Strategies for Moral Education, Character and Values

This component of Moral Capital is a gathering ground for activities designed for personal and professional development (teachers, managers, parents) and classroom use.

Its immediate contents are skeletal. They are indicative of more which are planned to follow in the course of the next two months. They are inviting of additional contributions from throughout the world.

 

STRATEGIC APPROACHES

  1. Teach a given set of values, for example the prevailing values of society, school/organisational rules, or a religious code.
  2. Encourage the imitation of selected others – within family or school, wider community, historical or fictional heroes/heroines.
  3. Develop and strengthen the use rational processes and procedures relevant for making moral decisions.
  4. Provide opportunities for young people and colleagues to clarify and develop their own values.
  5. Provide opportunities for young people and colleagues to take action based on their own values and to reflect on the outcomes.

 

AESTHETIC AND MORAL VALUES

Values may be measured in many different terms, especially monetary, aesthetic and moral. The following statements implicitly or explicitly contain a value or are expressions of a value judgement. Some of these values are aesthetic, some are moral and some could arguably be either. Consider the kind of value involved:

Aesthetic / Moral / Either

  1. Neat handwriting makes the students work so much more attractive.
  2. School uniform helps to hide the visible differences in the socio-economic background of individuals.
  3. Graffiti make the school look messy.
  4. Sport develops team spirit.
  5. Sport develops the body beautiful.
  6. It is dangerous to run in the corridors.
  7. Don’t drop litter.
  8. This is a good classroom to work in because it has such a wonderful view.
  9. We have the most accomplished choir in the country.
  10. He’s a wolf in sheep’s clothing.

 

SLAVE OR FREE

  • I have to be at college/work/school between 9.00am and 4.00pm. Am I a slave?
  • I have to go to school. Am I a slave?
  • I have to obey rules. Am I a slave?
  • I have to wear a school uniform. Does this take away my liberty? If it does, am I a slave?
  • Can I be a free person if I have to obey rules?
  • I am not allowed to go to a party I want to go to. Is that a violation of my liberty?
  • My teacher can give me a detention. Am I my teacher’s slave?
  • I have a paper round. Am I the slave of - my employer? the people I deliver to?
  • I have a dog. Does the dog belong to me? Do I belong to my dog?
  • My parents possess a car. Do my parents possess me?
  • Would I be free if I never had to obey any rules?

List the differences between slavery and freedom, then put them in order of importance.

Finish this sentence in three ways: A slave is a person who…..

Compare your responses with those of somebody else. Are there any on which you agree? Disagree?

 

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