Angelo Joseph H.

Valenzuela

BPE 2-1

1. Explain why moral education must be part of school curriculum even until tertiary level?
What do you think are the possible challenges that the school might face once moral
education is given emphasis in the curriculum?
 Moral education must be a part of the school curriculum even until tertiary level
because it is essential for the development of a well-rounded individual. Moral
education helps to develop a sense of right and wrong, and encourages students to
think critically and make informed decisions. It also helps to build a sense of respect for
others, and encourages students to think of the consequences of their actions. At the
tertiary level, moral education can help to develop an understanding of ethical issues
and the need to make decisions that are in line with ethical principles. One of the
possible challenges that the school might face once moral education is given emphasis
in the curriculum is the challenge of ensuring that the moral education is taught in an
unbiased manner. It is important to ensure that all students are exposed to the same
moral principles and values, regardless of their religious, cultural, or socioeconomic
backgrounds. Additionally, the school must be careful to ensure that the moral
education is not used as a tool for indoctrination or to promote any particular set of
beliefs.

2. Suggest two concrete activities would help students to realize the value of life
 Creating a safe space for students to talk about their feelings and struggles. This could
be done through a student-led support group or through a school-sponsored program.
This would give students a chance to express their feelings and talk about their struggles
without fear of judgment or criticism. It would also help them to realize that they are
not alone in their struggles and that there is help and support available.

 Developing an awareness campaign about the value of life. This could involve having
guest speakers come in to talk about the importance of life and how to cope with
difficult situations. It could also involve having students create posters or other
materials that can be displayed around the school to remind students of the value of
life. This could also include having students write essays or stories about how they have
been affected by suicide or how they have been able to cope with difficult situations.
3. If you were to critic the application of Kohlberg theory to education, what may be its
weakness or loopholes?
 Kohlberg's theory of moral development is a widely accepted framework for
understanding how people develop their moral reasoning. However, when applied to
education, there are some weaknesses and loopholes that should be noted. First,
Kohlberg's theory is based on the assumption that moral development is a linear
process, with each stage building on the previous one. However, this assumption does
not take into account the fact that people may not always progress in a linear fashion.
People may skip stages or even regress to earlier stages. This can make it difficult to
apply the theory to educational settings, as it may not accurately reflect the moral
development of individual students. Second, Kohlberg's theory is based on the idea that
moral development is driven by cognitive processes. This means that it does not take
into account the influence of emotions, values, and beliefs on moral development. This
can limit the effectiveness of the theory in educational settings, as these factors can
have a significant impact on how students develop their moral reasoning. Finally,
Kohlberg's theory does not take into account the social context in which moral
development takes place. This means that it does not consider the influence of peers,
family, and society on moral development. This can be problematic in educational
settings, as these factors can have a major impact on how students develop their moral
reasoning.