Teaching Strategies for Moral Education: A Review

Autor/inn/en	Schuitema, Jaap; ten Dam, Geert; Veugelers, Wiel
Titel	Teaching Strategies for Moral Education: A Review
Quelle	In: Journal of Curriculum Studies, 40 (2008) 1, S.69-89 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
Schlagwörter	Ethical Instruction; Service Learning; Social Influences; Moral Development; Teaching Methods; Moral Values; Values Education; Citizenship Education; Secondary Schools; Secondary School Curriculum; Social Values; Problem Solving; Thinking Skills; Discussion (Teaching Technique); Drama; Literature Reviews; Prosocial Behavior; Student Participation + Suchen Sie Ihr Suchwort? Ethics instruction; Teaching of ethics; Ethikunterricht; Service-Learning; Sozialer Einfluss; Moralische Entwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Moral value; Ethischer Wert; Werterziehung; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Sekundarschule; Sozialer Wert; Problemlösen; Denkfähigkeit; Schauspiel; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	We present the results of a literature review of studies on teaching strategies for moral education in secondary schools (1995-2003). The majority of the studies focus on the "what" and "why", i.e. the objectives, of curriculum-oriented moral education. Attention to the instructional formats for enhancing the prosocial and moral development of students (the "how") is relatively sparse. Most studies on teaching strategies for moral education recommend a problem-based approach to instruction whereby students work in small groups. This approach gives room for dialogue and interaction between students, which is considered to be crucial for their moral and prosocial development. Other studies discuss more specific teaching methods, such as drama and service learning. We conclude that the theoretical discourses on moral education are not reflected on the practice of curriculum-oriented moral education and its effects on students' learning outcomes. We recommend that future research on curriculum-oriented moral education includes the subject areas encompassing moral issues and the social differences between students. (Contains 10 notes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10