Importance of moral education in model education constitution
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Moral education, however, is generally understood to cut across the curriculum and is appropriately integrated into all courses as well as into the extra curricular activities and ethos of schools. So our focus shifts somewhat in this last chapter.
There is not a lot of agreement about what moral education should be, and there is no “discipline” of moral education corresponding to the disciplines that define the courses we have discussed so far. We will argue that “moral education” is an umbrella term for two quite different tasks and approaches. The first, which might better be called moral “socialization” or “training,” is the task of nurturing in children those virtues and values that make them good people. Of course, good people can make bad judgments; it's often not easy to know what is morally right. The second task of moral education is to provide students with the intellectual resources that enable them to make informed and responsible judgments about difficult matters of moral importance. Both are proper and important tasks of schools—and both cut across the curriculum.
The inevitable question, of course, is, whose morality will be taught? We will offer our answer by way of a sketch of a theory of moral education
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Having education in an area helps people think, feel, and behave in a way that contributes to their success, and improves not only their personal satisfaction but also their community. In addition, education develops human personality, thoughts, dealing with others and prepares people for life experiences.
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