Pedagogy of ethics and moral education: methodological aspects
New concept - pedagogy of ethics, which will correlate with moral education through the implementation of the transcendental Methodology of ethical pedagogical training of intelligence at the level of teachers, supplemented by methods of moral education.
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Pedagogy of ethics and moral education: methodological aspects
Panis Aliona
PhD in Pedagogy, Associate Professor, the Department of Psycho-pedagogy and Educational Management, Institute of Educational Sciences, Republic of Moldova
Abstract
Panis Aliona
doctor in pedagogie, conferentiar universitдr, catedra Psihopedagogie si Management educational, Institutul de Stiinte ale Educatiei, Republica Moldova
PEDAGOGIA ETICII SI EDUCATIA MORALД: ASPECTE METODOLOGICE
Rezumat: Problema expusa in articol se refera la noul concept elaborat de noi, pedagogia eticii, care va corelationa cu educatia morala prin implementarea Metodologiei transcendentale a formarii inteligentei pedagogice etice la nivel de cadre didactice completata cu metodele si procedeele educatiei morale a celor care invata/care se educa. pedagogy ethics moral
The problem presented in the article refers to the new concept we have developed, the pedagogy of ethics, which will correlate with moral education by implementing the transcendental Methodology of ethical pedagogical intelligence training at teachers level, supplemented with the methods and procedures of the moral education of those who learn / who are being taught.
Cuvinte-cheie: pedagogia eticii, educatie morala, etica, inteligenta pedagogica etica, metodologia transcendentala de formare a inteligentei pedagogice etice, metodologie a educafiei morale, metode ale educafiei morale, procedee ale educafiei morale.
Keywords: pedagogy of ethics, moral education, ethics, ethical pedagogical intelligence, transcendental methodology of ethical pedagogical intelligence formation, methodology of moral education, methods of moral education, procedures of moral education.
Starting from the definition that the pedagogy of ethics is the field that: has as a specific object of study the functional-structural dimension of ethics in the institution of education, methodologically approached from the perspective of the specific aims in the development of the ethical intelligence of the pedagogue, which aims at training the human personality of the student through the valorization of the theory-application correlation, according to specific principles and legalities, which regulate the foreseeable development of the actions of valorization of ethics at process level, reminding that it is in fact an orientation of the study of ethics, which tries to stimulate and direct an independent study, revealing the conviction that the problems of methodology of ethics and those of the institutional reality of education are not external, but are thought together in many current acts of education. It is an action on some problem systems, beyond what could be a particular discipline, as philosophy.
In this sense, the task of ethics pedagogy comes from the explosion of knowledge that forces a selection according to certain priorities. A pedagogy of ethics does not only deal with a separation between the theory and the practice of ethics, but also with the fragmentation of the respective disciplines.
Pedagogy, in this case, subjects the categories of ethics to a critical analysis in order to gain a better knowledge, even if it is not definitive. This knowledge will be based on mutual belief. From here, we can formulate the idea that: Not a ready ethic must be valorized from a pedagogical point of view, but in the concrete educational process it must be emphasized what is important and ethically appropriate [6, p.461466].
These aspects can be formed through the elaboration and implementation of a methodology: The transcendental methodology of the formation of the ethical pedagogical intelligence, which will have as purpose: the valorization of the ethics at the level of the teaching staff; as aims: individualized training of experimental subjects within the coordinates of ethics; building personal trust in approaching ethics; developing reflection on ethics; cultivating the choice of the correct variants on rational criteria; developing freedom of thought; cultivating risk taking; focusing on moral creation; developing personal attitude; cultivating mental self-government, and, in their turn, the aims are reflected in the following objectives: training the capacity of teachers to use the categories of ethics; formation of the ethical competence of the teaching staff vis-а-vis the state of morality of the human being; cultivating teachers respect for ethical norms and values; perception of the ethical topics by the teachers; developing the competence to combat facts, actions, behaviors incompatible with ethics; awareness of the importance of ethics for the profession.
To achieve these objectives, we propose a range of activities, tasks and tools.
