Moral Education
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From A Cyclopedia of Education, edited by Paul Monroe, Ph.D. (New York: The Macmillan Company, 1911, vol. IV, pp. 306-314).
Moral education
* Ernest N. Henderson (Ph.D., Professor of Philosophy and Education, Adelphi College)
The problem of moral education in the schools is very complicated. First of all, the present status of the teaching of morals is the result of a long and varied history, the phases of which are reflected in many of the problems of to-day. Again, the nature of the moral sense, and the relation of morality to the general aim of education are both matters upon which a variety of opinions are held. These different views have given us antithetic practices, and to-day the educational world cannot be said to show any marked agreement as to the general place of morality in the educational scheme, the method of moral culture, or the subject matter of moral instruction. An exposition of the situation at present in regard to moral education requires as an introduction a consideration both of the main trend in the history of moral culture and of the various philosophical and psychological theories concerning the development of the moral sense.
Four historic movements in regard to moral culture
The history of moral culture presents among others four issues which are to-day especially fruitful of difficulties to the school that engages in this task. These issues concern (1) the progress from customary to reflective morality, (2) the association of morality with religion, (3) the evolution of academic from utilitarian morality, (4) the variety in moral standards among different peoples and in different ages.
(1) In primitive society
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From A Cyclopedia of Education, edited by Paul Monroe, Ph.D. (New York: The Macmillan Company, 1911, vol. IV, pp. 306-314).
Moral education
* Ernest N. Henderson (Ph.D., Professor of Philosophy and Education, Adelphi College)
The problem of moral education in the schools is very complicated. First of all, the present status of the teaching of morals is the result of a long and varied history, the phases of which are reflected in many of the problems of to-day. Again, the nature of the moral sense, and the relation of morality to the general aim of education are both matters upon which a variety of opinions are held. These different views have given us antithetic practices, and to-day the educational world cannot be said to show any marked agreement as to the general place of morality in the educational scheme, the method of moral culture, or the subject matter of moral instruction. An exposition of the situation at present in regard to moral education requires as an introduction a consideration both of the main trend in the history of moral culture and of the various philosophical and psychological theories concerning the development of the moral sense.
Four historic movements in regard to moral culture
The history of moral culture presents among others four issues which are to-day especially fruitful of difficulties to the school that engages in this task. These issues concern (1) the progress from customary to reflective morality, (2) the association of morality with religion, (3) the evolution of academic from utilitarian morality, (4) the variety in moral standards among different peoples and in different ages.
(1) In primitive society
References: * Adler. F. Moral Instruction of Children. (New York. 1898.) * Dewey, J. Ethical Principles underlying Education. (Chicago. 1897.) — Moral Principles in Education. (Boston, 1909.) * McCunn, J. The Making of Character. (New York, 1900.) * Palmer, G. H. Ethical and Moral Instruction in Schools. (Boston, 1909.) * Religious Education Association. Education and National Character. * Sadler, M. E. Moral Instruction arul Training in Schools. (London, 1908.) * Spiller, G. Report on Moral Instruction and on Moral Training. Bibliography. (London. 1909.) * Spiller, G., ed. Papers on Moral Education: International Moral Education Congress. (London, 1909.) Category: Concepts