Implicit Moral Education in Secondary Schools1

Journal of Moral Education 8 (1):32-40 (1978)
Abstract
Abstract As a result of a questionnaire administered to Heads and pupils in secondary schools in Lincolnshire, certain differences of perception emerge between heads and pupils concerning areas of school life which implicitly relate to moral education. Heads tend to see their schools as strict, yet claim to have few rules. Pupils want more freedom over uniform, assembly, RE, and games, and more involvement in making rules and appointing prefects. Heads are happy about staff??pupil relationships and the pastoral system, but pupils are dissatisfied. The role of House Tutor needs careful definition and evaluation. Community service, voluntary interest groups and co?operative group work seem to fall short of potential as instruments of moral education. There are very marked differences of attitude to compulsory attendance at assembly and RE between heads and pupils; compulsion may be counter?productive in terms of the development of individual moral autonomy. 1 This paper is based on a dissertation accepted in partial fulfilment of the M.Ed. degree requirements at Nottingham University
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