1. For the formation of ethics as a scientific discipline, we propose as a training instrument: the diaporematic method or the acceptance of pluralism, of Aristotelian origin, when the final variant of solving a problem is equal to all possible variants of answer, formulated by the participants in a discussion, debate, comment etc. The word diaporia itself means exploring different ways. It also involves the synthesis of opinions, which sum up most of the variants or elements exposed. This occurs not by exclusion, but by inclusion in a new vision.
Thus, through guided discussions, we will analyze the fundamental aspects of ethics as a scientific discipline, starting from the meaning of the word ethics in Greek by specifying the field of study of ethics to the typology of ethics in the educational process.
For example, Activity: Determine the most appropriate meaning, in your view of the Greek word ethics (by consulting the explanatory dictionary): character, way of life, custom, habit, morals, behavior.
Likewise, through this instrument, the Coordinates of ethics can be determined, through the formative instrument: the diaporematic method.
In order to determine the ethical values and to discuss an ethical human profile, individual work will be preferred, presenting the results in some synthetic analyzes.
For example, Activity: Model a profile of the current ethical man by synthesizing characteristics: Medieval man: free man, free-thinking; a great dreamer; man always a traveler, a pilgrim; man of vision, of symbolic thinking. The Renaissance man: man is treated as a great wonder, the ideal of man - a trained warrior; the discovery of man occurs; the great curiosity of man for man; man is a king of nature. Romantic man: the emancipation of man; proclaiming human autonomy; man of ambivalence, who seeks himself; problematic man. The current ethical man: .
2. In order to make the correlation between education and its problems, we propose a training tool: the coherentist method (J. Rawls), or critical, assuming a well-judged judgment, a reflected balance, when all ideas are accepted, certain evaluations are made, errors are eliminated and several arguments or counterarguments are formulated. The purpose of using this method is not to deduce the correct conclusion, but to establish the best possible agreement of the participants in the discussion, practicing the compromise. In the end, a consensus is formulated, an official "verdict", even if this variant is always reviewable. This produces an intense activity of conviction, in which everyone participates. [About 7].
In this context, the participants in the discussion present their ideas, visions based on the tasks.
3. In order to realize the relation Postmodernism and ethics, we propose the formative instrument: the casuistic method, which also implies reaching a consensus based on the analysis of a general idea, to which a series of situations are formulated, cases that refer to this idea. In these cases, situations should make the general idea even more problematic, broadening the field of applicability. [About 1, 2]
For example, activity: Examine the idea below and the cases outlined in this statement. Discuss and reach consensus. For example, IDEA: In postmodernism the teacher becomes a manager of information and skills, teaching is replaced by delivery of organized and rigorously dosed information. When behavioral problems of the learner arise, the teacher intervenes as a debugger (J. Lyotard).
Case 1: The teacher focuses all his attention on educational management.
Case 2: The teacher focuses especially on the organization of the educational environment.
Case 3: The teacher is especially focused on performance.
Case 4: The teacher is `dominated' by the idea that the learners acquire the knowledge by themselves, he only facilitates this process.
Consensus: ...
4. In order to confirm the understanding of the new concept in the sciences of education, the pedagogy of ethics, and to raise awareness of ethics as a philosophical but also a pedagogical discipline, we propose the method: the case study, which consists in reporting a certain situation, taken in its context and analyzing it in order to see how phenomena manifest and evolve. The case itself is treated as an integrated system, even though not all elements are fully correlated, being important to allow the identification or discovery of special aspects. The advantage of the case study is that it provides situations where a large number of interacting factors can be observed, thus allowing the complexity and richness of ethical situations to be recognized. In particular, instrumental case studies have been formulated, that is those that deal with a situation that includes a sufficient number of typical features in relation to ethics, thus offering a high potential opportunity for study.
In this way, we propose the elaboration and solution of 10 case studies.
In this order of ideas, the importance of training the ethical pedagogical intelligence of the teachers is emphasized.
Thus, we conclude that the formation of ethical pedagogical intelligence, in response to the problem of current education, in which the tension between material and spiritual reaches a problematic level, valorized on the basis of the transcendental Methodology of the formation of ethical pedagogical intelligence, will lead as projected results, compatible with the notion of pedagogy of ethics.
In this context, ethical pedagogical intelligence implies a pedagogue's ability to discern and choose between different alternatives, taking the most appropriate decision; to separate what is valuable from what is worthless in an action or behavior; to choose what is necessary for the performance of a didactic activity from what is irrelevant to that activity.
