This chapter is based on inquiries which has done through the questionnaires and case studies to identify the interest of involved parties in the subject matter (Teachers, students and parents); on the requirement of Moral development in Education. Feedback for the questions regarding requirement of Dhamma Education is highlighted due to the author’s aim to investigate expediency to cultivate moral qualities through early Buddhist doctrine.
Following are the approaches designed to conduct the research.
3.1. Two - stranded approach
The research methodology was designed to gather the required data from personnel from the following:
1. The education partners,
I. Teachers
II. Students
2. The parents
A two-stranded approach was adopted: strand one involved consultations with representatives of the above sectors through discussion groups and questionnaire while strand two involved book references. The data for this study were gathered from the following sources:
1. Discussion group interviews
2. Questionnaires
3. Books -based studies
As the research aimed to clarify and probe the findings of the study, discussion group interviews were selected as the primary source of data, in consultation with the Research Supervisor of the Sri Lanka International Buddhist Academy (SIBA). The discussion group interviews encouraged interaction the contributors, thereby facilitating the exchange of ideas and giving opportunities to participants to re-evaluate their opinions and ideas in light of those expressed by others. These interviews were conducted on the basis of a topic guide, which consisted of a set of core issues. This research instrument was developed and piloted with a group of teachers in a local school, in cooperation with the SIBA. A staff member of the SIBA attended the pilot group interview and was closely associated with each stage in the development of the methodology.
3.2. Discussion Group
A discussion group interview was held with each of the followings:
1. Representatives of parents’ groups
2. Primary and Secondary School teachers
3. Students of secondary / higher education
All discussion groups were based on the following core topic guide:
1. Initial statement by contributors of agreement/disagreement with the necessity of introduction of a moral development subject as part of the curriculum.
2. The integration of moral development across the curriculum
3. The development of moral development skills to assist the teaching and learning process
3.3. Questionnaires
It was deemed desirable to follow up the findings of the discussion groups through questionnaires which were administered to;
1. Representatives of parents’ groups (Appendix C)
2. Primary and Secondary School teachers(Appendix D)
3. Representatives of higher/further education(Appendix E)
This chapter includes presentation, analysis and interpretation of data which were drawn from one hundred and fifty (150) participants. The results of the study are presented in tabulation and interpreted by the researcher.
The questionnaire consisted of a number of statements of the findings of the previous discussion group and respondents were asked to agree/disagree with each given statement, giving their reasons.
A random sample of 50 from each group was generated through questionnaire. They were in the age range of 20 – 60 years. The participants responded to the question “Current Education system is a proper way of developing moral characteristics of students”, as follows.
Participants | Agree | Disagree |
Teachers | 21 | 29 |
Parents | 26 | 24 |
Students | 33 | 17 |
Table No. 03
Demographic profile of respondents
Figure No. 01
Figure No. 01
Demographic profile of respondents
The above mentioned table No. 03 and figure No. 01 indicates that parents and students believe that through the current educations system provide an opportunity to develop the moral conduct while teachers do not totally agree with the concept.
When we consider about the overall response of the participants about the necessity of moral development in education, Table no. 03 shows the results in the following manner.
Response | Teachers | Parents | Students | Total | % of Responses |
Strongly Agree |
35 |
38 |
26 |
99 |
66% |
Agree |
15 |
12 |
21 |
48 |
32% |
Neutral |
0 |
0 |
03 |
03 |
02% |
Disagree |
0 |
0 |
0 |
0 |
0 |
Total |
50 |
50 |
50 |
150 |
100% |
Table No. 04
Necessity of Moral Development in Education
Figure No. 02
Necessity of Moral Development in Education
With reference to table no. 03 and figure no. 02, 98 % (66% + 32%) of the participants confirmed the necessity of moral development in current education system. In tracing the recent development of moral education, we begin to see that in the past it had been an integral part of education at all times and in all cultures, every culture regards moral development as a noble ideal to attain. However with the advent of Western secularism at the beginning of the 20thcentury through the guise of a positivist scientific outlook to education, moral and human values including peace were slowly discouraged away from school curricula.
