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Moral Values Education

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Moral Values Education Moral Values Education: Characterizing Japan and Norway’s Primary School Curriculum Cara Jacoby Master Thesis Master of Philosophy in Comparative and International Education Institute for Educational Research Faculty of Education UNIVERSITETET I OSLO November, 2006 ii i Abstract The idea of moral values education as a formal subject in the curriculum has waxed and waned; however, considering the rapid rate in which societies are evolving, it is clear that moral values education is as important as ever. In order to insure that children and young adults are prepared to become active and educated participants and decision-makers in modern society, they must be guided responsibly by moral and democratic principles. This thesis is a comparative perspective of moral values education in the primary school curriculum of Japan and Norway, which considers both of these nation’s unique historical and cultural foundations, as well as the evolution of the philosophy of education in each society. The aim of the paper is to characterize moral values education in Japan and Norway and to determine what is distinctly Japanese and Norwegian in terms of moral values education in the primary school curriculum. The study is situated within the interpretivist paradigm and is mainly qualitative in nature. I have chosen a multi-method approach which includes reviews of historical events connected to the foundation of moral values education, and a comparative and evaluative design of the current national core curriculum as it outlines the goals of contemporary moral values education. As a starting point, my inquiry examines the historical development of the national education system and the philosophy of education in both Japan and Norway. Specific attention is paid to the conception and understanding of moral values and the element of democratic education in terms of the curricular rhetoric. John Dewey’s conception of democratic education and sociological concepts from cross-cultural studies are the guiding principles used in analyzing the findings. The conclusion of this thesis is that despite contrasting educational foundations, a unique philosophy of education inspired by different cultural traditions has evolved in both Japan and Norway. From the early foundations of the educational system through today, this philosophy of education has enabled a distinctive approach to the development and implementation of ideas surrounding moral values education. Key Words: Moral Values Education, Primary School Curriculum, Japan, Norway, Democratic Education ii Acknowledgements My interest in cross-cultural studies could have turned out very differently had my first experience at the young age of 16 not been a positive one. This thesis encapsulates who I have become since embarking on that first adventure. Those of you who have been there from day one, and those who I have met along the way, you have my appreciation. My classmates in the CIE program made this experience worthwhile. Whether in study or play, there was friendship and support, and many shared perspectives on life back in our home countries. Not only has my awareness of their home countries been increased, they have also generated more interest in me to explore their worlds. A warm thank you to the Nordic Association of Japanese Studies (NAJS) for being the first sounding board for my project and encouraging me to pursue my interest in Japan, and the Nordic Institute of Asian Studies (NIAS) in Copenhagen for hosting me as a SUPRA scholar. It was a pleasure working with Janicke Heldal-Stray as my supervisor. She eagerly agreed to guide me down this long path, supported my work-hard-play-hard ethic, and not once gave me a deadline. Mange hjertelige takk! A very special thanks to Jennifer, who provided an educated ear and necessary comedic relief, especially when teamed with Tobias. And of course, to Tobias, who has supported my writing since the day we met, although he still hasn’t read a word of it. I appreciate your friendship and encouragement more than you both know. I am still not sure whether my family and friends in the U.S. fully understand what my life as a student in Oslo has encompassed over the past two years, or whether they understand my nomadic lifestyle in general, but I will always appreciate their support. They endlessly provide humor and encouragement, even when they disagree with my opinions. So, here is what I have been up to… Oslo, November 2006 Cara Jacoby iii Table of Contents Abstract ............................................................................................................................................................... i Acknowledgements......................................................................................................................................... ii Table of Contents............................................................................................................................................ iii List of Figures................................................................................................................................................. vii List of Acronyms........................................................................................................................................... viii Chapter 1: Introduction ...................................................................................................................................1 1.1 Principle Objectives and Problem Statement......................................................................................1 1.2 Background of the Problem ...................................................................................................................2 1.3 Research Approach ................................................................................................................................7 1.4 Relevance of the Study ..........................................................................................................................7 1.5 Limitations of the Study ..........................................................................................................................9 1.6 Conceptual Framework ........................................................................................................................10 1.7 Organization of the Study.....................................................................................................................14 Chapter 2: Research Strategy......................................................................................................................16 2.1 Paradigm ................................................................................................................................................16 2.2 Methodology...........................................................................................................................................17 2.3 Data Collection.......................................................................................................................................18 2.4 Evaluation of Data.................................................................................................................................19 2.5 Issues and Concerns: Validity .............................................................................................................21 Chapter 3: Foundational Framework .........................................................................................................24 3.1 Key Concepts and Categories within Moral Values Education ......................................................25 3.1.1 The Philosophic: Moral Philosophy .................................................................................................25 3.1.2 The Educational: Philosophy of Moral Education............................................................................26 3.1.3 The Practical: The Practice of Moral Education...............................................................................27 3.2 Moral and Democratic Educational Philosophy: John Dewey ........................................................28 3.2.1 Common + Community + Communication ......................................................................................28 3.2.2 Education = Growth..........................................................................................................................29 3.2.3 Dewey’s Democratic Conception in Education................................................................................30 3.2.4 The Individual, Individuality, and Individualism .............................................................................33 iv 3.3 Cross-Cultural Sociology: Harry Triandis.......................................................................................... 34 3.3.1 The Significance of Culture ............................................................................................................. 34 3.3.2 Generality and Context .................................................................................................................... 36 3.3.3 Defining Values ............................................................................................................................... 36 3.3.4 Understanding Individualistic and Collectivist Cultures.................................................................. 37 3.3.6 In- and Out- groups, Social Behavior, and Cultural Differences ....................................................
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