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Values/Charater Education: Traditional or Liberational
Transcript of Values/Charater Education: Traditional or Liberational
or Liberational Position 1:
Teach Traditional Values Position 2:
Liberation through active value inquiry Liberalism and Moral Decline KE 201000071 Kang Jihyun
KE 201000975 Kim Hyeonju
KE 201003131 Jung Soohyun Basis Everything schools do and decide not to do reflects a set of values. Schools provide values and character education through a variety of forms, whether intended and thoughtful or not Students come to school with a collection of values and opinions on good and bad Liberation=Education Education’s primary purpose is liberation Liberation from ignorance is the foundation beneath freedom from slavery, dictatorship, and domination Freedom to think and freedom to act are based on freedom to know VALUE INQUIRY? School Decisions about Values Education The issues are what kinds of values should be central to schoolwork and how should they best be taught and learned. Contemporary school activities are devoted to producing docile, passive students.
- Many schools aim to produce obedient citizens to assure social control, not critical thinking to enhance the society.-Mill A moralistic slogan or required reading in school does not hide the detect we see in society. Liberation Education and Critical Pedagogy: Values Inquiry Liberation education 1. offers an opportunity to examine social problems and conflicting values. 2. The emancipation of students and teachers from the blinders of class-dominated ignorance, conformity, and thought control. 3. No teaching technique, lesson plan or text book. 4. Purpose: to engage in actions that constrain oppression and expand personal power What Should Be Taught Liberation education for values inquiry requires us to blend curriculum content with critical pedagogy
Students should examine the nature of knowledge itself which can lead to liberation.
-The study of ideas
-It can help students situate events in historic, economic, and political settings deeper and richer than surface explanations.
contemporary social issues are significant Mainstream Mystification Mystification: an effort to mystify the public and hide the real school agenda It uses high-sounding phrases to cover its ideology, a continuation of status quo and power of the already dominant class Neither conservative nor liberal mainstream views raise questions about democracy’s basic or existing class domination The Dynamic Dialectic Liberation education requires teachers and students to engage in a dynamic form of dialectic reasoning to uncover ideological roots of significant values. It examines the topic in its total social context Not in segments as in discipline-centered curriculum Throughout history, and in cultures around the world, education rightly conceived has had two great goals:
to help students become smart and to help them become good.
-Character Education Partnership, 2008, p.8 Schools should provide a firm education in ethical principles that help youth sort, analyze, and evaluate behaviors and values expressed in popular culture. -> character education Unfortunately, schools are subject to the relativism that underlies much of life today. Far too many public schools lack a central core of fundamental morals and give students no ethical basis for guidance through life. -> Increased crime and abuse The liberal view of education has an eroding effect on the cornerstones of American society. -> culprit Family values have declined in the face of a long-term educational philosophy based on individualism and libertine lifestyle. Evidence: extraordinarily high divorce rates, child and spouse abuse,drug and alcohol addiction, ... “feminism”, “diversity”, “multiculturalism”, “sexual orientation” -> share 'moral relativism’; all views are equally valid in the classroom- from killing by euthanasia or abortion to gay and lesbian advocacy. There is rank logical inconsistency in the advocacy of value neutrality by many liberals. Traditional Values Can Be
Restored to School There is a tight relationship between good families and good schools in a society based on common values. Efforts to bring schools and society back to their moral base can yield positive results. Indicators of success include the increasing number and quality of educational materials available for teachers and parents. Teaching materials are aimed at instilling universal values in student: Character education is developing quickly into one of the most important new project in the schools. honor, honesty, truthfulness, kindness, generosity, helpfulness, courage, convictions, justice, respect, freedom and equality. What Should Be Taught: Traditional Values as the Focus The United States was founded on Judeo-Christian ideals. They form the basis of our concepts of justice and democracy. Schools were established to transmit those values to the young to preserve values and society. Renewing character education should include a prominent focus on traditional values at all levels. Ex) In elementary school, reading material should emphasize ideals. Signs and symbols in school should reinforce American values. … We need teachers who demonstrate a strong personal commitment to traditional values and whose behaviors and lives exhibit that commitment. States have a right to require high moral standards from those who obtain state licenses to teach in public schools. How Schools Destroy Values:
Values Clarification and Moral Obfuscation In many schools, children are taught that values they learn at home or church are a matter of choice. -> “values clarification” In class discussions on values, children can influence other children, and the teacher is not to intercede for fear of impeding the “clarification” of values. While claiming that no values are more important than any others, liberal advocates still propose a set of special interests they claim deserve special treatment in classrooms and textbooks: minorities, women, disabled, gay and lesbian. An entire class can agree that tying cans to a cat’s tail, euthanizing people who are old or ill, … School curriculum and textbooks currently present a wide array of relativistic values that only confuse children. Obviously, without clear and consistent standards of acceptable behavior and belief, our society is doomed to ethical destruction. dishonesty/cheating = honesty/integrity ????? If courses and teachers do not attest to a common core of morality, students are left morally rudderless. -> confusion or self-indulgence, scorn for morality Confusing Values
in the Current Curriculum Schools Are Rooted in Moral Values Results of this permissive and selfish education are apparent. -> increasing abuse (child abuse, spousal abuse, animal abuse, sex and drug abuse, …) Schools in America were founded to provide a moral foundation, and they were effective. Ex) Colonial schools Not only religion bus also ethical personal behavior derives from deep-rooted family and social values. Parents must teach children to share and to respect traditional social values. Schools should play an even more significant role in conveying American values to children. We are facing a crisis of values in society, and the crisis is reflected in our schools. Schools must reassume their original responsibility for moral teachings. Values inquiry can empower students to develop and enhance civilization without hypocrisy. Value inquiry involves the thinking through of fundamental moral principles, testing those principles in the cauldron of value conflicts in society and daily life Experience of Korea & discussion 서울특별시교육청(www.sen.go.kr) 서울특별시교육정보연구원(www.serii.re.kr) 서울용마초등학교 '98-'99 인성교육 자율시범학교 운영 보고서 <시범 과제 설정>
본교 시범 주제인 「이웃 사랑 운동을 통한 실천 중심의 인성교육의 실천을 위하여 다음과 같은 과제를 설정하였다.
가. 과제 1 : 이웃 사랑 운동의 여건을 조성한다.
나. 과제 2 : 실천적 인성 프로그램을 구안하여 적용한다.
다. 과제 3 : 용마 가족 어울마당을 통하여 이웃 사랑을 실천한다. <대상 및 기간>
가. 대상 : 서울용마초등학교 전교생(2,663명)
나. 기간 : 1998. 3. 1 ～ 2000. 2. 28 시범 운영 절차 시범 과제의 실제 운영 시범 운영의 결과 시범 운영의 결과 시범 운영의 결과 가치와 인격은 교육의 중요한 차원들이다. 이들을 전달하는 방법에 주입이라는 하나의 관점과, 상대주의적인 연구라는 또다른 관점이 있다면 당신의 의견은? 그리고 이것을 어떻게 정당화할 수 있는가? discussion 만약 가르친다면 가르치는 형태를 위해 어떤 사회적 결과들이 가능할 것이며, 어떤 가치를 가르칠지 누가 결정해야 하는가?