Session Information
ERG SES H 06, Social Aspects of Education
Paper Session
Contribution
The thesis brings up the importance of the role of moral values in the management of education for pupils’ development. Nowadays cross-cultural research in social change clearly indicates processes of pragmatisation of moral values (pragmatism as a simply way of life to most people. This claim is based on the statement that practical action seems to be the key of people’s lives.
Any moral value undergoes pragmatisation as far as it is deprived of its' very nature as a moral value and taken just as a matter of practical action to achieve different ends (i.e. economic, bureaucratic). The goal of the paper is to investigate the problem of pragmatisation of moral values in schools. To do so, the author focuses on intellectual property and copying without authorship acknowledgment. The authorship and intellectual property issues are considered to be crucial to school management for moral education. It is argued that demoralization of moral values in a school is consequence of narrow focus on academic learning without caring for pupils’ socio-moral development .
To explore the problem in a broader context, a study was conducted in three countries form different parts of Europe - Poland, Ireland and Sweden. Different cultures have different ways of understanding education, morality and, last but not least, various ways of living [Esping-Andersen 1990, 1996; Hofstede 1993]. The same differences may also exist within a particular culture. Education itself is very often influenced by external sources - states, churches or international organizations. The subservient role of education carries the risk Indoctrinating the students. A similar thing could happen with morality. In all cultural traditions, the moral system of values is given a priori from history, culture and traditions. However, as education, moral value system may not only vary in different cultures but also within the same society. Democracy as a value of freedom should respect the education and morality as internal values. The main aim of education should be to create intellectual and moral autonomy of pupils.
Therefore the thesis contains three variables which are investigated among pupils and teachers in different cultures (Polish, Irish and Swedish). The variables are based on the concept of autonomous development of an individual pupil created by Adam Niemczynski.
The first variable is related to the way of thinking about education as a “philosophy of live”. This variable has two categories - heteronomous and autonomus way of thinking about education. In the first one, the goal of education is to serve external ideas i.e. states or churches (which means centuries of practice whereby a group of individuals is trying to impose these ideals upon another group) [Niemczyński 1996]. In the second category, the goal of education is to create moral autonomous people who have a clear sense of the principles of justice, respect and compassion towards others [Kohlberg 1958, 1981, 1984; Niemczyński 1996].
The second variable is related to understanding of the intellectual property - pragmatic or moral. Pragmatic understanding means that people treat intellectual property as a way to provide some external goals for education (i.e. raise the social status). Moral understanding means that people think about intellectual property in autonomic (internal) categories.
The third variable says that people who represent a heteronomous thinking about education have pragmatic attitude to intellectual property. On the other hand, people who represent an autonomous thinking about education have moral attitude to intellectual property.
Method
Expected Outcomes
References
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