Value Education Inherent in our School Structure
Hersh and Mutterer in their article Moral Education and the Need for Teacher Preparation suggest that teachers avoid “moral education” (Hersh and Mutterer, 1975) because it has“traditionally been regarded as the more personal, private and subjective aspects of our lives” (Hersh and Mutterer, 1975). While teachers may feel this way, the very structure of schools and how they operate imparts a value system. The fact that we have two publicly funded school systems in Ontario, Public and Separate requires parents to make a choice between “value” systems. In many countries in Europe, for example, there is a national school system.
Additionally, the day-to-day operations of schools impart value systems. For example, the requirement of students to observe the national anthem, daily prayer, wearing hats in schools are examples of rules, which dictate what is valued or morally correct.
In recent times, teachers have ventured into territory, which caused parents and the public at large to question what right teachers have to venture into topics that are controversial. For example, teachers have chosen to present stories about gay marriage or transgender issues. As the article suggests, the ability to understand a cognitive developmental framework so issues are presented at an appropriate level is imperative. I do agree that faculties of education have an obligation to ensure candidates have proper training in this area. Unless this occurs students may be shortchanged and not given the opportunity to question and challenge current issues and practices. Yet, one would be hard pressed to find anyone who would argue that this is the very essence of what schools should do.
C.D
Reference
Hersh, R. H., & Mutterer, M. (1975). Moral education and the need for teacher preparation. In J. Cholvat et al. (Eds.), Values Education: Theory, Practice, Problems, Prospects (pp. 65-69). Waterloo: Wilfrid Laurier University Press.
Additionally, the day-to-day operations of schools impart value systems. For example, the requirement of students to observe the national anthem, daily prayer, wearing hats in schools are examples of rules, which dictate what is valued or morally correct.
In recent times, teachers have ventured into territory, which caused parents and the public at large to question what right teachers have to venture into topics that are controversial. For example, teachers have chosen to present stories about gay marriage or transgender issues. As the article suggests, the ability to understand a cognitive developmental framework so issues are presented at an appropriate level is imperative. I do agree that faculties of education have an obligation to ensure candidates have proper training in this area. Unless this occurs students may be shortchanged and not given the opportunity to question and challenge current issues and practices. Yet, one would be hard pressed to find anyone who would argue that this is the very essence of what schools should do.
C.D
Reference
Hersh, R. H., & Mutterer, M. (1975). Moral education and the need for teacher preparation. In J. Cholvat et al. (Eds.), Values Education: Theory, Practice, Problems, Prospects (pp. 65-69). Waterloo: Wilfrid Laurier University Press.