Explaining & Internal Critique of the integrative model of narvaez's moral education

پژوهش نامه مبانی تعلیم و تربیت

Article 4, Volume 10, Issue 1 - Serial Number 19, September 2020, Pages 76-95   

Document Type: پژوهشی

DOI: 10.22067/fedu.v10i1.83012

Authors

emad Hatami Goroh^{* 1}; abulfazl ghaffari²; Khosrow Bagheri Noeparast¹; Bakhtiar ShabaniVaraki²

¹University of tehran

²Ferdowsi University of Mashhad

Abstract

This paper aimed to explain and evaluate Narvaez's model for moral education. For this purpose, it was first explained that Narvaez selected two approaches of character education and rational education in order to integrate, and then compared these two approaches according to their philosophical foundations and explained their strengths and weaknesses. She combined two positive points and developed a comprehensive theory. In the following, it was explained that Narvaez presents a model that from her point of view is the result of the integration of the strengths of the two previous approaches. Ultimately, the internal critique of this model resulted that Narvaez, in her view, has been getting into many internal contradictions. Among these contradictions is that:  On the one hand, she presents the model and on the other hand, believes that the moral education program should not follow a particular model. Secondly, first, she brings up the importance of Reasoning, then he considers the role of tacit and intuitive knowledge more essential and places the Reasoning in the second place. Thirdly, she emphasizes on independence, but with much emphasis on the educational environment, she depreciates autonomy and independence, and considers the student passive, and does not specify the mechanism and the mode of interaction between two intuitive and deliberative mind, On the weaknesses of the approach of character education, which is something like relativism and indoctrination remains. Moreover, ultimately, the Narvaez approach does not respond to many questions in moral education.

Keywords

Internal Critique; integrative model; Moral Education; Character Education; rational moral education; Narvaez

References

Bagheri, Kh. Sajadieh, N & Tavasoli, T. (2011). Approachs & metods of reserch in the philosophy of education, TehranResearch Institute of Cultural & Social Studies (In Persian)

Bagheri, Kh. (1999). Foundations & metods of moral education(comparative critique of science of ethic & Contemporary psychology) Tehran: Publishing Center of Islamic propag&a of Organization. (In Persian)

Bagheri, Kh. (2017). The broken mirror of truth, Reply to critiqe of Dr. Mehdi Sajjadi, bulletin of Foundations of education , 7(2): 119-123 (In Persian)

Berkowitz, M. W. (1997). The complete moral person: Anatomy & formation. In J.M. Dubois (Ed.), Moral issues in psychology: Personalist contributions to selected problemsLanham, MD: University Press of America, 11(2): 11-41

Bhaskar, R., et al. (Eds.) (2010). Interdisciplinarity & Climate Change Transforming knowledge & practice for ourglobal future. Routledge

Cutts, L. (2011). Integration in counselling psychology: To what purpose? Counselling Psychology Review, 11(1): 18-48

Dahl, B. (1996). A synthesis of different psychological learning theories? Piaget & Vygotsky. Online from: http://people.exeter.ac.uk/PErnest/pome17/bdahl.htm

Haidt, j. (2001). The emotional dog & its rational tail: A social intuitionist approach to moral judgment, Psychological Review. 108(4): 814-34.

Lickona, T. (1997). Educating for character: A comprehensive approach. In A. Molnar (Ed.),The construction of children’s character, Chicago: University of Chicago Press, 45-62

Nami, sh.(2016). Constructivism Approach to moral education, in New Approachs to moral Education, Mohammad Hasani, tehran: school. (In Persian)

Narvaez, D. & Lapsley, D. K. (2005). The Psychological Foundations of Everyday Morality & Moral Expertise. In D. K. Lapsley & F. C. Power (Eds.), Character psychology & character education Notre Dame, IN, US: University of Notre Dame Press, 140-165

Narvaez, D. (2005). The neo-Kohlbergian tradition & beyond: Schemas, expertise, & character. Nebraska Symposium on Motivation. 51: 119-163

Narvaez, D. (2006). Integrative Ethical Education. In M. Killen & J. Smetana (Eds.), H&book of Moral Development , Mahwah, NJ: Erlbaum, 703-733

Narvaez, D. (2008). Human flourishing & moral development: Cognitive science & neurobiological perspectives on virtue development. In L. Nucci & D. Narvaez (Eds.), H&book of Moral & Character Education, Mahwah, NJ: Erlbaum, 310-327

Narvaez, D. (2010a). Moral complexity: The fatal attraction of truthiness & the importance of mature moral functioning. Perspectives on Psychological Science, 5(2): 163-181.

Narvaez, D. (2010b). Building a Sustaining Classroom Climate for Purposeful Ethical Citizenship, International Research H&book on Values Education & Student Wellbeing, 659-673

Narvaez, D. (2012). Moral Neuroeducation from Early Life Through the Lifespan, Neuroethics, 2(5):145-157

Narvaez, D. (2015). The Co-Construction of Virtue: Epigenetics, Development, & Culture, Chapter from the book "Cultivating Virtue: Perspectives from Philosophy, Theology, & Psychology." Ed. Nancy E. Snow. Oxford: Oxford University Press

Narvaez, D. & Bock, T. (2014a). Developing Ethical Expertise & Moral Personalities, H&book of Moral & Character Education, edited by Larry Nucci, Darcia Narvaez & Tobias Krettenauer, New York, NY: Routledge

Narvaez, D. & Bock, T. (2014b). The Classroom RAVES Model for Moral Character & Ethical Knowhow, Moral Psychology Laboratory, Tools for Moral Character Education, University of Notre-dame

S&erson, S. (1987). eclecticism & its alternatives, current Perspective in Social Theory, 8: 313-345

ShabaniVaraki, B,(2007). Transcendental Realism & False Dualism in Educational Research, Journal of Educational Innovations, 6(20): 65-86. (In Persian)

Tellings, A. (2001). Eclecticism & Integration in Educational Theories: A Metatheoretical Analysis. Educational Theory, 51(3): 277-292

Vojdani, f.(2016). Integrative approach in ethical education, in New Approachs to moral Education, Mohammad Hasani, tehran: school (In Persian)