Moral and character education by Sajjad Awan

Moral and Character
Education
By:-

Sajjad Ahmad Awan PhD
Research Scholar TE
Planning DTSC Khushab
Sajjad Ahmad Awan PhD Scholar
sahmadawan@gmail.com

Moral and Character Education
Three major issues in the education of
young people today

Vision

Identification of what is
possible for both self and
society; includes the
discovery and/or defining
of one's life mission and
desired lifestyle

young people today

Competence

Development of the
knowledge, values,
attitudes, and skills
necessary for success in
a given society or culture


young people today

Character

The moral quality and
direction of one’s
decisions and behavior


Definitions of Character
The following two definitions provide examples
of a normative view of character:
“engaging in morally relevant conduct
or words, or refraining from certain
conduct or words”


Definitions of Character
The following two definitions provide
examples of a normative view of character:

“a complex set of relatively persistent qualities
of the individual person, and generally has a
positive connotation when used in discussions
of moral education”


Importance of Character
Both educators and public believe character
education should be an important part of schooling
• Educators -- competence in basic
skills, feelings of self-worth, and
moral development should be
priorities in schools


Importance of Character
Both educators and public believe character
education should be an important part of schooling
• Public -- competence in basic skills and
instruction in schools that would deal with
morals and moral behavior


Impacting Moral & Character Development
Four major questions need to be addressed
when focusing on character development:
1. What is good character?
2. What causes or prevents good character?
3. How can good character be measured ?

4. How can good character best be developed?


Impacting Moral & Character
Development
Personal

• honest and truthful
• autonomous
• responsible
• self-management and self-discipline
• courageous
• integrity

Development
Social

• sociable
• benevolent
• compassionate
• courteous
• trustworthy

Development
2. What causes or prevents good character?

1. heredity
2. early childhood experience
3. modeling by important adults & older youth
4. peer influence
5. general physical and social environment
6. communications media
7. content taught in the schools etc.
8. specific situations and roles

Development
3. How can good character be measured ?
• Cognitive knowledge
• Age appropriate cognitive and moral
development
• Values expressed
• Commitments expressed
• Written plans
• Personal and social overt behavior
student discipline; student suicide rates;
crimes; academic effort; pro social activities

Development

Effective communication and shared
values among families, schools, religious
organizations, and communities


Development
Schools effectively impacting morals and
character are:
1. directed by adults who exercise their
authority toward faculty and students in a
firm, sensitive, and imaginative manner, and
who are committed to both academics and
pupil character development;

Development

character are:
2. staffed by dedicated faculty who make
vigorous demands on pupils and each
other;

Development
character are:
3. structured so that pupils are surrounded
by a variety of opportunities for them to
practice helping (pro social) conduct;


Development
character are:
4. managed to provide pupils--both
individually and collectively--with many
forms of recognition for good conduct;


Development
character are:
5. oriented toward maintaining systems of
symbols, slogans, ceremonies, and songs
that heighten pupils' collective identities;


Development
character are:
6. dedicated to maintaining pupil discipline,
via clear, widely disseminated discipline
codes that are vigorously enforced and
backed up with vital consequences;

Development
character are:
7. committed to academic instruction and
assigned pupils significant homework and
otherwise stressed appropriate academic
rigor;

Development
character are:
8. sensitive to the need to develop collective
pupil loyalties to particular classes, clubs,
athletic groups, and other sub-entities in
the school;

Development
character are:
9. sympathetic to the values of the external
adult society, and perceive it as largely
supportive and concerned with the
problems of the young;

Development
character are:
10. always able to use more money to
improve their programs, but rarely regard
lack of money as an excuse for serious
program deficiencies;

Development
character are:
11. open to enlisting the help, counsel, and
support of parents and other external
adults, but willing to propose important
constructive changes in the face of
(sometimes) ill-informed parent resistance;

Exemplary Programs
Child Development Project
1. supportive adult-child relationships
2. exposure to societal values
3. peer interaction and pro social action
4. think about and discuss moral issues
5. experiences that promote understanding of
others


Exemplary Programs
Ideal School should have:
1. Comprehensive curriculum for growth in four
areas: (a) intellectual, (b) physical, (c) spiritual,
and (d) emotional

2. Students expected to meet world class
standards
3. Students have regular jobs and take
responsibility for growth of other students
4. Students commit to continuous improvement
towards excellence in all endeavors

Exemplary Programs
1. Four building blocks or pillars: universal
values, excellence, global understanding, and
service
2. Human being considered as endowed with
spiritual capacities
3. Striving for excellence, especially academic
excellence, is a focus


Conclusion
It is possible to develop a community consensus
around a relatively small number of moral and
character traits that can be the focus of an
educational program.

These must be integrated into a curriculum that
enjoins young people to strive for excellence in
the attainment of vision, character, and
competencies.


Thank You


Moral and character education by Sajjad Awan

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