Teaching Moral Education in Secondary Schools Using Real-Life Dilemmas

<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>

Teaching Moral Education in Secondary Schools Using Real-Life Dilemmas

<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>

Comparing Germany and Israel regarding debates on policy-making at the beginning of life: PGD, NIPT and their paths of routinization

Definition The routinization of prenatal diagnosis is the source of bioethical and policy debates regarding choice, autonomy, access, and protection. To understand these debates in the context of cultural diversity and moral pluralism, we compare Israel and Germany, focusing on two recent repro-genetic “hot spots” of such policy-making at the beginning of life: pre-implantation genetic diagnosis (PGD) and non-invasive prenatal genetic testing (NIPT), two cutting-edge repro-genetic technologies that are regulated and viewed very differently in Germany and Israel, reflecting different medicolegal policies as well as public and bioethical considerations. Arguments First, we compare policy-making in the context of PGD for HLA (human leukocyte antigen) typing, used to create sibling donors, approved in Israel under specific conditions while prohibited in Germany. Second, we compare policy-making in the context of NIPT, which came under fire in Germany, while in Israel there has been little public debate about it. Conclusion Both countries justify their contrasting policies as reflecting a concern for the well-being and care of the embryo/child, thus highlighting different concepts of embryo/child protection, (relational) autonomy, family relations, and the impact of religion and history on the promotion/protection of life. We use the juxtaposition of PGD and NIPT to highlight some inconsistencies in policies concerning the protection of extra- and intra-corporeal embryos. We conclude by drawing on the comparison to show how national variations exist alongside co-evolution.

Coping With Human-Cat Interactions Beyond the Limits of Domesticity: Moral Pluralism in the Management of Cats and Wildlife

Although human interactions with cats are often even typically analyzed in the context of domesticity, with a focus on what sorts of interactions might make both people and cats “happy at home,” a large number of cats in the world live, for one reason or another, beyond the bounds of domesticity. Human interactions with these more or less free-living cats raise deeply controversial questions about how both the cats and the people they interact with should be sensibly managed, and about the moral imperatives that ought to guide the management of their interactions through the laws and public policies regulating both human interactions with pets and with wildlife. We review the geography of human interactions with cats living beyond the bounds of domesticity. We acknowledge the contributions made to ideas about how to manage cats by the animal protection movement. We review the tensions that have emerged over time between advocates for the eradication of free-living cats, because of the impacts they have on native wildlife species, and those who have imagined alternatives to eradication, most notably one or another variant of trap-neuter-return (TNR). The conflict over how best to deal with cats living beyond the bounds of domesticity and their wildlife impacts raises the prospect of stalemate, and we canvass and critique possibilities for moving beyond that stalemate.

The Moral Relationality of Professionalism Discourses: The Case of Corporate Social Responsibility Practitioners in South Korea

Building a coherent discourse on professionalism is a challenge for corporate social responsibility (CSR) practitioners, as there is not yet an established knowledge basis for CSR, and CSR is a contested notion that covers a wide variety of issues and moral foundations. Relying on insights from the literature on micro-CSR, new professionalism, and Boltanski and Thévenot’s (1991/2006) economies of worth framework, we examine the discourses of 56 CSR practitioners in South Korea on their claimed professionalism. Our analysis delineates four distinct discourses of CSR professionalism— strategic corporate giving, social innovation, risk management, and sustainability transition—that are derived from a plurality of more or less compatible moral foundations whose partial overlaps and tensions we document in a systematic manner. Our results portray these practitioners as compromise makers who selectively combine morally distant justifications to build their own specific professionalism discourse, with the aim to advance CSR within and across organizations. By uncovering the moral relationality connecting these discourses, our findings show that moral pluralism is a double-edged sword that can not only bolster the justification of CSR professionalism but also threaten collective professionalism at the field level. Overall, our study suggests paying more attention to the moral relationality and tensions that underlie professional fields.