As a product, ethical pedagogical intelligence thus evokes the idea of pedagogical preparation for knowing one's own ethical experience and its meaningful horizons.
Therefore, regarding the methodology of formation of ethical pedagogical intelligence, the methodology of moral education must be carefully implemented, which includes a set of methods and procedures that can be grouped at the level of three orientative models:
The strategic model proposes the integration of moral methods on two fundamental coordinates: a) the coordinate of moral training (verbal methods: moral exposition, moral conversation (moral dialogue, ethical debate), case study; intuitive-action methods (moral exercise, moral example), b) the coordinate of the moral conduct employs two categories of methods centered on the evaluation of the moral action: approval-disapproval).
The instrumental model proposes an appreciable number of moral methods related to global objectives (of moral training - of moral action): the moral explanation, based on `processes' of moral stimulation and information that can be taken from other methods; the moral lecture, based on a volume of information provided by demonstrative-verbal procedures of demonstration-pleading type, conferences, thematic reports; moral conversation, based on moral dialogue procedures, moral debate, moral story, moral commentary; the moral example, with procedures based on direct-indirect, real-imaginary examples; case study, based on decision-making, presentation, analysis, debate, moral recommendation; moral exercise, based on two types of procedures: external procedures (order, disposition, incentive, warning, appeal, suggestion, clarification, encouragement, stimulation through rewards); internal procedures (the actual exercise by means of moral self-evaluation procedures); moral approval, based on procedures and techniques of praise, gratitude, reward; moral disapproval, based on observational procedures and techniques, warning, irony, reproach, sanction, etc.
The synthetic model groups education methods in relation to three complementary pedagogical criteria: a) according to the priority purpose: methods of recepting and understanding moral values and norms, expressed conceptually and situationally: moral narration, moral conversation, moral explanation, moral demonstration, case study, moral reflection; methods of generating, consolidating and restructuring the moral behaviour, expressed in the context: the moral example, the moral exercise, the moral sanction (positive, negative); methods of self-government of the personality of the taught person: moral self-observation, moral self- guiding, moral self-evaluation; b) according to the type of pedagogical intervention: methods of direct moral education: verbal methods; indirect moral education methods: moral example, moral suggestion, moral education methods at (micro) group level; c) according to the way the taught person is in relation to the educator: methods based on the moral autonomy of the educated person; adult-dependent moral methods [Apud 3].
So well-known methods of moral education can be: moral lecture - a theory of behavior that explains, demonstrates and argues moral norms; moral explanation is another form of communication of some ethical knowledge. It is accompanied by analyzes, talks, interpretations. It can take different forms: the interpretation of a book, a movie, the preparation and analysis of some reports by learners etc.; ethical conversation - clarification of certain notions, norms or moral principles and formation of moral convictions, opinions and feelings. It can be individual or in group; moral debate - exposing personal impressions and reflections, philosophizing on a moral topic, personal experience and reflections are confronted with solid arguments; problematization - contradictions often exist between conscience and conduct, between intentions and reality. Putting in front of the children a problematic situation, it is requested to find solutions based on previous experience or based on reporting the situation to be solved to the ethical code of the company; the case study - the study of concrete cases in order to arrive at the discovery of effective solutions and the positive influence of the moral conduct of the participants; moral exercise - training pupils in the field of moral facts. The connection between theory and practice is now realized, habits and customs of moral conduct are formed. Moral practice means the repeated and systematic organization of some activities in order to establish habits and customs of moral conduct and to consolidate certain features of conduct and character. Procedures used: requests, incentive, order, disposition, warning, interdiction, cooperation, role-playing, competitions, self-education exercises; examples - can be direct and indirect. The direct ones include all the real life examples (parents, teachers, colleagues etc.) the indirect ones include the great historical personalities, art people, characters from literature, movies etc.; approval and disapproval - prevention and combating of deficiencies of conduct [By 4, pp. 127141].
In this regard, the need for permanent dialogue, for example, as well as an educational relationship in which values and norms are proposed, many of them and for many of the taught people being new and, especially, capable of destroying and restructuring individual and collective mentalities, habits, stereotypes, expectations, all of them requiring a didactic activity in groups with as few as possible participants.
