The question can be considered simple, but for me, the answer is not easy. The answer should not be just another ethic course. In this way, morality is probably not different from medicine or economics or anything else: It would remain theoretical. Theory may (or may not) be the foundation for the later training of a skill, but most often theoretical knowledge is transformed into practical skill by *application* or *exercise*. But how to do this for morality? Or is moral behavior not teachable at all?
It is possible to teach moral behaviour to the students, especially in the early years of their schooling. In the Bhutan education system, we have implemented something called 'Educating for Gross National Happiness.' Some of my research works have shown that, amongst other, ROLE MODELLING in the form of Hidden Curriculum plays an important role in teaching moral behaviour. If you are interested, have a look at my PhD thesis- Gross National Happiness Education in the Bhutanese schools: Understanding the experiences and efficacy beliefs of principals and teachers, which is available in ResearchGate.
How Can Moral Behavior Be Taught?
1. Primarily, by Example.
Dennis
Dennis Mazur
___________________________________________
Please let me know if the references/sites below are helpful to you:
2. Can Moral Character Be Taught? - International Society for Military
isme.tamu.edu/JSCOPE93/Rhodes93.pdf
by CWH Rhodes - Related articles Given, then, the requirement for moral virtue, what if anything can be done to .... the essentials of honorable-~virtuous--behavior in the military profession: "We ... 3. Moral Education - teacherrenewalteacherrenewal.wiki.westga.edu/file/view/Moral+Education.pdf
Standards of moral behavior were enforced by rewards and .... laws and customs of society, and they can be taught in courses dealing with law, ethics, and ... .
Dennis
Dennis Mazur
It is possible if we teach about virtues and or even values.
Identify your roles that will uphold what you value in life.
It is possible to teach moral behaviour to the students, especially in the early years of their schooling. In the Bhutan education system, we have implemented something called 'Educating for Gross National Happiness.' Some of my research works have shown that, amongst other, ROLE MODELLING in the form of Hidden Curriculum plays an important role in teaching moral behaviour. If you are interested, have a look at my PhD thesis- Gross National Happiness Education in the Bhutanese schools: Understanding the experiences and efficacy beliefs of principals and teachers, which is available in ResearchGate.
Hi Kezang Sherab,
Can I have the link to your PhD Thesis?
From the title I think it will be interesting if I read it.
Gabriel C
By the theory and by the practise.
Regarding the theory, in my opinion there is a rich bibliography as the New Testament, Aristotle's "Nicomachean Ethics, Plutarch's "Moralia" especially his treatise "Can Virtue be taught?".
Regarding the practise, in my opinion again, there is the example of distinguished persons of history as Jesus Christ, Socrates and many others.
Dear Sven Form.
You ask the follwing: How Can Moral Behavior Be Taught?
As I see it, moral behavior can be taught, for instance, through example, indoctrination, and reinforcement. Note, however, that an apparently moral behavior (e.g., cooperation) can be immoral in the end. Is it moral to cooperate with others in order to steal money from a certain NGO? Certainly not. This means that we can only classify a behavior as moral or immoral when we know of the reasons underlying it. For example, to steal seems to be an immoral behavior. However, to steal to save a human life can be seen as a moral behavior. Because we only know if a certain behavior is moral or immoral when we know of the reasons behind it, the best we can do to teach moral behavior is not to teach it through indoctrination or reinforcement, for instance, but rather by fostering individuals´ level of moral reasoning and thinking such that they come to be able to see when a given action (to steal, to obey) is moral or immoral. To obey an authority figure is generally a moral behavior. I don't think it is moral to obey an authoriarian figure who asks us, for example, to perfom an act whose underlying reasons are injustifiable, and unjust such as to steal money or other resources from a NGO. In other words, it it better to foster the individual´s moral reasoning or thinking that to teach him/her "moral" behaviors that are immoral when we know of the moral reasons behind them.
Let me say that what is known as character education emphasizes more the so called good behaviors than the moral or immoral reasoning underlying them. This approach was viewed negatively by Lawrence Kohlberg's theory of moral development. According to Kohlberg, the so called good behaviors often are "a bag of virtues" because apparently moral acts or virtues are immoral in the end. So, the best way to teach moral behavior is to develop individuals' moral reasoning and thinking. There is accumulated evidence that shows that the more an individual is developed in terms of moral reasoning the more moral s/he is in terms of overt moral behavior. A third approach to the teaching of moral behavior is known as clarification of values. According to this approach, the role of the moral educator is to clarify before his/her students the meaning of the so called good behaviors. After such clarification to be the case, it incumbs upon the student to choose what behaviors s/he wants to perform and the virtues s/he wants to pursue.
