Social Skills School Life

Can We Teach Children to Be Good? by Roger Straughan

By Roger Straughan

The it seems that easy query 'Can we train teenagers to be good?' can't be appropriately understood with no good deal of cautious pondering the philosophical concerns concerned. academics and oldsters frequently suppose that what the query capability and the way it may be responded are self-evidently issues of simple 'commonsense', however the risks of such assumptions are laid naked by way of the probing procedure of this e-book. After reflecting at the phrases 'goodness' and 'teaching' it proceeds to explain and significantly learn a couple of makes an attempt to outline the character of morality when it comes to its shape or its content material, thereby teasing out the numerous conflicting perspectives of ethical schooling which stick to from those theories. nobody account of morality or 'moral schooling' is located to be entirely passable and a synthesis is obtainable within the ultimate bankruptcy, which means numerous sensible educating strategies.Review‘The very actual caliber and value of the booklet 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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The group started from 'the generally agreed viewpoint that pupils' personal and social development is given the highest priority by teachers, both in school organisation and in curriculum design', though the assessment proposals were abandoned in 1980. E. teacher explaining various religious ideals, the house tutor Downloaded by [Aligarh Muslim University] at 21:01 13 December 2013 24 Can We Teach Children To Be Good? E. teacher persuading the rugger team to grit their teeth in the face of fierce opposition - a l l would claim with justification to be contributing to the personal and social development of the pupils.

The main objections to this approach, however, are that: (i) there is no guarantee that all teachers will pay sufficient attention to the 'moral dimension' of the subject they are teaching, and (ii) it is arguable that moral education requires as much What Are the Main Approaches to Moral Education? 21 Downloaded by [Aligarh Muslim University] at 21:01 13 December 2013 specialist knowledge and methodological expertise as any other subject, and that it is consequently unrealistic to expect all teachers to be automatically competent at handling moral issues in the classroom.

If one focuses exclusively on the process of valuing, then 'if one uses the process, whatever values one arrives at are all right' (Shaver and Strong 1982, p. 143). 45). Values clarification, then, raises some fundamental questions about the nature of moral values, to which we shall have to return a little later. 4 The development of consideration No attempt at 'neutrality' or mere 'clarification' is made by the next approach, which declares its aim to be to encourage boys and girls to 'live well' and to adopt a 'considerate style of life'.

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