Payam Shoghi
http://payamshoghi.com/
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Corruption
Consumerism and materialism
Conflicts and violence based on gender, class,
caste, religion, re...
 Political?
 Economic?
 Social?

or
 Moral?
Erosion of religious and moral values





Unbridled materialism
Individualism and the pursuit of pleasure
Pervasive sp...
An Education that stimulates all aspects
of human existence:





Material – capabilities for
physical, academic, mater...
Common problems that render moral
education programs mostly ineffective:








Disagreement on a common set of val...
Content
Need to. . .
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

Carefully select appropriate content
Carefully identifying related pedagogies
Methodology
 An integrated approach-direct moral
education classes along with a ‘whole
school approach’
 A comprehensive...



Parents and the family
Teachers and the school

the onus is on teachers and schools to help
future generations imbibe...
Teachers:
 Give due importance to moral education
 Support structured programs
 Integrate values in what they teach
 B...
Individual Transformation:
 Moral purpose in life
 Freedom from prejudices of all kinds
 Inner discipline
 Rectitude o...



Current situation in society , and
Changes in educational policies
offer our schools with unique opportunities
for as...
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




Moral Education related content
Age-specific pedagogical approaches
Student-Centric Learning
Cooperative Learni...
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Moral Education in Schools

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Most parents do not address the issue of moral development of their children in any special way either from not knowing what to do, or because they think they don’t have the time. In most cases at best, an environment based on traditional beliefs and practices is created within the household with the hope that children will 'catch' the appropriate values by themselves. But this does not happen all the time! How else do we explain our rapidly falling moral standards?

Our society has seen sustained decline in its moral, ethical and cultural standards and values over the years. The problem is not so much the corruption, permissiveness and immorality that seem to abound all around. The greater problem is that we seem to be okay with them, and not inclined to do much about them. Not within the realm of education anyway!

The onus is on schools to do something really effective in this area. Unfortunately, in most cases, the approach by most schools towards moral and value education has at best been a mechanical one without the seriousness and thoughtful consideration that it deserves.

Isn’t it time for our schools to now take a new and hard look at the manner in which they currently address this indispensable area of education? The present crisis of increasing immorality presents schools with a great opportunity. But will they take it? Are they up to the challenge?

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Moral Education in Schools

  1. 1. Payam Shoghi http://payamshoghi.com/
  2. 2.         Corruption Consumerism and materialism Conflicts and violence based on gender, class, caste, religion, regional ism, language, etc. Fall in cultural and traditional values Breakdown of family ties Increasing permissiveness Disease and addiction Environmental degradation
  3. 3.  Political?  Economic?  Social? or  Moral?
  4. 4. Erosion of religious and moral values    Unbridled materialism Individualism and the pursuit of pleasure Pervasive spirit of competition
  5. 5. An Education that stimulates all aspects of human existence:    Material – capabilities for physical, academic, material and vocational progress. Human – new vision and keen intellect. Moral – new heart that beats with the impulse of strong moral and spiritual values.
  6. 6. Common problems that render moral education programs mostly ineffective:       Disagreement on a common set of values A content-based approach Disregard for related pedagogies Untrained teachers Not a priority with parents Not a priority with most teachers and schools
  7. 7. Content Need to. . .   Carefully select appropriate content Carefully identifying related pedagogies
  8. 8. Methodology  An integrated approach-direct moral education classes along with a ‘whole school approach’  A comprehensive approach-everybody in a school is a moral education teacher  Student-Centric Approach and Cooperative Learning  Service as a tool for moral development
  9. 9.   Parents and the family Teachers and the school the onus is on teachers and schools to help future generations imbibe appropriate values in a systematic and structured manner
  10. 10. Teachers:  Give due importance to moral education  Support structured programs  Integrate values in what they teach  Become role models; set high examples. Schools:  Train Teachers  Structure well-conceived approaches  Assess and evaluate for effectiveness.
  11. 11. Individual Transformation:  Moral purpose in life  Freedom from prejudices of all kinds  Inner discipline  Rectitude of conduct Social Transformation  Contributing to the betterment of society
  12. 12.   Current situation in society , and Changes in educational policies offer our schools with unique opportunities for assuming leadership in offering effective moral education to younger members of our society.
  13. 13.      Moral Education related content Age-specific pedagogical approaches Student-Centric Learning Cooperative Learning and Games Training of teachers Contact: Payam Shoghi pshoghi@gmail.com http://payamshoghi.com/
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