Introducing Ethics Education in Schools The Maltese Proposal for the - - PowerPoint PPT Presentation

Information/Consultation Seminar: Introducing Ethics Education in Schools

The Maltese Proposal for the Teaching of Ethics in Schools: A Rationale Kenneth Wain

Information/Consultation Seminar

Introducing Ethics Education in Schools

The Maltese Proposal for the Teaching of Ethics in Schools: A Rationale

Information/Consultation Seminar: Introducing Ethics Education in Schools

The Maltese Proposal for the Teaching of Ethics in Schools: A Rationale Kenneth Wain

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Ethics is used interchangeably with:

• moral behaviour
• values
• qualities of character.

Aim im:

• to bring all three related dimensions by educating

pupils/students into: 1. understanding the nature of moral language, 2. making sound and reflective moral judgments, 3. living an ethical lifestyle, in other words a lifestyle that corresponds with and reflects one’s moral values.

Information/Consultation Seminar: Introducing Ethics Education in Schools

The Maltese Proposal for the Teaching of Ethics in Schools: A Rationale Kenneth Wain

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Ethics as here understood is not a code of conduct you teach by giving instructions or laying down a body of doctrinal principles or rules;

• this ethics course, being non-denominational, the scope is

not to teach a particular moral doctrine. Its purpose is:

• to develop a mature individual moral outlook and sensibility

based on values that are uncontroversial in principle;

• to make mature and informed moral judgments based on the

values;

Information/Consultation Seminar: Introducing Ethics Education in Schools

The Maltese Proposal for the Teaching of Ethics in Schools: A Rationale Kenneth Wain

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In a pluralistic society, these judgments may be contested and controversial. Pupils and students will be taught:

• to negotiate with others;
• to argue for their view in a manner that respects

difference;

• to respect the integrity of those who think differently;

Information/Consultation Seminar: Introducing Ethics Education in Schools

The Maltese Proposal for the Teaching of Ethics in Schools: A Rationale Kenneth Wain

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For this purpose it is important that the class itself is:

• a moral community, one in which the values learnt are experienced

in practice;

• a community of democratic inquiry where students/pupils feel that

they can speak comfortably and safely.

Information/Consultation Seminar: Introducing Ethics Education in Schools

The Maltese Proposal for the Teaching of Ethics in Schools: A Rationale Kenneth Wain

6

The ‘uncontroversial’ values included in the programme include:

• truth
• honesty
• fairness
• sense of justice
• compassion
• solidarity with others
• tolerance and respect for others
• understanding
• loyalty
• courage
• generosity

Information/Consultation Seminar: Introducing Ethics Education in Schools

The Maltese Proposal for the Teaching of Ethics in Schools: A Rationale Kenneth Wain

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The overlap between these ethical values and democratic values will be evident and inevitable since values of this kind correspond with democratic behaviour. These values will also be promoted as virtues understood as qualities of character.

Information/Consultation Seminar: Introducing Ethics Education in Schools

The Maltese Proposal for the Teaching of Ethics in Schools: A Rationale Kenneth Wain

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An important aspect of the ethics programme will be the development not just of the collective but of the individual character or personal qualities of the pupils/students, as:

• just
• honest
• fair
• compassionate
• considerate
• truthful people

Information/Consultation Seminar: Introducing Ethics Education in Schools

The Maltese Proposal for the Teaching of Ethics in Schools: A Rationale Kenneth Wain

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Perhaps a way to describe them is as individuals endowed with phronesis, or what may be called practical wisdom in the Aristotelian understanding of the word. Practical wisdom is exercised:

• in one’s relationship with oneself through an ethics of

care of the self

• in one’s relationship with others in an ethics of care for
• thers which grows in a widening circle that extends from
• ne’s immediate family to humanity in general, to animals

and the natural environment;

Information/Consultation Seminar: Introducing Ethics Education in Schools

The Maltese Proposal for the Teaching of Ethics in Schools: A Rationale Kenneth Wain

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In summary the ethics programme will develop an ethical sense of caring for oneself and others based on practical wisdom in conducting one’s personal life and one’s life with others. An ethics of care of the self also implies an aesthetics of the self; learning to care for one looks and one’s taste.

Information/Consultation Seminar: Introducing Ethics Education in Schools

The Maltese Proposal for the Teaching of Ethics in Schools: A Rationale Kenneth Wain

11

The programme will:

• be designed in stages and tailored to correspond with the

cognitive, emotional, and social growth of the child into an adolescent; 5-7, 8-10, Form 1-3, and 4-5, the last leading to certification;

• take students from the first stages of socialization into the

values and appreciation to the later stages of critical discussion of issues including the difficult and controversial;

• draw on the extensive experience and resources of the area
• f practice and research constituting doing philosophy with

children and in the classroom;

Information/Consultation Seminar: Introducing Ethics Education in Schools

The Maltese Proposal for the Teaching of Ethics in Schools: A Rationale Kenneth Wain

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employ different learning methods and resources corresponding with the different stages that include different skills/ attitudes/values:

• understanding,
• reflection,
• consideration,
• appreciation
• formation,
• analysis,
• debate,
• empathising through thought

experiments, and so on;

Information/Consultation Seminar: Introducing Ethics Education in Schools

The Maltese Proposal for the Teaching of Ethics in Schools: A Rationale Kenneth Wain

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• be spiral in its development, in other words the themes,

issues, concepts etc. addressed are returned to time and time again, and the learning needs revisited and reinforced through the different stages of the programme;

• work with other identified curricular areas that take on the

themes and topics identified in it, notably PSD, religious education, and civics education, or education for democratic citizenship.