III. Recommendations
Moral education is not just another educational fad; it is an old and revered school mission and with good reason.
At the heart of democracy is the morally mature citizen. A society whose citizens are not morally mature and cannot trust one another resorts to external force and can even evolve into a police state. Similarly, a school whose students are not morally mature is tempted to create an environment of repression. Schools must contribute to the development of morally mature individuals who, in turn, will help to ensure the existence of just and caring society.
There are some recommendations for moral education:
1. To promote moral education in the schools. Indeed, moral education be made a powerful unifying and energizing force in the curriculum.
2. Educators should form partnerships with parents, the mass media, the business community, the courts, and civic, racial, ethnic, and religious groups to create a social and cultural context that supports the school’s efforts to develop morally mature citizen.
3. Schools have define and teach a morality of justice, altruism, diligence, and respect for human dignity.
4. School and school system have to make sure their moral education efforts extend beyond the cognitive domain to include the effective and the behavioral.
5. Moral education should include, especially for younger children, socialization into appropriate parents of conduct and education for critical thinking and decision making that is part of adult moral maturity.
6. Educators should continually examine the institutional features of school life to ensure that climate and instructional practice contribute to the same moral growth.
7. Educators regularly have to assess the moral climate of school and conduct of students and communicate the results of these assessments of their communities.
8. School establishes and conveys clear expectations for teachers and administrators regarding their roles as moral educators.
Conclusion
One purpose of moral education is to help make children virtuous—honest, responsible, and compassionate. Another is to make mature students informed and reflective about important and controversial moral issues. Both purposes are embedded in a yet larger project—making sense of life. On most accounts, morality isn't intellectually free-floating, a matter of personal choices and subjective values. Moralities are embedded in traditions, in conceptions of what it means to be human, in worldviews.
It is important at the outset to remember that morality acquires its meaning and its force by virtue of its location within a worldview; there is a danger in abstracting moral principles and values from the contexts that make sense of them.
Bibliography
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