These simple considerations show that the question you raise can be seen and answered from different perspectives. Because of this, your question was, still is, and will certainly be a higly debated topic in the field of moral education and development.
Best regards,
Orlando
Dear Sven I think that your concern about how to teach this topic is fundamental, specially in this world we live in. Nevertheless I am not sure if your interest is on the moral behaviour or in the moral thinking; this difference is not only semantic.
Thanks for all the contributions! I wanted to take some time to think about your answers and response appropriately.
Dennis, the article by Rodes is interesting in its own right. In fact, it makes a good point to answer Gustavo:
“Knowing, for example, that one ought to go running regularly is not the same as choosing to go running regularly. To know the good, for Aristotle, is by no means to do the good. One must also decide to do what one knows it is right to do.” Thus, my question is about moral behavior.
However, I am skeptical about moral education by a military system. (But I have to admit that is maybe due to the German history and the rejection of militarism nowadays or ANY military shaped education. So, my perspective is probably not unbiased.)
Nevertheless, what worried me more is the proposed idea by the author that „moral behavior is encouraged through the threat of sanction for dishonorable behavior.“ We know from psychology, that punishment of a certain behavior does not enforce the opposite behavior. To encourage a certain behavior an enhancer for this behavior is needed. The author’s (Rhodes) argument is rather about the absence or the prevention of negative behavior. But this is not the same as inducing positive or maybe even ideal behavior.
Orlando, when I was posting the question, I was worried that someone would open Pandora's box of relativism. ^_^ Of course, “it depends”. We did not even mention the factor culture.
Still, I don’t think that (teaching) moral reasoning and thinking is enough. In many cases, people know what would be moral behavior, but they shy away from ACTING in that way for whatever reason. (See the bystander effect just as one possible, well investigated example.) Again, I am rather with Aristotle.
Maybe an interesting reference about this theme is "Moral Psychology" by Sinnott and Armstrong, editors.
Teaching Moral Behavior by Example
1. MORAL VALUES IN TEACHER EDUCATION
www.eled.uowm.gr/sig13/fulltexts/Paper15.pdf
by W Veugelers - Cited by 17 - Related articles
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Dennis
Dennis Mazur
Dear Sven Form.
Thanks for your reply.
In my previous comment, I refered to three approaches to the teaching of moral behavior: character education, clarification of values, and developing one's moral reasoning.
I know that, according to Aristole , we can know the good and not to do it because of selfish reasons or lack of self- control. In contrast to this, according to Kohlberg, he who knows the good chooses the good. This aspect notwithstanding, Kohlberg came to recognize that situational and contextual factors can also affect one's moral behavior. There is accumulated evidence, however, that shows that the consistency between moral cognition and moral action increases with one's moral reasoning and thinking. For example, postconventional moral reasoners convert their moral reasoning into moral behavior more than preconventional and conventional thinkers do. Note also that a given action can only be considered as moral/immoral when we know of the moral reasons underlying it.
It is worth mentioning that Kohlberg's opposition to character education and clarification of values is greatly due to his defense of an ethical universalism and his refusal of an ethical relativism. Of course, this ethical universalism has to do with issues of structure not content (see, for this respect, Kohlberg, L. (1971). How to comitt the naturalistic fallacy and get away with it in the study of moral development. In T. Mischel (Ed.), Cognitive development and epistemology (pp.151-235). New York: Academic Press).
According to several theorists, it is possible to agree on some procedural and formal principles that define a universal moral point of view, that is, a point of view that can be extended to all, at all times and places. See, for this respect, Immanuel Kant's idea of categorical imperative, John Rawls' idea of veil of ignorance and original position. Jürgen Habermas' idea of better argument, and Kohlberg's notion of the, say, tests of reversibility and universalizability. In other words, in a situation of moral conflict and choice (e.g., to steal or not to steal to save a human life), the moral decision would be that which accords with Kant's categorical imperative, Jürgen Habermas' better argument, Rawls' veil of ignorance or original position, and Kohlberg's tests of reversibility and universalizability.
As it would be expected, moral issues are complex issues. As such, it is more than natural that they give rise to controversy.
Best regards,
Orlando
As supplement to my first answer I refer the Plato's complete works (opera omnia).
