1. Foundational Principles of Morality

2. The term “morality” can be used either
descriptively to refer to some codes of conduct put forward
by a society or,
some other group, such as a religion, or
accepted by an individual for her own behavior or
normatively to refer to a code of conduct that, given
specified conditions, would be put forward by all rational
persons

3. Moral Principles of Education
The teacher needs to understand public opinion and the
social order, as much as the public needs to comprehend the
nature of expert educational service. – John Dewey

4. Moral Purpose of School
Moral ideas vs. Ideas about Morality
“Moral ideas” are ideas of any sort whatsoever which take
effect in conduct and improve it, make it better than it
otherwise would be
“ideas about morality” may be morally indifferent or immoral
or moral.
There is nothing in the nature of ideas about morality, of
information about honesty or purity or kindness which
automatically transmutes such ideas into good character or
good conduct.

5. The moral responsibility of the school, and of those who
conduct it, is to society.
The school is fundamentally an institution erected by society
to do a certain specific work,—to exercise a certain specific
function in maintaining the life and advancing the welfare of
society.
The child is an organic whole, intellectually, socially, and
morally, as well as physically. We must take the child as a
member of society in the broadest sense, and demand for and
from the schools whatever is necessary to enable the child
intelligently to recognize all his social relations and take his
part in sustaining them.

6. Teachers as Role Models
What should they be modeling?
Teacher’s were expected to be morally upright
individuals who displayed good character
They were expected to teach and discipline students
The public expects teachers to display behaviours
such as
Fairness
Honesty
Adherence

7. Virtue ,Moral and Character
Virtue is a quality the person has
It is socially valued
Morals are behavior
Moral virtue like honesty is morally valued
Character
the mental and moral qualities distinctive to an
individual
it is who we are even when no one is watching

8. School and teachers should educate for character

9. A Person of Character
Wisdom to know the right from wrong
Honest
Trusworthy
Fair
Respectful
Responsible
Admits and learns from mistakes
Commits to live in these principles

10. Teachers as they interact should exemplify
models of character by making professional
judgment and decisions based on societal
and moral values

11. Teaching for and with Integrity
Integrity should be embodied or reflected
in the character of an individual
It is the consistency of character regardless
of religion, race , or ethnicity

12. Modeling Integrity
Teachers model integrity by doing the right thing even when
no one is looking
Consistently doing what is right even it would be easier to do
the other side and much more beneficial
Teachers should emphasize the importance of exercising self
control and restraint when challenged into some
compromising situation

13. Teachers integrity or lack of it is highly observable for
students
They evaluate the character of their teachers based on how
they are being taught
They know when teacher are genuinely concern and cares
for them

14. How can teachers serve as role
models?
Honesty
Telling the truth and acting in an honorable
way
Compliance to rules and laws
Fulfilling promises and commitments
Maintaining confidentiality of student records
Not lying, cheating or stealing

15. Trust
An honest person can be trusted
Trust replaces apprehension and fear
When students trust their teachers they are helping
them trust in themselves as well
It develops when students are told what the
expectations are, meets them and received the
promised reward
It is effectively taught when lived

16. Fairness
All opportunity to meet the standards
Absence of discrimination
Sometimes fairness also means treating the
student differently because this is the right thing
to do so

17. Respect
Means showing regard and appreciation for the worth
of someone or something.
It means honor and esteem

18. Responsibility
Being morally accountable for their actions and
fulfilling their duties
Well prepared for their class
When they model health-related physical
fitness, good nutrition and absence of drug
abuse

19. Teaching how to reason morally
First step is to learn moral principles
Principles are universal rules of conduct and are based on
moral virtues and values
Moral reasoning is the systematic process of evaluating
personal virtues
Stages
 Moral knowing
 Moral valuing
 Moral acting

20. Help students differentiate on themselves what is
right or wrong
Guide them to go through the usual notions
such as
There is no rule against it
Everyone else does it
No one will ever find out
The situation calls for me to act this way

21. Teachers should educate students not to justify or rationalize
their decisions or behaviors but rather to use the moralreasoning process when making decisions.

22. Moral knowing
Cognitive phase
Learning about the issue and how to
resolve them
They shouldn’t justify wrong actions so
that it would seem right

23. Moral valuing
Internalization of values
This can be taught by modeling it
themselves

24. Moral acting
Sometime difficult because it requires the courage to stand
out from the crowd and different
Even under pressure, the students should still be able the
correct choices

25. “Moral reasoning does not promise behavioral
change, but it promises individual soul searching
and reflection on personal beliefs, values and
principles. Without this process cognitive moral
growth will not increase, behavior change will
not occur and the potential for consistent moral
action becomes little more than a hit or miss
proposition.”–Stoll and beller