Most schools do not have a plan for moral education; they provide moral education through a(n) curriculum, or a moral atmosphere.

Moral education may not be seen as a priority compared to academic subjects, standardized testing, and other extracurricular activities. Schools may prioritize academic achievement over character development .Some parents, teachers, and administrators may resist moral education programs due to differing beliefs about values and morality. There may be concerns about imposing specific moral values on students . Schools may face constraints in terms of funding, time, and trained personnel to effectively implement comprehensive moral education programs. This can hinder the development and sustainability of such initiatives . Integrating moral education into the existing curriculum can be challenging, especially if there is a lack of alignment with academic standards and assessments. Finding time within the school day to focus on moral development may also be difficult .Teacher Training:

which one give concept about Moral education weber or Durkhiem

The social learning theory of moral development suggest that morality is: Developed by imitating adults' behaviour and is shaped by reward and punishment Not a skill that can be learned through social interactions Developed through children's careful cognitive reasoning about moral dilemmas An innate skill - children naturally know right from wrong

9. Moral autonomy is the capacity to deliberate and to give oneself the moral law instead of merely needing the injunction of others. Which of the following practices would encourage development of moral autonomy among learners? *Executing corporal punishmentPromote teacher-students social interactionOver-dependence on rules and regulationEncouraging peer-influence

The discussion prompt is to read the article to be found on week one's reading list - Philosophical thinking in educational practice focussing on the paragraph heading "Educators as Moral Agents" (pages 19 - 27) and to discuss the notion " Why should educators be moral agents"