School Discipline Essay Example for Free

School Discipline EssayRecently, in elementary and lower unoriginal schools, much effort has been made in Japan to accomplish the aims of clean-living education, by requiring separate scheduled hours for moral education. The purposes of moral education are shown in the following summary of general principles established in the Course of Study issued by the Ministry of cognition.Moral education aims to develop a Japanese citizen who will neer lose the consistent spirit of look on for his fellow man who will nominate this spirit at home, at school and in other actural career situations in the society of which he is a member who strives for the creation of a culture rich in individuality and for the suppuration of a democratic republic and society and who is able to make a voluntary contribution to the peaceful international society. In order to attain this aim, the following contents is sought in moral instruction in elementary schools. 1) Contents mainly link to the fund amental patterns of behavior in daily breeding-time to maintain safety and control good health to develop self-reliance to observe good manners to keep oneself neat to remediate the environment to use things and money effectively to actualize the value of time.2) Contents mainly related to moral sentiment and moral judgement to respect others personality to control oneself and act according to ones beliefs to act freely according to ones own judgement or wishes and on ones own responsibility to be honest and sincere to hump justice and be courageous to everyplace come difficulties in order to accomplish right aims to reflect on oneself, listen to the advice of others, and to act with deeper consideration to act moderately, without selfishness to behave always with alertness, courtesy and modishness to take good care of animals and plants to have a pure mind.3) Contents mainly concerned with the development of personality and a creative attitude toward life to recognize ones own special ability, and try to strengthen it to strive for the achievement of worthy purposes, and to set for oneself a high goal to act rationally to tr3r to improve life with original ideas always to maintain a studious attitude, and try to pursue truth to apply positively new ideas. 4) Contents mainly related to the concept that good manners and practical willare indispensable for the member of a nation or a society to be good-hearted to everybody and to care for the weak or unfortunate to respect those who devote themselves to the service of others and to appreciate their work to trust each other and to be friendly to be fair and impartial to everybody to be generous to observe rules and promises to differentiate surrounded by rights and duties to appreciate labor to protect public property and public morality to love ones family to love ones school to love the nation with a pride as a Japanese to understand correctly the people of all the world and befriend in a friendly ma nner with them.The contents of moral education for lower secondary schools are more or less the same as those for the elementary schools.However, in considering the stages of pupils development, the following objectives are added To build an attitude of constructive criticism to develop mutual under-standing and respect between the sexes to promote open and pure friendship between the sexes to promote love of truth to lead pupils to consider what true happiness is and to seek it to help pupils to enrich their own sentiments to aid in understanding the patrimonial culture and to contribute to cultural improvement to teach pupils to hold humanity in mind always to train pupils to challenge evil with courage and not have a narrow fellow-mindedness, but to act with consciousness of being a member of the large community.In upper secondary schools, ethics-civics created as a new subject in the social studies, is intended to develop students who know the human relations in the present so ciety, understands humanity and pursues the ideal in the life of the world. Moral education is to be conducted from the broad point of view through all the activities of the school.Consequently, moral instruction is provided by combining properly various teaching methods, such as discussion, stories to1d by teachers, variation Of b00ks, audio-visual aids, dramatizing and non-classroom activities. In 1963, in order to aid in effectuating the new program of moral instruction, the Ministry of Education published Teachers manual for Moral instruction and distributed it through the country to guide classroom teachers at each level in the preparation of their moral education hour.CHAPTER IMPROVEMENT OF centre OF- EDUCATION AND DEVELOPMENTOF ABILITY (2) Moral Education in Other Countries In most foreign countries, religion makes a valuable contribution to the moral spirit. In those countries studied, moral education is generally given to pupils through religious instruction in assigned religion classes. In several countries including the U. S. A. and France, religious instruction in public schools is prohibited. Whether the religious instruction in public school is conducted or not, moral and ethical education is given in many cases as a part of other subject, usually civics.In communist countries including the U. S. S. R., it is regarded as a purpose of education to build a citizen who can contribute to the maintenance of a socialist state. For this