The aim of holistic education is growth and development in intellectual and moral aspects.

Moral education should model ethical standards and principles by providing a just
community-school approach. The ultimate objective of moral education is that of justice,
the primary regard for the value and equality of all human beings and reciprocity in human
relations known as a basic and universal standard.
In this era of fast development and improvement, understanding learners’
characteristics and how teachers could provide a more realistic and healthy learning
environment for the learners is a very important consideration. Identifying the social, sexual
and moral characteristics is a crucial part of becoming a teacher.
Once teachers are able to understand these unique characteristics, they can provide
a healthy environment and later on, the parents and immediate community could benefit
from these because they will be informed and trained on how to handle and deal with our
learners. The education sector should become more emphatic and sensitive to this advocacy
for the sake of training the younger one with the ideals of integrity and identity building.

The goal of a holistic education is to promote intellectual and moral development. By

promoting a just community-school approach, moral education should serve as a role model
for ethical standards and principles. The ultimate goal of moral education is justice, which is
the primary consideration of the value and equality of all people as well as reciprocity in
interpersonal relationships, which is recognized as a fundamental and universal ideal.
Understanding learner characteristics and how teachers could create a more realistic and
healthy learning environment for the learners is a crucial issue in this era of rapid change
and improvement. Being a teacher requires a thorough understanding of social, sexual, and
moral traits.
Teachers can promote a healthy environment and later success once they are able to
recognize these distinctive features.

The parents and the local community may later benefit from these since they will be
informed and trained on how to handle and deal with our learners. Once teachers are able
to recognize these distinctive qualities, they can create a healthy environment. For the sake
of educating the next generation in the values of integrity and identity formation, the
educational sector should become more attentive and emphatic to this argument.

Isaksson (1979) postulated that Kohlberg’s theory can be a basis for moral education
in school or other educational settings. The following are the conditions for the efficacy of
such programs:
1. The teachers’ prior knowledge of the developmental stage or level of the
individual students, both cognitive and moral development, as well as some
knowledge of the principles underlying cognitive-developmental psychology

(Ang dating kaalaman ng mga guro sa yugto ng pag-unlad o antas ng mga

indibidwal na mag-aaral, kapwa pag-unlad ng pag-iisip at moral, pati na rin

ang ilang kaalaman sa mga prinsipyong pinagbabatayan ng sikolohiyang

pang-unlad ng pag-iisip.)
2. An accepting classroom atmosphere ( and probably some minimum correlation
between this classroom atmosphere and the ambience of the school as a whole,
as well as a morally advanced ethos in the family, peer group, mass media,
politics, etc., that is in the child’s environment and the society at large)

Isang tanggap na kapaligiran sa silid-aralan (at marahil ilang

pinakamababang ugnayan sa pagitan ng kapaligirang ito sa silid-aralan at sa

kapaligiran ng paaralan sa kabuuan, pati na rin sa isang moral na advanced

na etos sa pamilya, grupo ng mga kasamahan, mass media, pulitika, atbp.,

iyon ay sa kapaligiran ng bata at sa lipunan sa pangkalahatan)

3. Exposure of the students to the next stage above their own

(Only by consistent exposure can kids begin to build the vocabulary,
grammatical structures, and speech patterns that will lead to fluency.)

4. Cognitive conflict

5. Role-taking by the students

Ang mga pagsasanay sa role play ay nagbibigay ng pagkakataon sa mga mag-aaral na
gampanan ang papel ng isang tao o isadula ang isang partikular na sitwasyon. Ang mga
tungkuling ito ay maaaring gampanan ng mga indibidwal na mag-aaral, nang
magkapares, o sa mga grupo na maaaring gumanap ng isang mas kumplikadong senaryo.
Ang mga role play ay umaakit sa mga mag-aaral sa totoong buhay na mga sitwasyon o
senaryo na maaaring maging "stressful, hindi pamilyar, kumplikado, o kontrobersyal" na
nangangailangan sa kanila na suriin ang mga personal na damdamin sa iba at sa kanilang
mga kalagayan (Bonwell & Eison, 1991, p.47).
Hindi tulad ng mga simulation at mga laro na kadalasang pinaplano, nakabalangkas na
mga aktibidad at maaaring tumagal sa loob ng mahabang panahon, ang mga pagsasanay
sa paglalaro ng papel ay "karaniwang maikli, kusang mga pagtatanghal" ngunit maaari
ring paunang ayusin ang mga takdang-aralin sa pananaliksik (Bonwell & Eison, 1991,
p.47) .

Mga Pakinabang ng Role Playing

Ang paglalaro ng papel ay maaaring epektibong magamit sa silid-aralan upang:

Hikayatin at hikayatin ang mga mag-aaral

Pagbutihin ang kasalukuyang mga estratehiya sa pagtuturo
Magbigay ng mga totoong sitwasyon sa mundo upang matulungan ang mga mag-aaral na
matuto
Matuto ng mga kasanayang ginagamit sa mga totoong sitwasyon sa mundo (negosasyon,
debate, pagtutulungan ng magkakasama, pakikipagtulungan, panghihikayat)
Magbigay ng mga pagkakataon para sa kritikal na pagmamasid ng mga kapantay