Moral and character education by sajjad awan

Sajjad Ahmad Awan PhD Scholar [email protected]

Moral and Character

Education

By:-

Sajjad Ahmad Awan PhD Research Scholar TE

Planning DTSC Khushab


Moral and Character Education

Three major issues in the education of young people today

Vision

Identification of what is possible for both self and society; includes the discovery and/or defining of one's life mission and desired lifestyle




Competence

Development of the knowledge, values, attitudes, and skills necessary for success in a given society or culture




CharacterThe moral quality and direction of one’s decisions and behavior


Definitions of CharacterThe following two definitions provide examples of a normative view of character:

“engaging in morally relevant conduct or words, or refraining from certain conduct or words”


Definitions of CharacterThe following two definitions provide examples of a normative view of character:

“a complex set of relatively persistent qualities of the individual person, and generally has a positive connotation when used in discussions of moral education”


Importance of CharacterBoth educators and public believe character education should be an important part of schooling

• Educators -- competence in basic skills, feelings of self-worth, and moral development should be priorities in schools


Importance of CharacterBoth educators and public believe character education should be an important part of schooling

• Public -- competence in basic skills and instruction in schools that would deal with morals and moral behavior


Impacting Moral & Character Development

Four major questions need to be addressed when focusing on character development:

1. What is good character?

2. What causes or prevents good character?3. How can good character be measured ?

4. How can good character best be developed?




Personal

• honest and truthful• autonomous• responsible• self-management and self-discipline

• courageous • integrity




Social

• sociable• benevolent• compassionate• courteous• trustworthy



2. What causes or prevents good character?

1. heredity 2. early childhood experience 3. modeling by important adults & older youth 4. peer influence 5. general physical and social environment 6. communications media 7. content taught in the schools etc. 8. specific situations and roles



3. How can good character be measured ?• Cognitive knowledge• Age appropriate cognitive and moral development

• Values expressed• Commitments expressed• Written plans• Personal and social overt behavior

student discipline; student suicide rates; crimes; academic effort; pro social activities




Effective communication and shared values among families, schools, religious organizations, and communities



4. How can good character best be developed? Schools effectively impacting morals

and character are:

1. directed by adults who exercise their authority toward faculty and students in a firm, sensitive, and imaginative manner, and who are committed to both academics and pupil character development;




Schools effectively impacting morals and character are:

2. staffed by dedicated faculty who make vigorous demands on pupils and each other;





3. structured so that pupils are surrounded by a variety of opportunities for them to practice helping (pro social) conduct;





4. managed to provide pupils--both individually and collectively--with many forms of recognition for good conduct;





5. oriented toward maintaining systems of symbols, slogans, ceremonies, and songs that heighten pupils' collective identities;





6. dedicated to maintaining pupil discipline, via clear, widely disseminated discipline codes that are vigorously enforced and backed up with vital consequences;





7. committed to academic instruction and assigned pupils significant homework and otherwise stressed appropriate academic rigor;





8. sensitive to the need to develop collective pupil loyalties to particular classes, clubs, athletic groups, and other sub-entities in the school;



4. How can good character best be developed? Schools effectively impacting morals

and character are:

9. sympathetic to the values of the external adult society, and perceive it as largely supportive and concerned with the problems of the young;





10. always able to use more money to improve their programs, but rarely regard lack of money as an excuse for serious program deficiencies;





11. open to enlisting the help, counsel, and support of parents and other external adults, but willing to propose important constructive changes in the face of (sometimes) ill-informed parent resistance;


Exemplary ProgramsChild Development Project

1. supportive adult-child relationships

2. exposure to societal values3. peer interaction and pro social action4. think about and discuss moral issues5. experiences that promote understanding of others


Exemplary ProgramsIdeal School should have:

1. Comprehensive curriculum for growth in four areas: (a) intellectual, (b) physical, (c) spiritual, and (d) emotional

2. Students expected to meet world class standards

3. Students have regular jobs and take responsibility for growth of other students

4. Students commit to continuous improvement towards excellence in all endeavors


Exemplary Programs

1. Four building blocks or pillars: universal values, excellence, global understanding, and service

2. Human being considered as endowed with spiritual capacities

3. Striving for excellence, especially academic excellence, is a focus


ConclusionIt is possible to develop a community consensus around a relatively small number of moral and character traits that can be the focus of an educational program. These must be integrated into a curriculum that enjoins young people to strive for excellence in the attainment of vision, character, and competencies.


Thank You

Moral and character education by sajjad awan

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