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Moral Education Chapter 2

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Chapter 2, as was mentioned above, presented the similar and differential points in the two moral education programs. This chapter first introduced the research methodology of the thesis, which was a mix method of QDA and Philosophical Inquiry. The QDA helped me to organize themes in both programs in a systematic way in which their similarities and differences would be embodied clearly. The philosophical inquiry, which involved techniques of conceptual analysis and clarification, comparison, contrast, analogy, metaphor, illustration, and exegesis of texts, would be employed mostly in Chapter 3 to discuss and analyze the thematic similarities and differences in both programs. The content in both programs after coding, shared 2 thematic similarities …show more content…

The first difference the two moral education programs shared was on the topic of “teaching religious literacy”. As was explained in the first chapter, religious education in Quebec has a long history, therefore it continued to be a very important element of the moral education program in Quebec currently. However, religious literacy was an unfortunate omission in China’s 9-year Compulsory Education. Based on this fact, the section about religious literacy in chapter 3 mainly examined the position of religious education in China. Although there are programs about religion in its higher education level, it was indeed an omission in the basic education in China. As a matter of fact, I illustrated the experience of the ERC program to argue that it would be desirable to include religious literacy as an aim in the 9-year Compulsory education in China. In terms of patriotic education, although the ERC program did emphasise on fostering a “civic identification” as part of the democratic citizenship, this was significantly different compare to the aim in China’s practise. The program in China tended to foster a “patriotic love” among students. This, as I have argued, might jeopardize students to think critically towards the topic of love of the country. Furthermore, I have argued that patriotic education should be include in moral education to enhance the …show more content…

Despite the controversial nature of many topics in moral education. This study believes that moral education should continue to address more controversial but significant topics to its classroom for students to discuss and reason about. We, as moral education practitioners, cannot stop moving forward simply because of the complexity of moral

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