for Teacher to Interact with Children in Early Childhood Education Center (ECE) in Kota Banda Aceh

Student demoralization in education:The industrialization of university curriculum in 4.0.Era Indonesia

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