The importance of moral education is particularly clear at the junior high level
The importance of moral education is particularly clear at the junior high level (grades 7-9, average age 12-14 years). Fortunately, it is also a stage when most educators and parents are willing to concede time for moral education activities: The "basics" have been taught in some measure, and the pre-college pressure has not yet begun.
The field of moral education is, of course, vast. We can here only take up a few issues and make a few practical suggestions. In particular, the focus in the final three sections of this chapter will be on thestudy of moral issues, rather than moral education in general. This narrowing of focus to study activities is because of limitations of space alone, and does not reflect on the importance of the rest of the moral education program of the school. The "integrative model" of the person and of moral education developed in the present volume is one I endorse: all aspects of the person--thoughts, feelings, behavior--must be attended to in moral education.1
The main theme running through the chapter will be that moral education in the junior high school must be grounded in the life needs of the young adolescent students. Accordingly, we will begin with a brief overview of the situation in which these students find themselves.
THE WORLD OF JUNIOR HIGH SCHOOL STUDENTS
These young people, at early adolescence, are being given more responsibility for their lives, facing new questions and having new experiences. They are beginning to choose their way of life, whereas before much of it was chosen for them.
Junior high students are thinking about what kind of job they want. This is necessary both so they can select suitable school subjects and job training, and to give them a sense of direction and meaning in life. If they can see the necessity of schooling partly in job terms it helps them to go along with its more difficult aspects. To a degree, also, these students are free to choose other elements of their way of life: sports,
The field of moral education is, of course, vast. We can here only take up a few issues and make a few practical suggestions. In particular, the focus in the final three sections of this chapter will be on thestudy of moral issues, rather than moral education in general. This narrowing of focus to study activities is because of limitations of space alone, and does not reflect on the importance of the rest of the moral education program of the school. The "integrative model" of the person and of moral education developed in the present volume is one I endorse: all aspects of the person--thoughts, feelings, behavior--must be attended to in moral education.1
The main theme running through the chapter will be that moral education in the junior high school must be grounded in the life needs of the young adolescent students. Accordingly, we will begin with a brief overview of the situation in which these students find themselves.
THE WORLD OF JUNIOR HIGH SCHOOL STUDENTS
These young people, at early adolescence, are being given more responsibility for their lives, facing new questions and having new experiences. They are beginning to choose their way of life, whereas before much of it was chosen for them.
Junior high students are thinking about what kind of job they want. This is necessary both so they can select suitable school subjects and job training, and to give them a sense of direction and meaning in life. If they can see the necessity of schooling partly in job terms it helps them to go along with its more difficult aspects. To a degree, also, these students are free to choose other elements of their way of life: sports,