An Analysis of Moral Education Concepts and Implicit Moral Philosophy in Lower Secondary School

Abstract

Moral education, due to its pivotal role in the destiny of individuals and society, has drawn the attention of both religious and non-religious thinkers. Among moral philosophers as well, moral education has been regarded as the foundation of human upbringing and considered the highest and most profound dimension of educational practice. This study aims to investigate the concepts of moral education and the implicit moral philosophy within the lower secondary school textbooks published in 2020. The research method employed is qualitative content analysis with an analytical approach. To this end, textbooks related to moral education were initially selected. Primary data were collected through qualitative content analysis and document review. The results derived from the texts were re-analyzed through coding and interpretative analysis. The dimensions of the moral education model components were categorized into four elements: facilitating and hindering contextual factors, outcomes in the cognitive, emotional, and skill domains, all in relation to the four relational dimensions—God, self, others, and nature. Based on this framework, the key findings of the study include: the identification of moral education concepts and the explication of implicit moral philosophies (developmental-cognitive, virtue ethics, Kantian, and care ethics) embedded within the concepts and goals of moral education, which encompass ultimate, intermediate, and instructional objectives. The principles of moral education outlined include the dignity and intrinsic value of the human being, the influence of outward behavior on inner character, and human nobility. Moreover, methods for realizing these principles—such as avoiding association with the corrupt, self-suggestion, purposeful neglect, and others—have been addressed.