Moral Education Programmes: a curriculum perspective

Journal of Moral Education 21 (2):151-160 (1992)

Abstract
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
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DOI 10.1080/0305724920210206
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