Thank you Sven for the question. Maybe the best way to teach moral behavior is to be the example. I mean that actions are much louder than words. We teach science with our aptitude but we teach moral behavior with our attitude. Students are more inspired to learn morality with a teacher who shows them that. For example, we can teach them humility by being part of the learning process : learning with them and from them as Humans. We can teach them "Respect" by being fair with every one. We can teach them responsbility by showing them that you are friendly but not their friend.
There's an interesting experiment about this that you should see (probably you already know it), Robert's cave experiement.
https://www.simplypsychology.org/robbers-cave.html
'Play', the old-time play in particular where children directly interacted with their physical and social environments, is one important tool that can be used to have young children learn moral values. Unfortunately, it is becoming almost non-existent in today's settings (such as schools and homes) with the coming in and accelerated advancement of technology.
Referring to William Damon's theory, the Independent Commission Against Corruption [ICAC] (2007) views play as a platform for social interaction where moral situations are experienced. William Damon, a professor known for writings on moral commitment and purpose, says, and I agree, that during social interactions, children become aware of issues like fairness, honesty, responsibility, kindness, obedience and the like. The practical experience allows children to appreciate such concepts and understand them better than in abstract terms; thus, learning of moral values is made much more easier and straight-forward.
Damon also asserts that children's moral awareness is shaped by natural emotional reactions experienced during the social interactions. Such emotional reactions would include empathy, support, compassion, shame, guilt and fear. For example, if during play one child falls to the ground and gets hurt, the other children may feel empathetic and learn that it is right to say 'sorry' since it brings comfort to the one affected (and if the injury is not as serious, they may carry on playing together) than laugh at him or her which would cause more pain and tears, eventually making the affected to withdraw from playing.
During the interactions, the teacher is generally there to introduce social standards and rules to the children to support, enhance and guide their moral tendencies. Speaking of rules, then it suffices to conclude that during play, self-regulation is, again, enhanced; a skill very necessary in all aspects of life, even when it comes to issues of integrity. Play should, therefore, not be undermined as it promotes self-discipline and control of emotions and behavior (for more on this, refer to Spiegel's (2008) article on Old-fashioned play builds serious skills.
So I strongly support the view that moral behavior can best be taught through play.
Reference
Independent Commission Against Corruption (2007). Promoting moral development through play during early childhood. Port Louis: Corruption Prevention and Education Division.
Spiegel, A. (2008). Old-fashioned play builds serious skills.
Retrieved from:
https://www.npr.org/templates/story/story.php?storyId=19212514
Morality can easily to taught to students at any time, however, for students to be able to put them into practice will require the teacher given them an education on what they stand to benefit if they put those moral practices into practice. this will seek to motivate them.
However, the adoption of a particular moral lifestyle could be influenced by a students belief, culture and the type of family he/she belongs to.
Making students play situational games can help. I have tried that in my class. We have cultural activities as part of curriculum of all undergraduate courses. These include literary, dramatics, music and creativity. In literary, we give them situations to reflect upon. These are presented as either in debate, elocution or essay writing competitions. Again for dramatics, we choose different themes based on social issues, moral values among others. We also have street plays where they depict these. Peer learning works best for them.
Sona, did the students' behavior actually change after these exercises? Or merely did their attitude and theoretical knowledge?
Were the differences in terms of being re-active to situations (e.g. someone hurt needs help) or creating pro-actively situations (e.g. suggesting mutual support or teamwork, when everybody could also make it on their own)?
The behaviour of students actually change over the time. The cultural activities is just one of the core courses offered in the institute to which I am associated. There are other core courses like social service, rural development and agricultural operations, comparative study of religion, cultural education course, etc. These are the integral components of all undergraduate programmes. This holistic approach brings the change in their behaviour.
One of my colleagues conducted research to find the difference in their entry behaviour when they join the institute and exit behaviour at the end of the programme. The study discusses the results in detail.
You can read this at-
https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2938266
this can be done by starting with children
Step 1
Define the morals that you feel are most important. While every parent wants their child to be honest, compassionate, kind, respectful, responsible and generous, it may be too confusing for your children to understand the importance of all values. Rank morals and teach them one at a time so your children aren't overwhelmed and have a proper chance to learn the importance of each facet of morality.
