By Roger Straughan
The it appears common query 'Can we train young ones to be good?' can't be appropriately understood with out a good deal of cautious brooding about the philosophical concerns concerned. academics and oldsters frequently imagine that what the query capability and the way it may be replied are self-evidently concerns of simple 'commonsense', however the risks of such assumptions are laid naked by way of the probing technique of this publication. After reflecting at the phrases 'goodness' and 'teaching' it proceeds to explain and severely study a couple of makes an attempt to outline the character of morality by way of its shape or its content material, thereby teasing out the various conflicting perspectives of ethical schooling which stick to from those theories. nobody account of morality or 'moral schooling' is located to be absolutely passable and a synthesis is on the market within the ultimate bankruptcy, which means a number of sensible instructing strategies.Review‘The very genuine caliber and usability of the e-book as an introductory textual content, and its good portrayal of logical priorities, is to be admired.’ *Cambridge magazine of schooling * [C:\Users\Microsoft\Documents\Calibre Library]
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These dilemmas can also be used as materials for moral education in schools as well as for psychological research and testing, for one of Kohlberg's most interesting claims is that it is possible to 'accelerate' people's moral development by engaging them in discussion of such dilemmas in which they encounter reasoning of a higher level than their own. Another context in which Kohlberg believes that 'acceleration' can take place is that of the 'just community' or the 'school within a school', where the educational institution itself is modified in order to involve pupils directly in democratic, decision-making procedures (1984, p p .
This is well illustrated if we now look back at the range of claims made for children's moral goodness in examples (a)-(k) in the previous section, to see how they match up to these general moral requirements. Downloaded by [Aligarh Muslim University] at 21:01 13 December 2013 38 Can We Teach Children To Be Good? Clearly Jane (a), who always does as she is told, cannot count as a moral agent if she behaves as she does simply because she is told to do so, without attempting to exercise any independent judgement.
The educator must be a socializer, teaching value content and behaviour, not merely a Socratic facilitator of development' (1978, p . 84). This apparent recantation would not be accepted by all of Kohlberg's followers, but it must cast further doubts upon the 'development of moral reasoning' approach to moral education (see Locke 1987). 6 Values across the curriculum This approach to moral education is probably the one which most teachers would be most ready to accept and support. The previous five approaches (with the possible exception of the first) all imply that moral education can be seen in some respects as a distinct, educational enterprise which teachers, perhaps with some specific expertise, are to undertake in addition to their other curricular concerns.