INDEPENDENT CONTENT LEARNING

Independent Content Learning

Independent Content learning

Introduction

For decades, it has been claimed that teaching and content education is a moral enterprise. To many, this claim means that educational institutions and teachers have a moral and ethical obligation to the system, to students, and to the community. As a result of this, the entire educational system and teaching framework is founded upon moral and ethical ethos that can be found in its rules and policies, curriculum, dress codes, and rewards and punishments. This moral and ethical ethos can also be found it is teaching styles, extracurricular activities, and expectations. Ultimately, teachers working within this moral enterprise are expected to display moral and ethical ethos in a variety of actions. In addition to contributing to the well-being of students and the community, teachers are expected to teach students the difference between good and evil. They must lead an example through moral actions. They need to establish and reinforce a set of beliefs based on moral and ethical standards accepted by the society. Based on these definitions and principles, it is personally believed that education and teaching are both moral enterprises. (Hess, 2005)

Main Body

As the idea, that teaching and content education is a moral enterprise has been accepted; there are positive and negative implications for students, teachers, and school leaders. According to one researcher, some positive implications to these parties by accepting this is idea include more cohesion between teachers, students, and the community, more diverse and educated students and the community, and support and collaboration between all parties. There are also some negative implications to these parties by accepting this idea. In addition to a greater risk of conflict inside and outside of the learning environment, these parties may also be subjected to moral dilemmas, more responsibilities, and diversity gaps. It can also be argued that all parties will experience implications if the idea that teaching and content education is a moral enterprise in not accepted. Simply, in addition to less support, and, collaboration between all parties involved in the educational process, it is believed that fewer students and community members will be educated in and acceptant of diversity and morality. (Frumkin, 2006)

There are several ways in which teachers, students, and school leaders can conceptualize the moral character of content education. According to various researchers, (2008), the moral character of education can be conceptualized through psychological science. For example, aggressive children have been proven to act less aggressively in environments that promote moral character and are responsive and stable. By providing a good environment to all students, teachers, and school leaders; moral character can be conceptualized. A second way that these parties can conceptualize moral character is through the use of cognitive psychology in a proper manner. For example, by ensuring that moral schemas, self-control, and strong self- identity are embedded into the curriculum and the educational framework, moral character can be conceptualized. A final way that moral character can be conceptualized is through social influencers and interactions This can ...