Cognitive Development: Moral Education for Adolescents Aged Fifteen to Eighteen Years.
Cognitive Development: Moral Education
“The education that will lead the way to a new humanity has one end alone: leading the individual and society to a higher stage of development. This concept involves many factors and may seem obscure, but it becomes clearer if we realize that mankind has to fulfil a collective mission on earth, a mission involving all of humanity and therefore each and every human being.” (Montessori 1972 [1949]:66)
The adolescent is on the brink of adulthood and entering society to play their role and fulfil their mission in life. Consequently “there is a need for a more dynamic training of character and the development of a clearer consciousness of social reality.” (Montessori 2007 [1948]:62)
Dr Montessori identified that adolescence is a time for reflection and meditation on one’s own value, to explore questions such as Who am I? How do I relate to others in society? What role do I play? Montessori said “If young people at a certain point are called upon to take an active part in the life of humanity, they must first feel that they have a great mission to accomplish and prepare themselves for it. They must have the chance to meditate upon it a little” (Montessori 1972 [1949]:70. Montessori called this ‘the period of the desert’, a time when the adolescent can prepare themselves spiritually so as to be entirely ready to fulfill their mission faithfully and consciously, by being in an environment free from artificial distraction. She states, “Man thus prepared, conscious of his mission in the cosmos, will be capable of building the new world of peace.” (Montessori 1972 [1949]:70).
To support this need, Montessori included a focus upon Moral Education as part of the Cognitive (Psychic) Development of the adolescent, alongside languages and mathematics. “ The "formative" education that will construct firm foundations for the character consists of three subjects: moral education, mathematics, and languages.” (Montessori 2007 [1949]:75).
The aim of moral education is to help the adolescent to find and develop their moral compass to guide their decision making and activities as adults living in society. “Moral education is the source of that spiritual equilibrium on which everything else depends and which may be compared to the physical equilibrium or sense of balance without which it is impossible to stand upright or to move into any other position.” (Montessori 2007 [1949]:76)
Moral education is embedded throughout the curriculum and adolescents have extensive opportunities to practice ethical and moral behaviour within their immediate adolescent community environment and broader involvement in society. Moral education is not simply instruction in ethics or morality; however, a variety of subject areas lend themselves to exploration, reflection and discovery by adolescents of specific moral concepts and the source of their spiritual equilibrium. Personal Development, Social & Community Health, Physical Education & Movement, Religion & Spirituality, and Applied Civics and Citizenship are possible areas of study choice.
Moral education is closely linked to the satisfying of the fundamental needs of humans. Dr Montessori divided these into two categories, spiritual and material. She suggested that spiritual needs include love, spirituality/religion, culture (arts & music) and adornment and that material needs include shelter, food, clothing, transportation, defence/safety & communication. The adolescent seeks to meet these needs within themselves, and adolescence is a time when these young people learn to help one another within their immediate community as well as in broader society to have these needs satisfied.
Personal Development 5.ME.010
Knowledge, skills and understanding
Typically, individuals will:
.01 Appreciate that Adolescence is a time of physical and emotional change
.02 Explore factors that influence our identities and the identities of those around us
.03 Explore the concepts of respect, grace, courtesy, compassion, kindness and how these qualities and behaviours influence relationships.
.04 Explore the concept of emotional intelligence and the ways self-discipline can be enhanced by awareness of emotional triggers and responses.
.05 Explore a range of health information and develop skills to make informed and healthy choices about diet, activity, and behaviour in relation to participation in the adolescent community and life in general as an individual member of society.
.06 Understand how knowledge of health and safety (including first aid and CPR training) is critical for the community to achieve defined goals and develop strategies and guidelines that can be used by the community to enhance the safety and wellbeing of community members.
＋ Materials and Activity
Activities include:
- Research projects
- Socratic seminar to explore literature on the topic of personal development
- Student Leadership Roles
- Team building activities
- Student led discussions (seminar)
- Develop a Code of Conduct which includes development of online safety expectations
- Role plays
- Describe Community roles and methods for students to get help when needed.
