The Lucknow Sentinel, 1978-11-22, Page 5Consider moral educali
Values and Morals Education was the
subject of one of four clinics held at the
Bruce Education conference, Education '78
and Beyond on Saturday.
The clinic was under the direction .of Don
Santor who has 18 years experience in the
field of education; seven years involved. in
moral education with the London Board of
Education and six years as an instructor in
the field of Althouse College of Education,
London.
Santor intended the clinic to be an
exploratory experience, a study of one
approach to morals and value education,
which would lead to an overall approach for
the board. Those, who participated in the
clinic, filled out a questionnaire which will
act as feedback to the board in the design
and implementation of a morals and values
education program, for the schools in Bruce
County.
Santor said that morals and values
education is an "essential and controversial
issue". The primary question is "Should we
or should we not do moral and values
education in the classroom?"
The answer to that question said Santor is
"We already do it." Moral and values
education is there in curriculum design,
subject content, hidden curriculum, and
discipline of students.
"We already do it," said Santor, "We
should put it up front and do it better."
Byy putting it up front, Santor doesn't
intend that moral and values education
should be made a separate course on • the
curriculum. "It should be .tied to honest,
solid teaching, not taught, in a vacuum, he
commented.
Moral and values education is a•third level
of teaching. A teacher teaches facts on the
first level, which leads to learning of a
concept which leads to consideration of
values.
For example, said Santor, the student is
studying . economics. He learns the facts
concerning housing, which generates the
concept of use of land. The students and
teacher .talk about the value of how land
should be used and consider the . moral
dilemmas of the use of. land. Morals and
values education is a hidden curriculum
within the economics curriculum.
Fire truck
cost $43,440
The breakdown of the financial picture, for
the Lucknow District Fire Department,
shows how the four participating municipal-
ities, Lucknow, Kinloss, Ashfield and West
Wawanosh shared the cost of the new fire
truck, recently purchased by the depart-
ment.
The value of the Lucknow fire hall and
equipment was appraised at $20,800. The
township tanker truck was appraised at
$16,500. It cost each member $5,200 to buy
into thefirehall and- equipment, leaving
Lucknow with an equity of $15,600:
Lucknow purchased a share in ..the
township 'tanker truck for $4,125 leaving
Lucknow's equity at $11,475..
The. new fire truck cost $43,440., Each of
the municipalities paid $10,860 leaving an
equity of $615 for Lucknow.
Election
In the November 13 election' the tally of
votes at each of `three polls in the village
were as follows:. •
Poll 1, all that part, "of the village north of
Campbell Street, and east of ' Outram and
North Delhi Streets, Hamilton 75, 'and Soynt
121. -
Poll 2', all that part of the village north of
Campbell Street and west of Outram and
North Delhi Streets, Hamilton 92, and Joynt
83.
Poll 3, all that part of the village south of
Campbell Street, Hamilton 86, and Joynt
149.
At the advanced poll, Hamilton received
nine ,votes and Joynt received 15.
At the Nursing Hone, Hamilton received
12 and Joynt
There. were •received 11.
1 1 16 eligible' voters in the
village and 653 voted for a" 65% turnout.
LudipowipnNnelyr aYVednelida ,y No ►ember , 19'1,'8 --rage 5,
Values education is a hidden curriculum in
the study of ,economics.
The studeritts face moral dilemmas inthe
classroom, daily said Santor.. Consider the
situation where the teacher discovers a large
red X crayoned on the wall. Two students
were working in that area of the classroom.
The teacher asks who put the crayon mark on
the wall. Johnny is faced with a choice
between honesty and loyalty to a friend. He
can tell the teacher he doesn't know who did
it, or he can say Harry did it; he saw him do
it.
There are several reasons for teaching
moral and values education said Santor.
Inculcation has its limitations. How many
times. have teachers told students not to
smoke. There is the personal value to the
child who will develop and grow and society
wants it.
Santor told the clinic that the. Ministry of
Education has not stipulated what or how to
do moral and values education. The program
is designed by the board and left entirely to
their jurisdiction: The Bruce Board is in the
process of designing a model and the clinic
was one method of getting feedback from
parents, teachers and the public.
The board must develop a moral education
program, which must be supportive and
compatible with home and church, the two
most important influences and with the
non -religious .community which teaches
atheism because they are also a component
of the school's jurisdiction.
There are various techniques in the
application of moral education said Santor.
Awareness is -perhaps -the - first,- step. We
comixiunicate a set of values to our children
and in the application of moral education we
must become more aware of how and what
we are communicating.
Rules reflect values.. What isimportant to.
teachers,. "administrators and' parents is
reflected ilii rules. -°Rules ,in the homerreflect `
the values of parents. Some rl%les, when
considered, have an adverse.- effect, because
there' is no 'value to the rule. Some are
Mickey Mouse. But some are vital to the
functioning of school, home and community.
Rules must serve justice said Santor.
Rules can be modified, if they stand in the.
way of social justice.
The objective of a moral and values
education program should be to help the
child work through stages of moral reason-
ing to solve a dilemma and justify' what they
do, Santor told the clinic.
Sometimes it is difficult to say what is
right in a dilemma, but the problem can be
reasoned out. Santor told the clinic' that
studies have shown that the older a group,
the more they are polarized and see only the
obvious alternatives to a dilemma. At the
grade three level, he said, the child chooses
alternatives not apparent in the dilemma.
For example, a child is on his way to
school aid sees a smaller child, .who, is
crying because his cat is up a tree and can't
get dawn: :Should the child go to school aqd
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leave the youngster to solve the problem
himself or should he help the youngster get
his cat clown and be .late for school?
Older children and adults would probably
choose one of the apparent alternatives.
Younger children look for other alternatives,
such as, telling a block parent about the
Situation and asking him to help, and then
running to school to avoid being late. Or
running home to tell his mother about the
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situation, and then running to; school, to
avoid being late.
The objective is to help the child discover
an alternate reasoning process; to reflect on
the consequences of his actions and find the
best alternative,
Development through, the stages of moral
reasoning will help the child grow into a
more positive concept of himself, concluded
Santor.
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