At the same time, the direct didactic activity, in the classroom, must be permanently doubled by the guidance of the learners for studying, documentation and especially the elaboration of studies, projects, opinions, solutions to problems, problem situations, answers to questions and question forms.
Therefore, the operational teaching strategies in these conditions would be good to be heuristic, because they allow the educational effort to be centered on the activity of the learner/educated, stimulating the creative thinking, the independence in the selection of values, the safety in the appreciation, the speed and their high capacity for argumentation and justification.
Involving affective, attitudinal, behavioral engagement, debating a problem is an active method of education of less complexity. The group debates a previously announced topic, usually in previous teaching activities. The debate implies a minimum prior reading from the learners. It can be led both by the educator and, in certain sequences or entirely, by one or more learners.
The main issues of the debate are the most pronounced theoretic ones. The central objective of the debate is that of the adherence of the learners to specific theoretical problems, by deepening the conceptual knowledge, as well as opening a dialogue as relevant as possible on the theoretical, principal solutions, proposed by different authors of moral and ethical education.
Besides the presented methods, others can also be used, depending on the field of preparation, the experience, the receptive availability of the learners, but also on the situations in which they were involved.
The teacher's courage to go beyond routine and traditionalism, to adopt modern methods of education, will undoubtedly be rewarded, especially by increasing learners' interest in learning/education, as well as the degree of adequacy of the subject of the discipline to their real life problems.
Having a morally upright body of power holders means having very good ethic teachers and an adequate educational framework. Nothing can come of itself, in an increasingly complex and demanding educational universe, in which the human acts of the educator's authority are increasingly `extended' through the language of computer technology and automated behaviors. The only way of maintaining authority within the limits of humanity is the way of learning moral behavior. Otherwise, in the perspective of the technologies of the third millennium, the human in us will remain at the periphery of subsistence.
I summarized the related in Table 1:
Table 1
METHODOLOGIES APPLIED IN THE CORRELATION OFTHE PEDAGOGY OF ETHICS AND MORAL EDUCATION
|
Pedagogy of ethics |
Moral education |
|
|
The transcendental methodology of ethical pedagogical intelligence formation |
Methods of moral education |
|
|
• the diaporematic method • the coherent method • the casuistic method • case study |
• moral lecture • moral explanation • ethical conversation • moral debate • questioning • case study • moral exercise (Procedures used: requests, incentive, order, disposition, warning, prohibition, cooperation, role-playing, competitions, self-education exercises) • examples (direct include all real-life examples: parents, teachers, colleagues, etc., indirect ones include great historical personalities, art people, literature characters, movies, etc.) • approval and disapproval • permanent dialogue • debating a problem etc. |
In conclusion, we conclude that in the formula of the new concept elaborated and reported by us also in other scientific publications [5,6, p.61-63], the pedagogy of ethics, comes as a factor of solving the moral problems in the educational process through the Transcendental Methodology of formation of ethical pedagogical intelligence, which includes a range of methods and tools, in turn, completed and correlated with the methods and procedures of the moral education of the pupils/learners.
Bibliographical references
1. Beauchamp T. Case Studies in Business, Society and Ethics, Prentice Hall, 1989, p.1
2. Jonsen A. R., Toulmin S. The Abuse of Casuistry. A History of Moral REasoning, Berkeley: University of California Press, 1988.
3. Cristea S. Educatia moralд. Dictionar, https://ibn.idsi.md/sites/default/files/imag_file/Educati a%20morala.pdf, pp. 53-56.
4. Cristescu M.S. Didactica educatiei morale. Demersuri metodologice pentru mvдtдmдntul primar si prescolar. Bucuresti: Editura Universitarд, 2014. 179 p. ISBN:978-606-28-0004-8.
5. Paniз A. Contextualizarea eticii оn procesul educational. Suport de curs. Chiзinвu: Tipogr. "Print- Caro". 68 p.
6. Paniз A. Unitatea dintre pedagogie si eticд: o nouд abordare sistemicд. Оn: Curriculum scolar: provocдri si oportunitдti de dezvoltare. Conferinta зtiintificв international, 07-08 decembrie 2018, ISE. Chisinдu: Institutul de Зtiinte ale Educatiei, 2018. pp.461-466.Pshenychna O.O.
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