Question

What do you think will happen next? in moral education book 7​

Answer 1

Answer:

The preceding five chapters have dealt with the proper place of religion in particular courses. 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.

The preceding five chapters have dealt with the proper place of religion in particular courses. 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 preceding five chapters have dealt with the proper place of religion in particular courses. 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. Given this theory—and the civic and educational frameworks we outlined in Chapters 1 and 2—we will draw out the implications for the role of religion in moral education. To put a little flesh on these theoretical bones, we will take sex education as a case study.