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The development of Morality.
Transcript of The development of Morality.
There are five different schools of thought in Developmental Psychology that inform this topic:
Social psychology Definition of Moral Development Melissa Irish, Melissa Kuse, Christie Johnston, Josh Irving, Lorill Jensen, Morgen Germyn, Jennie Hill and Sara Lambert Question:
1- Should morality be taught in classrooms? Think in relation to both student and teacher. Debate Definition and Match-up Activity Language is a manipulative tool that can be used to either clarify or obscure understanding. Indirect, Direct and Social Emotional Learning, infused in the curriculum to create moral development..... Possible Methods Direct Indirect - Structured Overview
- Explicit Teaching
- Drill and Practice
- Compare and Contrast
- Didactic Questions
- Guide and Share - Problem Solving
- Case Studies
- Reflective Discussion
- Writing to Inform
- Concept Formation, Mapping, attainment
- Cloze Procedure Crain, W. (1985). Theories of Development. Prentice-Hall. pp. 118-136.
Retrieved from http://faculty.plts.edu/gpence/html/kohlberg.htm
Eisenberg, N. (2000). Emotion, regulation, and moral development. Annual Review of Psychology, 51, 665-697.
Feldman, D.H. (2005). Piaget’s stages: the unfinished symphony of cognitive development. New Ideas in Psychology, 22(3), 175-231. Retrieved from: http://dx.doi.org/10.1016/j.newideapsych.2004.11.005,
Harman, G. (1998). Moral philsophy meets social psychology. Proceedings of the Aristelian Society, 315-331. Retrieved from http://www.princeton.edu/~harman/Papers/Virtue.html
Kavathatzopoulos, I. (1991). Kohlberg and Piaget: Differences and similarities. Journal of Moral Education, 20(1), 47. Retrieved from http://web.ebscohost.com/ehost/search/advanced?sid=fd740565-b2ed-464a-9e76-bb3b39cfe25c%40sessionmgr15&vid=5&hid=19
Kessenich, M, et al. (n.d.). Developmental theory - cognitive and information processing, evolutionary approach, vygotskian theory - historica
Lickona, T. (1983). Stages of moral development: Preschoolhood to adulthood. In Raising Good Children (pp. 11-15). Retrieved from http://www.character-education.info/Articles/stages_of_moral_development
Peters, R.S. (1974). Moral and developmental learning. The Monist: The Philosophy of Moral Education, 58(4), 541-567. Retrieved from http://www.jstor.org/stable/27902386
Reed, T.M. (1987). Developmental moral theory [Review of the book The Psychology of Moral Development, by Lawrence Kohlberg]. Ethics, 97(2), 441-456. Retrieved from http://www.jstor.org/stable/2381360. Sources Pros and Cons we found through research Pros Classroom management (Stiff-Williams, 2010, p. 116)
Tradition and school policies say to teach morality (BC Ministry of Education Governance and Legislation Branch, 2010)
Teach children to be responsible, respectful and productive student in their school (Stiff-William, 2010, p. 116).
To create an environment where the real purpose of school (academics) can be concentrated on and excelled in (Stiff-Williams, 2012, p. 116).
Teach children to understand how to be healthy and productive members of our democratic society (School District #23 Mission Statement).
To help empower children to stand up for themselves and those who are marginalized (Sherblom, 2012).
To think critically and question “unfairness”(Sherblom, 2012) Cons Whose morals are they? Religious, political, societies… (Wilson, 1998, p. 43)
Parents job (Dunn, 2005)
Could conflict with what family wants them to learn (Dunn, 2005)
Could just be inculcating or indoctrinating children into what “others” think is best. (Wilson, 1998, p. 46)
Authority figures want to sell their personal beliefs or values around morality as what they see as the “right answers (Wilson, 1998, p. 45).”
Relativists or "progressives" focus more on teaching students that there is no right answer and they tend to put too much emphasis on cautioning them rather than giving them the tools needed to be moral and to understand morality (Wilson, 1998, p. 46) 1. As a teacher what does morality mean to you?
2. Why do you think it needs to be taught?
3. What behaviours do you hope will be learned by children if you teach morality?
4. What should we be concerned about when teaching morality in schools? and who/what do we need to be cautious of? What is the role of the teacher in teaching morality? Mission Statement
Our Mission: To educate students in a safe, inspirational learning environment
where every student develops the knowledge and skills to be a lifelong learner
and a healthy productive member of our global society.
Our Vision: School District No. 23 (Central Okanagan) is a progressive leader
in education, which sets the standard for educational excellence and ensures
that every student has opportunities to succeed.
•Honesty is the building block for relationships and the basis for trust. It is the absence of falsehood and the action of full disclosure. It is the ultimate test of moral strength. When honesty is present, integrity will also be apparent.
•Responsibility is being accountable for our actions and their consequences. When we demonstrate responsibility, we are doing our best to meet the expectations of ourselves and others.
•Respect is "to consider worthy of high regard". Being respectful is an attitude of honouring people and caring about their rights.
•Empathy is a feeling of concern, compassion and understanding of another's situation or feelings.
•While recognizing individual situations and differences, Fairness is ensuring impartiality where everyone plays by the same rules. A look at teaching morality in School District #23 Morality: A doctrine or system of moral conduct; conformity to ideals of right human conduct; moral conduct and virtue. The purpose of the British Columbia school system is to enable all learners to develop their individual potential and to acquire the knowledge, skills and attitudes needed to contribute to a healthy, democratic and pluralistic society and a prosperous and sustainable economy.
The BC Provincial Curriculum states that in subjects such as Health and Career Education one of the prescribed learning outcomes includes moral behavior and standards. Warm-Fuzzies, Wordle and Discussion Merriam Webster’s Collegiate Dictionary, 10th Ed, 1993, Merrian-Webster Inc.
http://www.education.com/reference/article/socioeconomic-status/ BC Ministry of Education Governance and Legislation Branch, Statement of Education Policy Order (Mandate for the School System), August 1, 2012.
Stiff-Williams, H.R (2010). Widening the lens to teach character education alongside standards curriculum. Clearing House, 83(4), May, 115-120.
Sherblom, S.A. (2012). What develops in moral development? A model of moral sensibility. Journal of Moral Education, 41(1), 117-142.Dunn, J. (2005). Moral development in early childhood and social interaction in the family. In M. Killen & J. Smetana, Handbook of moral development (pp. x-y). Mahwah: LEA.Wilson, J. (1998). Moral Education for Beginners. Curriculum Journal, 9.1, 41-50. Retrieved from: http://dx.doi.org/10.1080/095851797008010104Pearson, Q.M. & J.I. Nicholson (2000). Comprehensive Character Education in the Elementary School: Strategies for Administrators, Teachers, and Counselor. Journal of Humanistic Counseling, Education and Development.38. 243-251.Abebe, S. & W. Davis (2004). Transcendence in the Public Schools: The Teacher as Moral Model. Journal of College and Character. 5.6.2: 1-15.Kibble, D (1998). Moral Education: dilemmas for the teacher. Curriculum Journal. 9.1: 51-61 Classroom Discussion with your elbow buddy...
Looking at recent Stanley Cup riots in Vancouver: Consider what influenced the behaviour of the people who engaged in the destruction?
Was it genetics? Were they all just bad apples?
Was it environmental? Was it is a case of Monkey See/Monkey Do? When in Rome act like a jackass?
Was it constructivist? Was the crowd conditioned to think that destruction and riots are an appropriate response to a Stanley cup loss?
Was it a Cultural response? Is this the Canadian way? Would crowds in Sweden respond this way? How about soccer fans in Spain?