ORGANIZATIONAL AND DIDACTIC FOUNDATIONS OF THE FORMATION OF MORAL VALUES IN SCHOOL EDUCATION (ON THE EXAMPLE OF ISRAEL)
DOI:
https://doi.org/10.31110/2616-650X-vol11i7-001Keywords:
moral values, school education, Israel, organizational and didactic foundations, the educational process, the role of teachers, approaches, pedagogical toolsAbstract
The article provides a rationale for the relevance of the problem of forming moral values of the growing generation (schoolchildren) in the context of the development of vital competencies. It is indicated on the need for the development of moral qualities in the aspect of personal and social competence (by “Council Recommendation on Key Competences for LifeLong Learning”) and the relationship with the observance of moral values in one's own activities. The reason for choosing the experience of implementing the studied process in Israel as an example is disclosed. The purpose of the work was to carry out a theoretical study of the specifics of the formation of moral values in school education in Israel and to determine the organizational and didactic foundations of this process; conducting a systematic analysis of the scientific-source base and summarizing scientific positions and progressive ideas for the development of the author's concept and the creation (in the future) of a model of the formation of moral values in students of general secondary education institutions of Ukraine. In the course of the research, a set of theoretical methods was used: review of the thematic scientific source base, analysis, synthesis, concretization, generalization and systematization of selected scientific provisions for the development of the author's concept of the presented research. The study of the results of the analyzed studies has given grounds to clarify the essence of the formation of moral values in school education in Israel and the main structural components that make up the organisational and didactic foundations of this process: educational process → role of teachers → approaches → pedagogical tools. Their relationship and interdependence in the formation of moral values in school education, which formed the basis of the author's concept, is revealed. Thus, the need to integrate elements of Israel's school education experience to form the moral values of students into the national education system has been proved. In the future, there will be the development of a model of the formation of moral values based on the example of school education in Israel and its implementation in the educational system of general secondary education institutions of Ukraine.
References
Baratz L. Israeli teacher trainees’ perceptions of the term moral resilience. Journal for Multicultural Education. 2015. Vol. 9, Issue 3. P. 193–206. URL: https://doi.org/10.1108/JME-12-2014-0041
Cefai C., Bartolo P. A., Cavioni V., Downes P. Strengthening Social and Emotional Education as a core curricular area across the EU: A review of the International Evidence. NESET II report. Luxembourg : Publications Office of the European Union, 2018. 142 p. URL: https://doi.org/10.2766/664439
Chazan B. Principles and Pedagogies in Jewish Education. Palgrave Macmillan Cham : Springer Nature Switzerland AG., 2022. 103 p. URL: https://doi.org/10.1007/978-3-030-83925-3
Council Recommendation of 22 May 2018 on Key Competences for LifeLong Learning (Text with EEA relevance) (2018/C 189/01). Official Journal of the European Union. 2018. 13 p. URL: https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:32018H0604(01)&rid=7
Educating for a Society of Culture and Knowledge: Changes in the 21st Century and their Implications / Eds. O. Brandes & E. Strauss. Jerusalem : The Israel Academy of Sciences and Humanities, 2013. 64 p. URL: http://yozma.mpage.co.il/SystemFiles/23178.pdf
Fisher Y. Exploration of values: Israeli teachers’ professional ethics. Social Psychology of Education. 2013. Vol. 16. P. 297–315. URL: https://doi.org/10.1007/s11218-013-9211-0
Glanz J. The Ethics of Exclusion: Pedagogical, Curricular, Leadership, and Moral Imperatives for Inclusive Practice in Jewish Schools: monograph. New York : Yeshiva University, 2007. 49 p. URL: https://www.yu.edu/sites/default/files/legacy/uploadedFiles/Academics/Graduate/Azrieli_Graduate_School/Research_and_Publications/Glanz%20EDITED.pdf
Guidelines to Revise the System of Education Indicators in Israel: Summary, Conclusions and Recommendations / Eds. M. Justman, G. Bukobza, By the Committee to Revise the System of Education Indicators in Israel. Jerusalem : Israel Academy of Sciences and Humanities, 2010. 69 p. URL: http://yozma.mpage.co.il/SystemFiles/23161.pdf
Gurstein B., Schwartz D. Unique Schools in Israel. Education and Law / Eds. D. Schwartz, D. Galily & B. Gurstein. Publishing Complex UNWE Sofia, 2019. P. 100–121.
