Teaching Moral Education In Secondary Schools Using Real-Life Dilemmas

Abstract

In an effort to contribute to contemporary debates about alternative ways of teaching moral education, this qualitative study explored moral dilemmas identified by young adolescents and how they made moral choices to resolve the dilemmas. Data were gathered for textual analysis through a modified framework of participatory action research using participant observation, focus group transcripts, interviews and student journals. The data were interpreted using a revision of Vygotsky's Zone of Proximal Development, extended to suit the multicultural Malaysian setting, and here called the Zone of Collaborative Development. Participants were 22 16-17-year-old non-Muslim adolescents from different cultural backgrounds attending three different types of secondary schools. Moral Education (ME) in Malaysia (MEM) is designed to cater to this group while Muslim students study Islamic Studies. Findings show that students were concerned about moral issues and values not covered in the current ME curriculum. The moral dilemmas identified were relational and context dependent. Students named autonomy, self and mutual respect, trust, freedom and tolerance as main conflicting themes in their real-life moral dilemmas. The study suggests that including students' voices in MEM in this way might better engage students' interest and connecting the subject with students' everyday lives.

Teaching Character Education to College Students Using Bildungsromans

“…Most research on the integration of literature and character education has exclusively focused on primary school (Brynildssen, 2002;Ikhwan, 2013;Kusmarwantini, 2012;Nurgiyantoro, 2010;Tyra, 2012) and secondary school (Balakrishnan, 2009;Harney, 2014;Mehmet Ülger, M., Yiğittir, S., & Ercan, O., 2014), or both (Agbola & Tsai, 2008) leaving a gap for such research in higher education.…”

Moral Reasoning Stages through Hikmah (Wisdom) Pedagogy in Moral Education

“…Other than the mentioned ethnic groups, there are also the Orang Asli (aborigines) and other small groups practicing their rich, cultured ways of life in Malaysia. In such settings, it is very important for members of all ethnicities to understand and respect each other's norms as norms can differ from one culture to another (Balakrishnan, 2009). The ethnic and religious diversity in Malaysia has influenced the formulation of the National Philosophy of Education as the foundation in the Malaysian education system.…”

“…The focus of the subject is on cultivating, appreciating, and practicing the "noble virtues" of Malaysian society (Ministry of Education, 2000). It is hoped that the subject will deliver students who are knowledgeable, have noble personalities, and who are polite and willing to contribute productively towards their society and their country (Balakrishnan, 2009). The main objectives are to enable pupils to: (i) understand and internalise noble values that are needed for good character; (ii) be aware and accept the importance of harmony between man and environment and to strive to sustain it; (iii) have an enhanced understanding and cooperation by sustaining a peaceful and harmonious life in a democratic Malaysia; (iv) develop mature thinking based on moral and spiritual values in making moral decisions and solving problems; and (v) develop commitment to act morally, based on justice and altruism in line with the noble values of Malaysian society (Ministry of Education, 2000).…”

“…In 2000, the Moral Education (ME) syllabus was revised and the primary school curriculum was reorganised around values related to five areas: (i) self-development; (ii) self and family; (iii) self and society; (iv) self and the environment; and (v) self and country (Balakrishnan, 2009). According to Hashim (2007), values relating to country or citizenship include respect and obedience to the king, leaders and country, respect for rulers and the law, love for the country, and peace and harmony.…”

Kesedaran Sensitiviti Moral Melalui Aktiviti Analisis Filem Pendek: Satu Kajian Tindakan di Kelas Pendidikan Moral (Moral sensitivity awareness through film analysis activities: An action research in a moral education class)

“…Namun kajian menunjukkan wujudnya masalah dalam melaksanakan pengajaran dan pembelajaran Pendidikan Moral di negara Malaysia (Liau et al 2003). Pengajaran guru Pendidikan Moral memberikan keutamaan dalam aspek kognitif malah aspek emosi dan tindakan tidak diendahkan (Vishalache 2009). Tambahan pula kaedah pengajaran Pendidikan Moral yang dilaksanakan oleh guru juga mementingkan hafalan nilai murni dengan menggunakan buku teks dan huraian sukatan pelajaran (Abd.…”