Moral relativism may be prevented by teaching a certain set of values such as trustworthiness, respect, accountability, honesty, justice, and fairness (Berreth and Berman 1997, Doyle 1997, Fenstermacher 2001, Lickona 1996). Research has shown that students who learn about different cultures and civilizations through literature and the arts perform better on tests measuring understanding of ethical concepts than students who are simply lectured-at on these topics McClendon 2004.
In addition, studies have shown that students who participate in class discussions about issues of right and wrong are more likely to agree with statements like "It is sometimes necessary to lie to achieve what you want" and "People are usually good at thinking critically about other people's actions," than their discussion-lessen peers. These results suggest that teachers should not only cover content material covered in standards but should also involve students actively in debates over meaning and application of that content.
Teachers should also help students develop critical thinking skills that will serve them well in life. This can be done by asking questions that force students to analyze issues from multiple perspectives and by providing opportunities for students to practice reasoning across disciplines.
The capacity to stick to the truth is the most crucial attribute while dealing with moral issues. When the element of bravery is lacking, the aims of ethical instruction, such as awareness for moral issues, reasoning, and empathy, become far more difficult to attain. Thus, bravery is needed by anyone who wants to be an effective educator in this area.
An ethical educator should also have certain behaviors. For example, they must be honest and trustworthy. They should also be respectful of others and themselves. Finally, an ethical educator should act with courage when required.
It is important to note that all educators need to be aware that they are role models. This means that what they do or fail to do can have an impact on their students. As such, they must be careful about what they say and how they behave if they do not want to harm the development of their students' ethics skills.
In conclusion, an ethical educator needs to have the ability to think critically, be honest and trustworthy, and act with courage when required.
A good ethics course should provide students with the capacity to think critically as well as identify, accept, and value the diverse methods in which people express their views and perspectives. It should help them understand that what is right for one person may not be right for another, but that it is their responsibility as individuals to make such decisions themselves rather than relying on others to make these decisions for them.
Students will also benefit from an ethics course if it helps them develop as responsible citizens who are aware of their own values and motivations so they can work to improve society or at least recognize when it is appropriate to do so. Through courses like this one, students learn how to think critically about issues before them and come up with their own solutions or at least contribute to the discussion about the best way forward.
Finally, an ethics course should help students understand that no one view or perspective is necessarily better than another; all are valuable and should be listened to respectfully.
Only through understanding different points of view and listening to each other can we move forward as a society; without this openness, we risk being locked into our own ways of thinking and behaving which could ultimately destroy any hope of creating a sustainable world for ourselves and future generations.
What You Should Know About Classroom Ethics
Teaching morality refers to attempts to educate pupils with the tools they need to build ethical capacities. The essential concept is that morally professional instructors require abilities connected to both their character and their behavior in order to foster the holistic development of their students (Tirri, 2011). Teaching morality is therefore not merely a matter of imparting knowledge about right and wrong but also requires that teachers create an environment where students are given opportunities to learn by doing, thinking, feeling, etc.
Morality has many different definitions. Some philosophers believe that morality is a set of rules or principles that guides human action; others say it's a set of preferences; some say it's a combination of both. No single definition of morality will satisfy all people because they differ in what they consider important when defining this term. However, most people agree on some general ideas when discussing morality. They think that morality is made up of two main parts: negative concepts like wrongness and goodness and positive ones like rights and duties. Negative concepts help us understand why certain acts are immoral while positive ones help us act ethically in situations where there is no clear-cut right or wrong choice.
When teaching morality, it is important to be specific about what aspects of behavior you want your students to develop. This can be done by looking at examples of good and bad actions and comparing them.
The term "ethics" refers to the abstraction of moral ideals and standards. In Education, There Are Four Ethics Principles:
Values might be promoted in schools. Education entails instilling in kids the following nine priority values and attitudes: "perseverance," "respect for others," "responsibility," "national identity," "commitment," "integrity," "care for others," "law-abidingness," and "empathy."
The nine values are listed below with definitions taken from the book "Education, Values, and Democracy" by Richard A. Riegert and Janet E. Mueller.
1. Perseverance - sustaining effort over time.
2. Respect for Others - honoring individual dignity and worth.
3. Responsibility - being accountable for one's actions.
4. National Identity - feeling a part of something larger than oneself (i.e., country).
5. Commitment - deeply feeling responsibility to another or others.
6. Integrity - having quality; being honest.
7. Care for Others - showing concern for others' well-being.
8. Law-Abidance - acting in accordance with the law.
9. Empathy - understanding and appreciating the feelings of others.
These values should not be viewed as separate entities but rather as aspects of a single underlying value called civility.