scholarly journals Teaching Moral Education In Secondary Schools Using Real-Life Dilemmas

2009 ◽  
Vol 2 (3) ◽  
pp. 14-20 ◽  
Author(s):  
Vishalache Balakrishnan ◽  
Keyword(s):  
Secondary Schools ◽  
Moral Education ◽  
Real Life

scholarly journals A reconceptualisation of Vygotsky’s ZPD into ZCD in teaching moral education in secondary schools using real-life dilemmas

2016 ◽  
Vol 3 (1) ◽  
pp. 1142925 ◽  
Author(s):  
Vishalache Balakrishnan ◽  
Darcia Narvaez ◽  
Yvonne Xian-han Huang
Keyword(s):  
Secondary Schools ◽  
Moral Education ◽  
Real Life

scholarly journals Teaching Moral Education in Secondary Schools Using Real-Life Dilemmas

2021 ◽  
Author(s):  
◽  
Vishalache Balakrishnan
Keyword(s):  
Secondary Schools ◽  
Moral Education ◽  
Secondary Students ◽  
Participant Observation ◽  
Real Life ◽  
Moral Dilemmas ◽  
Moral Pluralism ◽  
Proximal Development ◽  
Cultural Backgrounds ◽  
Moral Choices

<p>The purpose of this study is to contribute to contemporary debates about alternative ways of teaching Moral Education (ME) in Malaysia by including the voice of students. ME in the Malaysian setting is both complex and compulsory. This study explores alternatives to the current somewhat dated approach. It seeks to discover what young adolescents describe as moral dilemmas, how they approach them and what they find useful in resolving these moral problems. The research is founded on a modified version of Vygotsky's Zone of Proximal Development (ZPD), extended to suit the multicultural, multiethnic Malaysian setting, and here called the Zone of Collaborative Development (ZCD). This study uses qualitative research methodology consisting of a modified framework of participatory action research (PAR) as the methodological framework. Data was gathered for textual analysis through a modified form of participant observation, focus group transcripts, interviews, and student journals. The research trials a process of resolving reallife moral dilemmas in the ME classroom. It critically analyses the types of reallife moral dilemmas that a selected group of secondary students face. It also indicates the moral choices they make and the moral orientations they use. Participants in this study were 22 16-17 year old adolescents from three different types of secondary schools in a Form Four ME classroom in Malaysia. They were from different ethnic and cultural backgrounds, but within a nonMuslim community of students. ME in Malaysia (MEM) is designed to cater for this group while Muslim students study Islamic Studies. Findings show that students were concerned about moral issues and values not covered in the current ME curriculum. The moral dilemmas that they identified were relational and context dependent. Multiple factors contributed to the problems they described. These factors included national legislation, Malaysian culture, ethnicity, and religion as well as the effects of history, in particular the Japanese occupation. Students named autonomy, self and mutual respect, trust, freedom, and tolerance as main conflicting themes in their reallife moral dilemmas. They found their peers helpful in providing support, advice, and direction. Students also appear to find the process trialled in the research interesting, interactive/collaborative, meaningful, and reflective. The analysis also shows that the respondents' moral choices were influenced by parents, culture, religion, utilitarianism, collaboration, and friendship, within a strong carebased approach. However, moral pluralism was also evident in the findings in cases where participants made decisions based on care and justice interchangeably. The study suggests that including students' voices in MEM in this way might better engage students' interest, whilst at the same time contributing to intercultural tolerance and understanding.</p>

scholarly journals Teaching Moral Education in Secondary Schools Using Real-Life Dilemmas

2021 ◽  
Author(s):  
◽  
Vishalache Balakrishnan
Keyword(s):  
Secondary Schools ◽  
Moral Education ◽  
Secondary Students ◽  
Participant Observation ◽  
Real Life ◽  
Moral Dilemmas ◽  
Moral Pluralism ◽  
Proximal Development ◽  
Cultural Backgrounds ◽  
Moral Choices