Halperin E., Bar-Tal D. Democratic Values and Education for Democracy in the State of Israel. Democracy and Security. 2006. Vol. 2, Issue 2. P. 169–200. URL: https://doi.org/10.1080/17419160600954441
Heng M. A., Blau I., Fulmer G. W., Bi X., Pereira A. (2017). Adolescents finding purpose: Comparing purpose and life satisfaction in the context of Singaporean and Israeli moral education. Journal of Moral Education. 2017. Vol. 46, Issue 3: Youth purpose around the world. P. 308–322. URL: https://doi.org/10.1080/03057240.2017.1345724
Lokhvytska L., Rozsokha A., Azman C. Can Moral Values be Formed without Influencing the Development of an Individual’s Worldview? Philosophy and Cosmology. 2022. Vol. 28. P. 73–92. URL: https://doi.org/10.29202/phil-cosm/28/7
Lokhvytska L., Rozsokha A., Azman C. Nature of Moral Philosophy in the Human Universe: Retrospective Analysis and Modern Paradigms. Philosophy and Cosmology. 2021. Vol. 26. P. 100–113. URL: https://doi.org/10.29202/phil-cosm/26/8
Macer D. R. J. Moral games for teaching bioethics. University of Haifa (Israel). International Centre for Health, Law and Ethics. UNESCO Chair in Bioethics. Haifa. Israel, 2008. 129 p. URL: https://unesdoc.unesco.org/ark:/48223/pf0000162737
Proposal for a Council Recommendation on Key Competences for LifeLong Learning. Commission Staff Working Document Accompanying the Document. SWD/2018/014 final – 2018/08 (NLE). Brussels, 2018. URL: https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=SWD:2018:0014:FIN
Reingold M. Secondary Students’ Evolving Relationships and Connections with Israel. The Social Studies. 2022. Vol. 113, Issue 2. P. 53–67. URL: https://doi.org/10.1080/00377996.2021.1954866
Reingold R., Baratz L., Abuhatzira C. Conformity and Compliance as Moral Acts: The Case of Teachers in Jewish Religious State Schools in Israel. International Journal of Education for Diversities. 2013. Vol. 2. P. 41–61.
Sarid A. A Dilemmatic Approach to Education. Routledge, 2021. 166 p.
Sarid A. A theory of education. Cambridge Journal of Education. 2018. Vol. 48, Issue 4. P. 479–494. URL: https://doi.org/10.1080/0305764X.2017.1356267
Sarid A. Moral and character education in the Israeli curriculum. Review invited by the Israeli Initiative for Applied Research in Education [in Hebrew]. 2012. URL: https://education.academy.ac.il/Uploads/BackgroundMaterials/Hebrew/Review-21th-Moral-Education.pdf.
Sarid A., Goldman D. A Value-Based Framework Connecting Environmental Citizenship and Change Agents for Sustainability – Implications for Education for Environmental Citizenship. Sustainability. 2021. Vol. 13, Issue 8. Art. 4338. URL: https://doi.org/10.3390/su13084338
Siarova H., Sternadel D., Mašidlauskaitė R. Assessment practices for 21st century learning: review of evidence. NESET II report. Luxembourg : Publications Office of the European Union, 2017. 90 p. URL: https://doi.org/10.2766/71491
Volansky A. One Hundred Years of Educational Reform in Israel: An Overview. The Three Waves of Reform in the World of Education 1918 – 2018. Singapore : Springer, 2023. P. 423–436. URL: https://doi.org/10.1007/978-981-19-5771-0_21
Weinreb A. R. Teaching Israel Studies: Global, Virtual, and Ethnographic Approaches to Active Learning. Palgrave Macmillan Cham : Springer Nature Switzerland AG., 2022. 282 p. URL: https://doi.org/10.1007/978-3-031-16915-1
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Ханна Азман
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
- Authors grant the journal a right of the first publication of the work under a Creative Commons Attribution-NonCommercial 4.0 International License (CC BY-NC 4.0)that allows others freely to use (read, copy and print) submissions, search content and link to published articles, disseminate their full text and use them for any legitimate non-commercial purposes (i.e. educational or scientific) with the mandatory reference to the article’s authors and initial publication in this journal.
- Original published articles cannot be used by users (exept authors) for commercial purposes or distributed by third-party intermediary organizations for a fee.