Step 2
Encourage self direction by explaining how to understand feelings, suggests Kaboose magazine. Self direction entails teaching your children to use their own feelings and sense of responsibility to decide whether something is right or wrong, and to decide the course of action. Self direction takes the place of teaching many morals individually. Talk to your children and create several hypothetical instances where they would need to assess their feelings to make a choice, like a friend being bullied or accidentally taking a toy that doesn't belong to them.
Step 3
Explain natural consequences of bad or improper choices. This teaches your children to look past the moment to see what their actions will reap, notes William Sears, M.D., associate clinical professor of pediatrics at the University of California, Irvine, School of Medicine.. For instance, if your children continually fight with friends, note that one day their friends may not want to play with them. If your children are caught lying, explain that it can make people doubt their stories. Also teach that good morals also have good consequences. Always being responsible means that someone may ask for their help, and always being kind could net them more friends to play with.
Step 4
Offer a good example for your children to follow when it comes to morality. If you try to teach your children good morals while exhibiting less-than-exemplary morals yourself, you send a mixed and confusing message to your children. BabyCenter.com notes that it is especially important to show morality in your dealings with your children, even moreso than with other people. If you make a promise, follow through. Show compassion by taking time to listen. Break up fights in a fair and even manner and check your temper. Your children will soon learn through your example that not only is morality important, but a desirable way to deal with others.
Ah, Sebastain, contradictory in itself. I've expressed it here many times, that religion and morality (whatever that is, and its actual nature is rarely discussed when this question is asked) are certainly not compatible. Is socialisation the same as morality-as many here imply, embedding social norms at an early age?
Moral behavior is the outcome of family and society value systems.
Major part of moral behavior gets developed during childhood through family, society, surroundings.
As child grows, influence of larger surroundings will be on moral behavior but original behavior may not undergo major change.
Games can be designed for children adult and elderly. Such that they are enjoyable and are self demonstrative by giving provisions of virtual gifts and winnings of moral nature. People mostly learn rather by observations and experiences than they do by lectures and lecturing.
Student learns to be moral more through another's moral deeds than another's moral words. There is accumulated evidence that shows that, say, to preach the good is much easier than to do the good. Students are also more likely to behave morally when they grow up in a moral than a immoral culture and atmosphere. Also, students tend to more morally advanced when they have authoritative, not authoritarian, parents and teachers.
Teaching your children moral values is the process by which you help them develop their moral compasses. The morals your children learn as kids will affect how they see the world and behave as adults. While it may seem impossible to explain the importance of honesty or compassion to a child, showing your children how good morals affect others can have a great influence on them. As a parent, it's your duty to teach morals to children to help transform them into functional adults in society.
VIDEO OF THE DAY
Step 1
Define the morals that you feel are most important. While every parent wants their child to be honest, compassionate, kind, respectful, responsible and generous, it may be too confusing for your children to understand the importance of all values. Rank morals and teach them one at a time so your children aren't overwhelmed and have a proper chance to learn the importance of each facet of morality.
Step 2
Encourage self direction by explaining how to understand feelings, suggests Kaboose magazine. Self direction entails teaching your children to use their own feelings and sense of responsibility to decide whether something is right or wrong, and to decide the course of action. Self direction takes the place of teaching many morals individually. Talk to your children and create several hypothetical instances where they would need to assess their feelings to make a choice, like a friend being bullied or accidentally taking a toy that doesn't belong to them.
Step 3
Explain natural consequences of bad or improper choices. This teaches your children to look past the moment to see what their actions will reap, notes William Sears, M.D., associate clinical professor of pediatrics at the University of California, Irvine, School of Medicine.. For instance, if your children continually fight with friends, note that one day their friends may not want to play with them. If your children are caught lying, explain that it can make people doubt their stories. Also teach that good morals also have good consequences. Always being responsible means that someone may ask for their help, and always being kind could net them more friends to play with.
Step 4
Offer a good example for your children to follow when it comes to morality. If you try to teach your children good morals while exhibiting less-than-exemplary morals yourself, you send a mixed and confusing message to your children. BabyCenter.com notes that it is especially important to show morality in your dealings with your children, even moreso than with other people. If you make a promise, follow through. Show compassion by taking time to listen. Break up fights in a fair and even manner and check your temper. Your children will soon learn through your example that not only is morality important, but a desirable way to deal with others.
reference/https://www.livestrong.com/article/176293-how-to-teach-morals-to-children/
regards
Check this link is useful
https://www.quora.com/What-are-moral-behaviors-What-are-some-examples
regards
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