How Professionals Construct Moral Authority: Expanding Boundaries of Expert Authority in Stem Cell Science

Negotiations over professional boundaries are often contests about controlling technical expertise and authority. Less is known about the role of moral judgments in such contests because well-trained professionals often silence their moral commitments or engage moral debates outside the boundaries of their profession. Drawing on an ethnographic study of a science laboratory at the forefront of moral controversy, this article shows how professionals manage moral challenges by reconfiguring their conventional domain of expert authority to include moral as well as technical expertise. Scientists drew on their plural moral views to develop, apply, and mobilize abstract knowledge about morals as resources to claim authority in debates over the moral definition of their work. Collective learning and collaboration ensured the cohesion of the professional community throughout the process of developing authority despite continued moral pluralism. By unpacking one mechanism for the pursuit of moral authority, the study elaborates our understanding of the moral foundations of professionalism and of the emergence of morally complex work activities.

Tujuan Penciptaan sebagai Cara Memahami Keberagaman Etika dalam Kekristenan

Moral diversity can be a problem and has presented challenges and opportunities for Christian ethics, especially as it relates to the spirituality of the congregation. The prevalent moral pluralism shows a different understanding of the Bible's contents and the process of understanding God's will, coupled with the emergence of theories that want to make a certain viewpoint. In the process of exploring these issues, the article offers a reflection based on the teleological approach to creationism. The thesis of this article states that the doctrine of creation can be one of the important foundations in shaping Christian ethics in contemporary era.Keragaman moral bisa menjadi masalah dan telah menghadirkan tantangan dan peluang bagi etika Kristen, terutama yang berkaitan dengan kehidupan spiritualitas jemaat. Pluralisme moral yang banyak terjadi menunjukkan pemahaman yang berbeda juga dalam menggali isi Alkitab dan proses memahami kehendak Allah, ditambah lagi dengan munculnya teori-teori yang ingin menyudutkan satu pandangan tertentu. Dalam proses mengeksplorasi masalah-masalah ini, artikel ini menawarkan refleksi yang didasari dengan pendekatan teleologis dari ajaran penciptaan. Tesis dari artikel ini mengatakan bahwa doktrin penciptaan bisa menjadi salah satu fondasi penting dalam membentuk etika Kristen di zaman kontemporer.

Justificatory Moral Pluralism: A Novel Form of Environmental Pragmatism

Moral reasoning typically informs environmental decision-making by measuring the possible outcomes of policies or actions in light of a preferred ethical theory. This method is subject to many problems. Environmental pragmatism tries to overcome them, but it suffers also from some pitfalls. This paper proposes a new method of environmental pragmatism that avoids the problems of both the traditional method of environmental moral reasoning and of the general versions of environmental pragmatism. We call it ‘justificatory moral pluralism’ – it develops the intuition that normative ethical theories need not be mutually exclusive. This leaves room for important forms of pluralist environmental ethics that do not require a once-and-for-all prior commitment to an ethical theory when deciding about policies or courses of action related to the protection of the environment. Justificatory moral pluralism offers a viable solution to the recurrent conflicts between efficient environmental decisions and the need for moral reasoning.

Encyclical Letter Humanae Vitae in the Course of Time

The content of Humanae Vitae (1968) caused an ongoing debate all over the world. It has also stirred up factual crisis of moral theology. The crisis has caused subjectivity of morality and this has caused further crisis. The most serious feature of the crisis seems to be an effort to accept moral pluralism inside the Catholic Church. The renewal of moral theology the Second Vatican Council talked about has been left blocked. A couple of years after the Second Vatican Council, but before publishing Humanae Vitae, warning of St. Paul VI calls for continuity with moral tradition as a criterion for the autonomy of Catholic moral theology. In spite of much opposition of some bishops, theologians, and laypeople, the teaching of the encyclical letter has priceless value. The truth about marital love and value of life is in its center. It is proclaimed in an overview of the teaching of the Catholic Church from Humanae Vitae to Evangelium Vitae. In its nature, family is invited to fullness of love and, at the same time, it is the heart of civilization of love. Unfortunately, current family has found itself between the two civilizations—civilization of love on the one hand and civilization of death and uncontrolled pleasure on the other. The teaching of the encyclical Humanae Vitae is a constant guide when protecting true marital love and family in the course of time.