One of the numerous recommendations of this overview of the Australian Curriculum is your opinion that the program should put more focus on morals, morals and spirituality.
That is an important outcome of the report. It asks us to concentrate on a broader and more basic question what type of people do we need young Australians to become and be.
That really is a worthy question, which while being addressed in universities, might be bolstered through a larger focus on personality.
Morals, Spirituality And Values In Australian Universities: Failed And Insufficient?
The review indicates this was failed. It states the Australian Curriculum
With this foundation, the inspection suggests that the ethical dimension of this Australian Curriculum needs some rethinking.
We have to be cautious that we don’t browse the review’s opinions about the program as meaning that Australian schools are failing questions of morals, morals and spirituality.
What is mentioned in the program does not necessarily reflect what’s actually happening in colleges.
It’s challenging, by way of instance, to imagine how it’s possible to educate about the usage of the nuclear bomb in Hiroshima and Nagasaki, the problems related to climate change, or even many crucial literary texts, without some type of involvement with problems regarding values and morals.
And underpin their faculty principles and behavior policies with worth, we could realize that the challenge isn’t just one of neglect.
Unlike topics like maths and English, that have distinct timetabled supply, the teaching of morals, principles and values in universities can be implicit.
A Concentrate On Personality And Virtues
Regardless of how embedded in the culture of most schools is a concentrate on being great men and women, in addition to good students, the program ought to be further improved in outlining the way to teach morals, spirituality and values.
We ought to begin with considering the types of people we need young Australians to become. This raises questions regarding the personality traits young men and women need so as to flourish.
The inspection implicitly raises these problems as soon as it employs the terminology of virtues, dispositions and pleasure and the fantastic life.
This entails pupils in deciding the type of individual they want to become and also to learn how to select between alternatives.
Character education isn’t new to Australian universities. Daily in colleges teachers and pupils discuss a range of topics regarding honesty, truth, devotion and a variety of different virtues.
Many colleges encourage well-being that, while different from nature education, has the capacity to be linked to morals, spirituality and values.
There isalso, however, possible for nature education in Australian schools to be revived and revitalised.
This procedure should begin with recognising not what’s lacking, failed or insufficient from the program since the inspection appears to perform, but by identifying, observing and extending the positive function that colleges are already doing to create young people’s personality.
Using this as a foundation for strengthening the teaching of morals, spirituality and values across colleges would offer a much better base than any shortage version.
If we’re seriously interested in young Australian’s ethical and religious instruction we have to take seriously the question of exactly what it would be to live a fantastic life.
After we do so we could get nearer to instruction, nurturing and encouraging young Australians to learn more about the types of people that they want to become and be.