purpose, moral and ethical trainings given through all educational activities in the schools. display board 30 shows the extent of ofFerings in religious education in ele-mentary and secondary schools in the U. S. A. , the U. K. , and an extensivegroup of European countries.In 13 of the 17 countries listed in Table 30, religion is offered as a separate subject in almost all set outs in public elementary and secondary schools. In 11 of the 17 countries, civics is taught in elementary school or secondary school or bo th. In France, civics at primary level is included in the subject known as education civique et morale.In the U. S. A. civics is usually taught in the 8th grade and upper grades of secondary schools. There is no instruction in separate moral education classes. It is taught through all subjects. Also, in the U. S. S. R. , moral education is not treated separately, but moral training of pupils is given through the whole curriculum. It is a characteristic feature of school education in the U. S. S. R. to provide baby bird labor training at all levels. This labor training aims to give pupils moral training. Moreover, Rules for Pupils, which pupils elementary and secondary schools must obey, are specified by the surgical incision of Education of the R. S. F. S. R.In Rules for Pupils, objectives of moral education are prescribed along with the school principles which pupils must observe. Civics teaching in each country aims to elevate moral sentiments, and to give pupils knowledge and un derstanding of government, economics and social problems necessary for citizenship. Moral education and civics in the Federal res publica of Germany, Italy, France and Belgium are as follows Federal Republic of Germany Basic principles of civic education in schools and universities were decided by the Conference of Lander Ministers of Education of 15 June 1950as follows Civic education should awaken in pupils both a moral response and a determination to act as a responsible member of society. ItalyThe primary school syllabus published by the Ministry of Education in 1955 states that civics teaching is designed to give the baby bird a general moral, religious and social training. It also emphasizes that religious instruction must enable the child to acquire basic habits of morality, civic and social behavior and hygiene at home, at school and in society and to give the child a intellect of personal responsibility and membership of a group. Regarding civic education courses in up per classes it is stated love of ones country must be a subjective extension of love of ones family, and the awareness of national values should be related to the ideal of international understanding. France.The syllabus in primary education published by the Ministry of Education in 1923 states that moral education must enable the child to grow up as a man with a balanced development of sentiment, intelligence, and conscience. It is also stated that moral instruction is to be designed not only to give the child moral spirit, but also to lead him to realize this spirit in daily life. In primary schools in France, the subject known as education civique et morale is taught as outlined below beginning(a) grade Listening to stories (Fontaines fables, Hans Christian Andersons tales, etc. ) and to biographies of great men told by teachers. 2nd and 3rd gradesTo accustom the child to acquire good habits through reading of book-lets followed by discussion, and discussion on school events . At third grade the same themes as those of second grade are dealt with more intensively quaternary and 5th grades To listen to narratives or discuss deeds of the individuta1 and social morality concerned with moderation, sincerity, simplicity, kindness, courage, and generosity. To give the child an understanding of the value of labor, a spirit of cooperation with others, notice of promises, understanding of other persons and appreciation of duties to ones family and ones nation. At fifth grade, the same themes as those of forth grade are dealt with more intensively. 6th8th gradesTo provide the child consciousness and respect for man, character formation, main duties in life of the individual, at home and in society, and inculcate patriotism, justice and mutual assistance, respect for labor, organization of government and its activities, elementary knowledge of contracts and labor laws in daily life, elementary knowledge of the legislative, administrative and judicial systems, cit izens rights and duties and international understanding. Belgium In the middle school of Belgium (3rd and 4th secondary years, age 14 to15), citizenship and patriotism are taught under the following themes l) Citizens rights advantages of the democratic and parliamentary system.The chief freedoms guaranteed by the Belgian Constitution. 2) The citizens duties the ballot obedience to the Law, military service paying taxes fine-looking evidence in court. 3) Patriotism the countrys prestige and its heritage the dangers of misguided patriotism. 4) International understanding and a sense of the brotherhood of man. Aids for Civics Teaching in European Countries In a number of countries, separate textbooks are used. Audio-visual aids such as slides, films, radio broadcasts, television, etc. are also used. Table 30. Comparative Table Showing Extent of Offering Of Separate Classes in Religion and Civics Table 31. Teaching Aids for Civics Education in European Countries.