Hidden Curriculum Vs Contemporary Approaches to Moral Education – Need and Challenges

Page: 47-51

K.Jayanthi Rani

Ethiraj College for Women, Chennai

Moral development concerns rules and conventions about just interactions between people. Contemporary social life is becoming more complex with the advent of rapid advancements in science and technology and the fast-paced, largely digitally engulfed lifestyle. Technological advancement paradoxically offers both anonymity and the risk of exposing personal identities. Though the need for moral education in schools has been acknowledged for a long time, in the present-day context, the different ways in which moral education can promote positive development in children and the challenges of implementing them in India are discussed in this paper. However, a truly effective character-education program can have far-reaching positive outcomes for children. The range of positive outcomes includes advances not only in student’s moral and prosocial development, but also in their academic performance and avoidance of high-risk behaviors (Berkowitz & Bier, 2005). Successful implementation will result in positive outcomes that would be manifested in all the three domains of moral development namely – cognitive, behavioral and emotional.

Keywords – Moral education, Hidden curriculum, character education program

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