Another important question raised in the questionnaire was if the participants have to suggest a subject among “Dhamma Education” and “Information Technology”, what do you prefer? Below mentioned findings how the tendency of participants’ suggestions.
PARTICIPANTS | Students | Parents | Teachers | Total |
Dhamma Education |
23 |
19 |
28 |
70 |
Information Technology |
27 |
12 |
22 |
61 |
Not Responded |
- |
19 |
- |
19 |
Table No. 05
Suggestions on Dhamma education and Information technology
Figure No. 03
Suggestions on Dhamma education and Information Technology
Almost half of respondents to the questionnaire cited the role of moral development in society or in the workplace as the main reason for supporting a new subject: ‘No matter whether you are a student, professional, housewife or other, everybody should have a basic understanding of moral values’. Many participants in this study considered Dhammaeducation as an essential part of general education and believed this issue should be dealt with as a matter of urgency: Dhamma education is a must an absolute. According to the figure no. 03 and the column 1 of the table no. 04, students’ priority is shown for the subject Information Technology, but overall tendency is to select the subject Dhamma Education.
| Respond of Teachers | Respond of Parents | Respond of Students | Total | Percentage % |
Yes |
0 |
0 |
04 |
04 |
3% |
No |
39 |
45 |
46 |
130 |
87% |
To some extend |
11 |
05 |
0 |
16 |
10% |
Total |
50 |
50 |
50 |
150 |
100% |
Table No. 06
The good effect of extra (tuition) classes for moral development
Figure No. 04
The good effects of extra (tuition) classes For Moral Development
87 % of the participants stated that extra classes have no effect in developing the moral values. 10% responded saying that there is a tendency to some extend in developing moral values in extra classes. Only a 3% of participants mentioned that extra classes are concerning about the moral development during their class times.
Unlike academic subjects, moral development is as dependent on the persons as the parents, teachers, other social groups are. Children learn moral behaviour more from the ways teachers; parents speak, respond to challenges, and looks at issues, than what they teach. Obviously morally poor parent or teacher cannot teach moral values, because their behaviour contradicts what they teach.
It is important that young people receive age-appropriate sexual health information for keeping healthy. Educators can help families by providing culturally meaningful learning opportunities in safe and nonjudgmentally environments so that young people can learn about sexuality in a healthy and positive context.
To explore about the participants views on this regard the questionnaire consisted with one question “Do you think sex education is a requirement in secondary level education system? Give reasons.” collected responses from total of 100 participants (50 parents and 50 teachers. 92% of the respondents recognized that the introduction of such a subject would have an impact on moral development.
3.4.Research Findings
1. Some parents commented on their future ambitions on their child as education is only for have a higher demanded occupation but not much concerning about the development of moral qualities.
2. One parent suggested punishment as a method of solution to develop moral education which she uses in domestic life.
3. 52% of Parents don’t identify a formal way or organization which helps to develop morality of their children.
4. 8% of parents disagree to include sex education to the curriculum in order to reduce crimes.
5. 78% of teachers and 90% of parents and 92% of students are disappointed with the current movement of tuition classes which is not encouraging students to develop morality.
6. Friends can help to build a person’s good qualities as well as leads to destroy it. Here, 18% of students commented that friends are not helpful to develop their soft skills.
7. 22% of teachers and 48% of parents only expect less than one hour from school timetable to teach moral education.
8. Current media system is spoiling students’ mind in various ways such as encouraging watching pornographies, to use cheap words etc. But still we can see positive side of media which maintain their responsibility in a helpful way to develop knowledge and critical thinking of the people.
By reaching to the chapter conclusion, research findings emphasize the requirement of teachers’ and parents’ active involvement to develop moral qualities within students. At the same time, necessity of Next two chapters are based on importance of social relationships to promote moral education and Buddhist approach to moral development in education with regards to early Buddhist doctrine.
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