<p>The purpose of this study is to contribute to contemporary debates about alternative ways of teaching Moral Education (ME) in Malaysia by including the voice of students. ME in the Malaysian setting is both complex and compulsory. This study explores alternatives to the current somewhat dated approach. It seeks to discover what young adolescents describe as moral dilemmas, how they approach them and what they find useful in resolving these moral problems. The research is founded on a modified version of Vygotsky's Zone of Proximal Development (ZPD), extended to suit the multicultural, multiethnic Malaysian setting, and here called the Zone of Collaborative Development (ZCD). This study uses qualitative research methodology consisting of a modified framework of participatory action research (PAR) as the methodological framework. Data was gathered for textual analysis through a modified form of participant observation, focus group transcripts, interviews, and student journals. The research trials a process of resolving reallife moral dilemmas in the ME classroom. It critically analyses the types of reallife moral dilemmas that a selected group of secondary students face. It also indicates the moral choices they make and the moral orientations they use. Participants in this study were 22 16-17 year old adolescents from three different types of secondary schools in a Form Four ME classroom in Malaysia. They were from different ethnic and cultural backgrounds, but within a nonMuslim community of students. ME in Malaysia (MEM) is designed to cater for this group while Muslim students study Islamic Studies. Findings show that students were concerned about moral issues and values not covered in the current ME curriculum. The moral dilemmas that they identified were relational and context dependent. Multiple factors contributed to the problems they described. These factors included national legislation, Malaysian culture, ethnicity, and religion as well as the effects of history, in particular the Japanese occupation. Students named autonomy, self and mutual respect, trust, freedom, and tolerance as main conflicting themes in their reallife moral dilemmas. They found their peers helpful in providing support, advice, and direction. Students also appear to find the process trialled in the research interesting, interactive/collaborative, meaningful, and reflective. The analysis also shows that the respondents' moral choices were influenced by parents, culture, religion, utilitarianism, collaboration, and friendship, within a strong carebased approach. However, moral pluralism was also evident in the findings in cases where participants made decisions based on care and justice interchangeably. The study suggests that including students' voices in MEM in this way might better engage students' interest, whilst at the same time contributing to intercultural tolerance and understanding.</p>

scholarly journals A moral education? British Values, colour-blindness, and preventing terrorism

2021 ◽  
pp. 026101832199892
Author(s):  
Christine Winter ◽  
Charlotte Heath-Kelly ◽  
Amna Kaleem ◽  
China Mills
Keyword(s):  
Critical Thinking ◽  
Secondary Schools ◽  
Recent Work ◽  
Moral Education ◽  
Education Sector ◽  
Structural Racism ◽  
Individual Interviews ◽  
Colour Blindness ◽  
British Education

The Prevent Strategy tasks the British education sector with preventing radicalisation and extremism. It defines extremism as opposition to fundamental British Values and requires schools to promote these values and refer students and staff believed to be vulnerable to radicalisation. Little research examining the enactment of the Prevent and British Values curriculum has included students. To fill this gap, we investigated how students, teachers and Prevent/British Values trainers engage with this curriculum by conducting individual interviews in two multicultural secondary schools in England, framing the study in recent work on colour-blindness. We found that whilst multiculturalism was celebrated, discussion about everyday structural racism was avoided. Critical thinking was performed strategically, and classrooms were securitised as sites for identifying potential safeguarding referrals. Moral education, colour-blindness and safeguarding intersected to negate racialised experiences, whilst exposing students and teachers to racialised Prevent referrals.

scholarly journals REPORT BETWEEN SOCIAL ETHICS AND PERSONAL MORALS IN OUR DAYS

2019 ◽  
Vol 34 (6) ◽  
pp. 1737-1741
Author(s):  
Rita Loloçi ◽  
Orneda Gega Hoxha
Keyword(s):  
Moral Education ◽  
Social Ethics ◽  
Real Life ◽  
Human Society ◽  
Legal Rules ◽  
Or Groups ◽  
Traditional Societies ◽  
The Individual ◽  
Contemporary Development ◽  
Personal Ethics

