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HU Credits:
2
Degree/Cycle:
1st degree (Bachelor)
Responsible Department:
Education
Semester:
2nd Semester
Teaching Languages:
Hebrew
Campus:
Mt. Scopus
Course/Module Coordinator:
Tal Gilead
Coordinator Office Hours:
By appointment
Teaching Staff:
Dr. Tal Gilead
Course/Module description:
After decades in which the interest in moral education has been declining there currently be seems to be a change of direction. Today moral education has become a top priority. The course will examine the basis of this change and development of new approaches to moral education. We will pose questions such as what does it mean to be moral and what is justice. The focus will then move to moral education and numerous issues will be discussed including how do we transfer values? what is a feminine conception? How do you develop a moral character and more
Course/Module aims:
To introduce the students to the theoretical foundations of current theories of moral education. To present to the students moral dilemmas and thereby develop their thinking in this area.
Learning outcomes - On successful completion of this module, students should be able to:
The student will know and understand the basic principles of current theories of moral education. The student will be able to critically think of and analyze moral dilemmas and especially those that take place in educational settings.
Attendance requirements(%):
80
Teaching arrangement and method of instruction:
Lectures and class discussions.
Course/Module Content:
1) What is morality?
2) Utilitarianism
3) Kant
4) Social and religious moral education
5) Value clarification
6) Moral development
7) Ethics of caring
8) Character education
9) Virtue education
10) Evil and Education
Required Reading:
- Sindey, B. S., Howe, L. W. and Kirschenbaum, H. (1972), Value Clarification – a Handbook of Practical Strategies for Teachers and Students, New York: Hart Publishing, pp. 13 – 22
* Lickona, T. (2004), Character Matters – How to Help Children Develop Good Judgment, Integrity, and other Essential Virtues, London: Touchstone, pp. 3-14.
* Kekes, J. (1990), Facing Evil, Princeton: Princeton University press, pp. 3-10
*
Additional Reading Material:
Wringe, Colin (2006), Moral Education: Beyond the Teaching of Right and Wrong, Dordrecht: Springer.
Course/Module evaluation:
End of year written/oral examination 85 %
Presentation 0 %
Participation in Tutorials 0 %
Project work 0 %
Assignments 15 %
Reports 0 %
Research project 0 %
Quizzes 0 %
Other 0 %
Additional information:
The mid term assignment is graded as pass or fail and does not enter into the final grade unless a student has not submitted it or passed it. In this case 15% will be deducted of the final score.
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