This document discusses various models and assessments of moral education. It defines moral education as helping children develop beliefs about right and wrong to guide their behavior. It then describes several models of moral education: - The Rationale Building Model focuses on clarifying values and how teachers make moral decisions. - The Consideration Model encourages living for others as a way to liberate oneself from selfishness. - The Value Clarification Model sees values as personal opinions shaped by increasing self-awareness in a morally pluralistic society. - The Social Action Model teaches influencing policy through environmental actions. It also discusses Kohlberg's theory of moral development in three stages from following rules to upholding principles and

1. VALUE EDUCATION
UNIT – V
MODELS AND ASSESSMENT OF
MORAL EDUCATION
Dr.N.Sasikumar
Assistant Professor
Department of Education
Alagappa University
Karaikudi-630003

2. DEFINITION OF MORAL EDUCATION
 Moral education may be defined as helping children and young people
to acquire a set of beliefs and values regarding what is right and wrong.
This set of beliefs guides their intentions, attitudes and behaviors
towards others and their environment. Moral education also helps
children develop the disposition to act in accordance with such beliefs
and values. More fundamentally, it encourages children to reflect on how
they should behave and what sort of people they should be. For many
people, these questions are linked to religious belief, but moral
education programs treat religion and morality as conceptually distinct.
 Moral educators believe that many young people living in the
contemporary world can become morally confused by exposure to
factors that may destabilize their moral values, including television, print
media, the Internet, social changes in family structures, poor role models
in public life, the prioritization of economic values and continuing gender
and ethnic...

3. RATIONALE BUILDING MODEL
 James Shaver (1976) developed a jurisprudential model of a moral
education and named it Rationale Building Model.
 Shaver is more directly concerned with teachers' moral decision making.
So, first of all this model seeks to clarify such basic questions as What is
a value? What is a moral value?, How do values of a democratic society
relate to decisions teachers make in the class?, Ho* can teachers help
students develop more meaningful ways of dealing with 'moral issues?
(Dagar and Dhull, 1994).
 The theoretical base of Shaver's model comprises three parts: i) defining
a value, ii) nature of democracy, iii) an analysis of moral education in a
democratic society.

4. CONSIDERATION MODEL
 It is a complementary process of moral education in which
the focus is on the person's life-style of relating to self and
others.
 This model seeks to demonstrate that living, for others is
self-rewarding and motivating; and this is truly living for
one-self.
 Developing this kind of attitude (living for others) is really
an experience of liberating oneself from destructive
impulses, egocentricity, narcissism, selfishness, etc.
 According to Mc.Phail, moral education ... must work
towards freeing individuals from fear and distrust, and
empower them to give and receive love, respect and
dignity of the self and others.

5. VALUE CLARIFICATION MODEL
 Value Clarification Model of moral education offers an approach
which is open-ended to the other extreme. The advocates of
value clarification approach have clear-cut and explicit
assumptions about the nature of values.
 These assumptions are:
(i) Values are not fixed and objective but rather a matter of
personal opinion. Though values are based on specific criteria, a
particular value is neither right nor wrong under all circumstances.
Everyone of us has values which we cherish and prize. ‘
(ii) Learning is largely a matter of increasing awareness of the
self.
(iii)Traditional moral values of the society have broken down and
the moral pluralism in today's society forces individuals to choose.

6. SOCIAL ACTION MODEL
 Social Action Model is to bring the desired social
change by actively participating in the different
programmes of citizen's concern, which have
already been well deliberated upon and considered
socially good.
 This model was developed by Fred Newman to
teach students how to influence public policy by
developing in them the environmental competence.
 Environmental competence involves actions to
effect specific consequences on the environment.

7. MORAL MATURITY
 Kohlberg’s theory of moral development is a stage-based
model of moral maturity developed by Lawrence Kohlberg in
1958. Kohlberg continued to develop and edit the theory based
upon new research throughout his life.
 The theory offers three levels of moral development,
1. Pre conventional Morality:- Commonly associated with young
children and involves little thought about morality
2. Conventional Morality:- pleasing individuals to maintaining
social order by following social norms, customs, and laws.
3. Post-Conventional Morality:- people look beyond convention
to determine moral norms and appropriate social interactions.
emphasis on the social contract and the maintenance of
individual rights.

8. KOHLBERG‘S THEORY OF MORAL
DEVELOPMENT

9. MORAL DILEMMA WITH EXAMPLES
 A moral dilemma is a conflict in which a person must choose between two
or more actions, all of which they have the ability to do. There are moral
reasons for each choice. No matter which choice you make, someone will
suffer or something bad will happen. In order to help you understand exactly
what is meant by “moral dilemma” we have provided some examples, some
of which are classic moral dilemmas.
Some examples of moral dilemmas include:
 The classic “lifeboat dilemma”, where there are only 10 spaces in the
lifeboat, but there are 11 passengers on the sinking ship. A decision must be
made as to who will stay behind.

A train with broken brakes is speeding towards a fork in the tracks. On the
left, there is a woman crossing with her two children; on the right, there is a
man doing routine maintenance on the tracks. The engineer must decide
which side to aim the speeding train towards.

10. THANK YOU