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Social and Moral Education: The Educated Person as a Member of Society

Social and Moral Education: The Educated Person as a Member of Society. Chapter 10. The most important stuff learned in school is. The core subjects: math, English, science Attitudes and beliefs about what is important and what isn’t: what counts. The Hidden Curriculum.

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Social and Moral Education: The Educated Person as a Member of Society

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  1. Social and Moral Education: The Educated Person as a Member of Society Chapter 10

  2. The most important stuff learned in school is • The core subjects: math, English, science • Attitudes and beliefs about what is important and what isn’t: what counts

  3. The Hidden Curriculum • Largely unstated. Includes the knowledge, values, attitudes, norms, and beliefs children acquire in school that are not stated in the formal Overt curriculum • Messages of value • Teachers who ignore racial and cultural background, are “color-blind”…convey a message

  4. The Null Curriculum • Ignorance is not simply a neutral void; it has important effects on the kinds of options one is able to consider, the alternatives one can examine, perspectives from which one can view

  5. Schools teach you how to earn a living, not how to live. • I agree • I disagree

  6. The Social Characteristics of Classrooms • Crowds…so rules and routines • Praise…acceptance based on performance • Power…teachers and principals control praise allocation, classroom furniture

  7. Social Educational Role • Structural-Functionalism • Non-kin adult-child relationships • Time-limited school day • Grade-leveling of students • Transient student-teacher relationships • Same-age peer interactions • High child-to-adult ratios • Teach: independence, achievement, universalism, and specificity

  8. Conflict Theory • Cultural reproduction…mirroring in relationships between teachers and students the economic, social, and political relationships of the workplace • Resistance Theory…individuals and minority groups can transcend the message of the schools, not be passive recipients, that limit their lives • Critical Pedagogy

  9. Moral Education • Values…are beliefs about what is important in life and how things should be • Which values and codes of conduct should be taught? • Code of ethics…collection of rules that are either presumed to be universal principles or judged to be good because they have positive outcomes

  10. Approaches to Moral Education • Virtues Approach…moral good is clear, absolute, and universal (Bennett) • Self-discipline, compassion, responsibility, friendship, work, courage, perseverance, honesty, loyalty, and faith • We learn to discipline or “order our souls.” • Six Pillars of Character (Josephson) trustworthiness, respect, responsibility, fairness, caring, and citizenship

  11. Approaches to Moral Development • Philosophy for Children…philosophical inquiry to lead student to form concepts and ask and analyze questions • Moral Development Approach (Kohlberg), 3 levels, 6 stages and (Carol Gilligan) • Values Clarification Approach

  12. I have been bullied in school • Yes • no

  13. I have been sexually harassed in school • Yes • no

  14. At U.M.D. I always feel safe and secure • Yes • No

  15. Providing Safe Schools • School Violence and Student Fear • Zero tolerance and Alternatives • Bullying • Responding to Crises

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