The moral ambiguity of our society illustrates the devaluation of virtue that seems to stem from the increasing influence of media. Kirk (2016) writes, "In no previous age have family influence, sound early prejudice, and good early habits been so broken in upon by outside force as in our own time." In other words, family exemplars and commitment to cultivating virtuous practices are undervalued in a world where media glorifies the unethical and mocks the honorable.
So how do we combat this reality in our schools? How do educators teach virtue?
Though Plato may have argued virtue is taught by implementing a curriculum that allows students to read about the virtuous leaders of the past, that is only one part of the equation. Virtue must be caught more than taught.
That said, teachers must model virtuous behavior and conduct themselves with integrity. They must cultivate a respectful classroom culture where sound values are demonstrated. Moreover, educators must provide opportunities for students to practice virtues within collaborative learning activities. This practice is essential to forming good habits and re-enforcing honorable values. Finally, virtues should not be taught or talked about separately, but integrated within a rigorous, thought-provoking curriculum. Rather than lecturing students on the importance of virtuous character, educators must challenge students to recognize and admire noble values within the provided course content in order to embrace these characteristics as their own.
B. (2016, March 22). Are Virtues Caught or Taught? Educating for Intellectual Virtue. Retrieved February 12, 2017, from https://www.youtube.com/watch?v=h2xNxsqJ3dM
No comments:
Post a Comment