Online research in philosophy

Moral education as a concept is very comprehensive in China. It is implemented in two ways, one of which is through subject?based moral education, the other is by means of all kinds of extra?curricular activities. There are three groups of moral educators: teachers of subject?based moral education, Party administrators and class teachers. The initial training of these teachers is undertaken at three levels of teacher training institutions: teachers' universities, colleges or schools. Three in?service training approaches are described and illustrated: the first takes place in teachers' universities; the second is a school?based approach; and the third is characterized by cooperation between university and school. Challenges for the further improvement of the training of moral educators are outlined and some suggestions made.

Abstract This article aims to identify the perceptions of teachers about moral education in Trinidad and Tobago. Part I presents teachers? perceptions which emerged from responses to the following questions: 1. Who should be responsible for moral education? 2. How should moral education be done? 3. Does moral education involve reasoning and/or behaviour? 4. Should moral education be a separate course or part of existing courses? 5. What resources and services are needed in order to carry out moral education? Part II presents a selection of responses in the form of quotations to Question 6: What one main, crucial question or comment is uppermost in your thinking about moral education? The responses have been analysed and critiqued. It is envisaged that research and development in moral education curricula will be informed by these perceptions, and that the introduction of effective programmes in moral education could influence the quality of life both in the school as a society and in the larger community outside.

Abstract It is sometimes thought that in a society in which a plurality of moral traditions and points of view are represented, the cognitive content of moral education must be thin, being confined to a recognition of a few shared values. It is argued here, to the contrary, that citizenship in a plural democracy demands a cognitively substantial form of moral education. The argument for a shared, and cognitively demanding, form of moral education to some extent parallels the argument in a plural society for political liberalism??where the strongest argument may be a pragmatic one. Both democratic participation and the pragmatic demands of toleration demand a level of moral understanding which can only be achieved through a cognitively rich moral education.

Abstract The likelihood that schools? use of moral education programmes will increase is worth examining through the prism of curricular thinking. The concept ?school ethos? is one of the elements that is emphasized in curricular thought. This paper presents and discusses four models of school ethos, and contrasts them with the general principles reflected in conventional projects. It points out possible conflicts which can arise between ethos and programme rationales and which may prevent the reasonable implementation of moral education programmes; it is suggested that these factors be considered when introducing these programmes. The basic assumption is that even if there is success in convincing educators to adopt such programmes, it is the school's ethos which will influence the quality and the depth of the programme's acceptance and integration into the fabric of the school's daily life.

Abstract Internalization of moral values on the basis of the values and principles stated in the Universal Declaration of Human Rights was accepted as a starting point in the planning of moral education in the Finnish comprehensive school. The goals and content of moral education have not been clearly specified in the report of the Committee on Comprehensive School Curriculum, which in practice serves as a national curriculum. Moral tenets are mainly taught in religion and civics. The most common types of moral content in textbooks are examples of morally acceptable behaviour, moral norms, rules and obligations. Moral tenets are justified by appealing to authorities and emotions or no justification is given at all. The textbooks deal with moral questions mainly on the individual level and the materials provide limited opportunities for practice necessary for the internalization of moral values.

Abstract Education in India is primarily the responsibility of the States. Diversity rather than uniformity characterizes the curricula, among other things, of these state school systems. Very few of the states have provided for moral education as a subject of study in their schools, although the importance of moral education is generally appreciated. This paper presents an account of the Indian thinking on the different aspects of moral education and its present position and status.

The interest in moral education has focused largely on the teaching of morality or on nurturing moral qualities and virtues or on the "moral atmosphere" of the school; but little, comparatively speaking, has been written about education itself as essentially a moral practice. Failure, in this respect, has damaging results. First, the practice of education goes adrift from its moral roots ? and serves particular ends such as economic well-being or citizenship as conceived by those in power. Secondly, the programmes of moral or personal and social education are isolated from the moral context in which they make sense. These issues are addressed in the lecture.

Abstract The importance of the role of the school's social environment in stimulating the development of moral reasoning is stressed. Previous researchers have found that not only is the time structure in a school a controlling variable but also that ?intensive education? has more potential than traditional concurrent education for stimulating cognitive growth. This research examined the moral atmosphere in a high school with intensive education and the effect of this environment upon the development of moral reasoning in its students as a function of the number of years of exposure to this environment. The results from this cross?sectional study indicated the students perceived a sense of fairness and of community in their school. Examination of the levels of moral reasoning on both Kohlberg's Moral Judgement Interview and Rest's Defining Issues Test indicated that it was dependent upon the number of years the student had been exposed to this school's environment but not upon the student's grade level. The results may be of interest to those who are developing environments which attempt to stimulate the development of moral reasoning.

Abstract This is a study of the way in which moral education was added to the Bavarian curriculum in 1972. After considering some aspects of the Bavarian background which will be unfamiliar to most British readers, the approach of the new subject is described. In discussion, attention is drawn to certain inconsistencies, and it is suggested that these reflect the ambiguous position of the school in a parliamentary democracy whose commitment to pluralism remains partial.

Abstract This paper surveys the range of philosophical positions currently found in school sex education materials. Five main positions are identified: school sex education should not occur; school sex education should promote physical health; school sex education should promote personal autonomy; school sex education should promote responsible sexual behaviour; school sex education should take place within a religious framework. The strengths and weaknesses of each of these positions are examined. It is argued that valid sex education in schools promotes rational sexual autonomy, requires pupils to consider the needs and wishes of others, and takes place within a moral framework. The identification of the moral framework within which sex education is taught is a matter of controversy. Once this is acknowledged, possible approaches towards the balanced teaching of school sex education become easier to identify. It is suggested that teachers should adopt a position which combines elements of affirmative and procedural neutrality.