CHAPTER 21

MORAL EDUCATION

A.FREEDOM AND AUTHORITY

REPORTER: MELODY F. LUSOC

What is Moral Education?
By Moral Education “we mean
inculcation of refined ideals,
values, principles with a view to
bring a purposeful behavioral
change among the inhabitants
of this universe”.
Where should moral
education start?

HOME AND
WITHIN THE
FAMILY
Moral education, then, refers to
helping children acquire those
virtues or moral habits that will help
them individually live good lives and
at the same time become productive,
contributing members of their
communities.
Moral education is the guidance and
teaching of good behavior and values. It is
taught to young children in schools,
providing them with a sense of politeness
and lawfulness.
Moral education is becoming an
increasingly popular topic in the fields of
psychology and education. Media reports
of increased violent juvenile crime, teen
pregnancy, and suicide have caused many
to declare a moral crisis in various nations
Moral education should contribute not
only to the students as individuals, but
also to the social cohesion of a
community.
The word moral comes from a Latin
root (mos, moris) and means the code
or customs of a people, the social glue
that defines how individuals should live
together.
Do you believe that a
child is born with a built in
moral conscience?
Bull (1969)
“The child is not born with a built-in moral
conscience. But he is born with those
natural, biologically purposive capacities
that make him potentially a moral being”
(p.15).
Wilson in Wilson et al, 1967
“Teachers and parents should confront the
child with their own moral codes in a very
clear and definite manner so that, whether
he accepts or rejects a code, at least he
knows what he is accepting or rejecting”
Importance of Moral Education
Value-based education is
needed for developing moral
qualities such as humility,
truthfulness, honesty,
courtesy, tolerance, sacrifice ,
etc. among the youth.
Importance of Moral Education
Values education is essential
for developing democratic
qualities such as dignity of
the individual, social justice,
liberty, equality, fraternity etc.
Importance of Moral Education
Only values education
would lead us to attain our
ultimate goal of peace on
earth.
 FREEDOM
AND
AUTHORITY IN
EDUCATION
“Freedom is not worth
having if it does not
include the freedom to
make mistakes “
–Mahatma Gandhi
 What does
FREEDOM means
to you?
There are plenty definitions of
FREEDOM
 Freewill
 Liberty
 Rights
 Freedom of Choice
 Freedom of Speech
 Autonomy
FREEDOM
The power or right
to act, speak, or
think as one wants
without hindrance or
restraint.
TYPES OF FREEDOM
Major types of freedom include:
political freedom, freedom of
speech, freedom of movement,
academic freedom, freedom of
choice, and freedom of thought,
worship, action, association etc.
What is authority?
Authority comes from the Latin
word auctoritas which means
producing, originating and
inventing in the sphere of
opinion, counsel or command.
Musaazi (1982:100), “Authority
is the power to make decisions
which guide the actions of
another”. It is a relationship
between two individuals, one
superior, and the other
subordinate.
Types of Authority

Traditional authority
based on custom, conformity and
unquestioning compliance to
established authority, e.g. that of a
king, chief etc. It may be conferred by
virtue of heredity, heritage or long-
service. It is often autocratic and power
is centralised.
Legal-rational Authority
 based on obedience to the office held by the individual,
and not to the individual him/herself.
 Based on reason and follows democratic principles, even
though participation and consultation may sometimes be
limited to a few people in the top hierarchy.
 It is legitimated by law, governed by written statutes or
regulations that are frequently referred to justify actions
and decisions. It follows clearly laid down rules and
procedures. Responsibilities for all are clearly defined and
the institutions has a clear mandate and specific goals to
achieve.
 Authority is often delegated down the levels in the
organisation
Charismatic Authority
occurs where the leader is viewed as
extraordinary, in some way ‘superhuman’ or
as having a special duty to perform
based on the mystical qualities of the leader,
leading to obedience without question
common in religious and political circles,
and rather rare in education
authority is often non-rational and emotional,
e.g. centred on ability to speak, convince,
debate, bravery, courage etc.
FREEDOM AND AUTHORITY
A person cannot be totally free for s/he has
to submit to the authority in one form or
another in the home, school, or society in
general.
In the school situation, an ideal combination
of freedom and authority expected. A proper
balance between authority and freedom has
to be struck. Such a balance is instrumental
in developing a culture of responsibility in the
pupils, in junior staff members and in people
at various rank levels in the organisation.
A fair amount of freedom should be
allowed everyone to take responsibility of
the choices that they make in the
educational process.
Educators should be reminded that
children should not be made to start
exercising their freedom only after school,
for that would indeed be too late, and
they would most likely make the wrong
choices!!!
 FREEDOM, AUTHORITY AND THE
TEACHER
The teacher is both an authority and in
authority. S/he is also a subordinate to
his/her superiors. S/he should willingly
accept duties and orders from above. The
authority vested in him/her should in turn
be skilfully delegated to others below
him/her, e.g. pupils in the form of making
them prefects, monitors, group leaders etc.
and allowing them full responsibility for the
tasks delegated.
THANK
YOU 