In this study, we will try to explain the correlation that exists between social ethics and personal ethics. Today’s challenges of human society in the field of ethics, morality and consciousness are not the same in different eras and in nations or groups of states. All three of these domains move more slowly than other processes, but are indispensable in everyday life. State authority in constantly way strive to create legal rules, but their non-compliance with ethic, principles of morality and conscience create major problems in contemporary development. Rapid contemporary developments, especially those in the field of technology and science have brought other concepts to social and personal ethics, but the necessity of their presence always adapting to other conditions has been felt. Today’s man seeks to understand it more in the form of ethics and social education. For example: nudity, morality principles to this phenomenon have changed from generation to generation, once considered shame and today as something private. The reality of the moral and conceptual problems that human and society have had over law, the rights and ethics have changed, concepts have been overthrown, and the way how people have been judged for different situations has evolved. Individual’s education in the traditional societies have been very important issue in his/ her life. That was a lifelong learning process instead. Education’s main purpose was to help the individual during his/her life so that he/she was not only responsible and aware of the environment, but to prepare the individual to fit into real life. In the actual society there are different points of views as far as the moral and civilizing education bonds are concerned. A mutual environment asks for mutual values, but on the other hand it is assumed the need to understand, accept and support even the values which may be different from the individual ones. In other words, the civil education has to treat moral as a separate issue, even though there are different opinions like: moral is a personal choice, moral is given by God, moral is a social agreement, etc. What we should emphasize is the fact that dealing with similar points of view is as important as debating against the opposite ones. It would be very positive if this could be achieved for a common understanding. But does everyone understand what moral, social and personal ethic is? Another question adds to this one: How is the problem of moral going to be treated? And is it necessary to set tasks or duties on moral as well? What features must moral education have in a view of the evolution of society as whole in terms of a new worldview? Today humanity is on the rise and is heading towards great organisation, but one must keep in mind that within this uniformity there is also diversity to be respected. The new worldview must be open to new progress and thinking not only from the content but also from the form.

scholarly journals Efficacy of Systematic Desensitization Therapy on Academic Boredom among Adolescents in Edo State Secondary Schools

2019 ◽  
Vol 9 (2) ◽  
pp. 83-89
Author(s):  
Ohanaka Blessing Ijeoma ◽  
Adeleke Ismaila Oladipo
Keyword(s):  
Public Schools ◽  
Secondary Schools ◽  
Goal Orientation ◽  
Real Life ◽  
Reciprocal Inhibition ◽  
Control Group ◽  
Systematic Desensitization ◽  
Quasi Experimental ◽  
Edo State ◽  
Academic Goal Orientation

Abstract An individual experiences boredom when an activity is neither entertaining nor conducive. Academic boredom and its negative influences include dissatisfaction and low arousal in school activities, depression, high school dropout, lack of academic goal orientation, abusive behaviours as well as poor academic performances among students. The study sought to investigate the efficacy of Systematic desensitization on academic boredom among students in Edo State Secondary Schools. The research used quasi experimental design adopting the pretest-posttest non-equivalent control group experiment. The population for the study consisted of One thousand, five hundred and eighty-two (I,582) SS2 students from Seven (7) public schools in Oredo Local Government Area of Edo State. The sample for the study was made up of two intact classes comprising of 91 (Ninety-one) SS2 students. The instruments used for the study is Boredom Proneness Scale (BPS), developed by Farmer and Sunberg, adapted from Obisanya with a test retest reliability co-efficient of 0.792. The findings of this study showed that Systematic desensitization was effective in reducing academic boredom. It was also more effective than the control group (non-attention). It is therefore recommended that reciprocal inhibition can be used to desensitize the students by counsellors. In the classroom, the teacher should note individual differences, engage students in classroom activities, use real life situations and also make learning interesting.

scholarly journals Public Internet discussions on faith: The problem of persuasion effectiveness

2021 ◽  
Vol 30 (2) ◽  
pp. 154-162
Author(s):  
Angelina I. Matyashevskaya ◽  
Keyword(s):  
Moral Education ◽  
Public Speaking ◽  
Real Life ◽  
Religious Faith ◽  
The Internet ◽  
Contemporary Society ◽  
Internet Communication ◽  
Modern Life ◽  
Internet Users

Considering effective communication, linguists traditionally focus on the type of the addressee and the conditions of their interaction with the addresser. The paper analyzes some transformations of oral genres on the Internet, including public discussions on the role of Orthodox faith in modern life, the functions of the religion in the spiritual and moral education of the contemporary society and its relation to the scientific breakthroughs of the 21st century. The analysis of video materials shows that their main addressee is the youth audience. Thus, it determines the methods of argumentation chosen in public Internet communication. The YouTube program “I Don’t Believe in God: Talking to an Atheist” has guests of all ages and professions: clergy, scientists and popularizers of science, politicians, journalists, interpreters, doctors, artists, movie critics and bloggers. The speakers are obviously oriented toward the predicted audience, complicates philosophical issues are discussed using real-life examples and involving both logical and emotional arguments. The article also focuses on the relaxed and friendly atmosphere of the conversation. Notably, a lively exchange of opinion boosts the Internet users’ attention and encourages the multidimensional interpretation of the views. A variety of perspectives sparks the youth interest in the discussed issues, facilitates critical thinking, inspires viewers to search for the truth themselves and to form sound judgments on religious faith and atheism. The results of the research may be used to improve students’ public speaking skills.

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