Journal of Educational Sciences

Curriculum Development

Examining the dominant principles in the Designing of the appropriate Model for moral Education in the Elementary Period of the Iranian Educational System

seyed Ramezan Aghili; . Jamileh Alomalhoda; kourosh Fathi Vajargah

Volume 26, Issue 1 , September 2019, , Pages 15-34

https://doi.org/10.22055/edus.2019.26634.2585

Abstract

Purpose: Moral education as a serious content area of most educational systems has attracted more attention from educational philosophy perspective than from curriculum designers. Although such research studies have contributed to the growth of this field, but they have almost failed to yield any operational ... Read More Purpose: Moral education as a serious content area of most educational systems has attracted more attention from educational philosophy perspective than from curriculum designers. Although such research studies have contributed to the growth of this field, but they have almost failed to yield any operational insight for empowering educational authorities. On the other hand, a review of top-level policy documents in the field of education reveals that, despite the real emphasis on moral education in such documents, no moral education curriculum has ever been developed for general courses. Therefore, it seems that moral education has been neglected in formal educational system. To fill such a gap, this study aimed to identify the main principles governing moral education curriculum development. Method: This study used a qualitative approach and an inductive content analysis method. The participants consisted of experts in the field and experienced teachers of the primary school. The data was collected by semi-structured interviews. Results: According to the results, 9 general categories with their 25 related principles were extracted. The principles included core competency, comprehensive goal-setting, situationality, focus on habituation, universal responsibility of moral education, diversity of sources of data in assessments, and determination of learning situation based on time and place. Discussion: Generally the suggested principles governing moral education curriculum have been developed in response to shortcomings in moral education process and aim to shift away from the instruction of values to moral education. The limited definition of ethics in moral education process, the limitation of ethics to the level of cognition, and the limitation of moral content in the area of moral knowledge constitute the main shortcomings. The present curriculum made an attempt to fill in this gap by focusing on ethics as a competency as well as emphasizing other aspects of moral development such as attitude and moral deeds. On the other hand, to fulfill moral education goals, all the resources of the school should be used in harmony with each other. Therefore, learning should not be limited to classroom, and the responsibility of moral education should not fall on the teacher only. As a result, an effective moral education curriculum makes use of all the potential learning resources such as a discipline-based curriculum, integration into other courses at the micro level, and integration with the whole school at the macro-level. To do so, all those who are involved, directly or indirectly, in the process of moral education should understand the importance of this area of learning and its relationship with other areas and perform their respective duties.

Al- farabi: a philosopher of education

B Rafiee

Volume 20, Issue 1 , May 2013, , Pages 29-50

Abstract

Although during the Farabi age philosophy of education did not have an independent identity but with searching in his idea one may find out some concepts which are putforward in our today education. This means that Farabi after the Jaber Ebn Hayan and Kendy was the third moslem philosopher who developed ... Read More

A Comparative Study of J.J. Rousseau’s Educational Ideas with Islamic Viewpoints Concerning the Goal, Principles and Methods of Education

S.A.R. Alavi; A. Shariatmadari

Volume 13, Issue 2 , September 2007, , Pages 1-30

https://doi.org/10.22055/edus.2006.15821

Abstract

In this article, the educational viewpoints of J. J. Rousseau concerning the goals, principles and methods of eduation have been extracted from their relevant sources, and compared and contrasted with Islamic educational thoughts, which in turn have been extracted from Islamic texts. The results of this ... Read More

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Keywords = Principles

Examining the dominant principles in the Designing of the appropriate Model for moral Education in the Elementary Period of the Iranian Educational System

Abstract

Al- farabi: a philosopher of education

Abstract

A Comparative Study of J.J. Rousseau’s Educational Ideas with Islamic Viewpoints Concerning the Goal, Principles and Methods of Education

Abstract