- Research and present ideas for safe excursions and activities for Physical Education
- Student involvement in writing Risk assessments for excursions, camps, activities and events
- First aid CPR training
Materials/resources include:
- Specialist ‘experts’ in personal development
- Australian Curriculum: Health & Physical Education
＋ Links to Australian Curriculum (A9)
AC9HP10P02
AC9HP10P01
AC9HP10P04
AC9HP10P06
AC9HP10P07
AC9HP10P08
AC9HP10P09
AC9HP10P10
Social and Community Health 5.ME.020
Knowledge, skills and understanding
Typically, individuals will:
.01 Describe and discuss community roles, relationships and responsibilities between peers, adult guides, visiting experts, families and other community members
.02 Discuss the value of and develop plans for improvements to the local and wider community environment that is inclusive of all people
03 Develop an understanding of indigenous connections to country, health and wellbeing
.04 Be involved and play their part in collaborative work
＋ Materials and Activity
Activities include:
- Community Meeting initiatives
- Camp/Odyssey
- Plan visits to neighbouring communities to build relationships, compare and participate in health and wellbeing programs
- Student-led initiatives ie Wellbeing Days/week, Special persons’ Day, Harmony Day,
- Organization of community service events ie fundraisers for chosen charities or community groups, aged care networks or across the school
- Surveys
- Role plays
- Projects
- Student involvement in developing and communicating job descriptions for student representatives, experts and other community members.
Materials/resources include:
- Specialist ‘experts’ in community health
- Australian Curriculum: Health & Physical Education
＋ Links to Australian Curriculum (A9)
AC9HP10P03
AC9HP10P04
AC9HP10P05
Physical Education and Movement 5.ME.030
Knowledge, skills and understanding
Typically, individuals will:
.01. Identify and eventually improve/modify the aspects of movement and skill in a chosen activity
.02. Explore and apply strategies to develop and refine efficient and safe movement skills
.03. Participate in a range of physical activities and increase awareness of the health benefits of a specific activity or movement
.04 Suggest and organise participation opportunities in physical activity options for members of the adolescent community, e.g., activities at local community leisure centres and sport complex’s, activities in local bushland or seaside, ocean or river environments
.05 Explore the benefits of physical activity, research the types of activity that occur in the adolescent community and their impact on participants, and develop tools to help individuals in the adolescent community improve safe execution of a variety of movements as well as manage balance of time spent engaged in active and passive occupations
.06 Explore how physical expression and movement may be linked to culture and society
07 Plan, implement, and evaluate the effectiveness of physical expression and movement activities that have been modified to allow successful inclusion of all participants
.08 Develop skills in collaboration, team leadership and decision making, and ethical behaviour
+ Materials and Activities
Activities include:
- Showcase, coffee house or concerts
- Research projects
- Plan and implement physical activities for young people and for intergenerational physical activities
- Experience a range of diverse activities eg dance, drama, yoga, tai chi, team and individual sports
- Demonstrating skills to an audience
Materials/resources include:
- Specialist instructors in movement
- Australian Curriculum: health & Physical Education
＋ Links to Australian Curriculum (A9)
Religion and Spirituality 5.ME.040
Knowledge, skills and understanding
Typically, individuals will:
.01 Explore the origin of particular religious or spiritual beliefs
.02 Explore the relationship between religion/spirituality and the development of a value system and moral compass
.03 Explore the core beliefs & values of a particular religion/spirituality
Explore how a particular religion/spirituality influences in paradigm by which people live in the world and participate in society
Explore how a particular religion/spirituality supports the health and wellbeing of individuals and communities
Consider the impact of the particular religion/spirituality upon the health & wellbeing (spiritual, physical, emotional, psychological, social) of an individual, a family, a community, broader society, the global village
Consider how the particular religion/spirituality impacts relationships and the extent to which it may facilitate unconditional love for other human beings
.04 Consider and explore how & to what extent does the religion/spirituality facilitate care of self, care of others and care of the environment?
.05 Explore the concept of spirituality comparing two or more particular religions/spiritualities, their practices, purpose and benefits
.06 Apply a particular religion/spirituality’s practices to scenarios requiring ethical, moral and healthy decisions.
+ Materials and Activities
Activities include:
- Applying historical research skills to discover what is known about the source of religion/spirituality.
- Adolescent Community Socratic seminars
- Reading and analysing ancient scriptures/texts to understand what they teach
- Reading and analysing contemporary authors on religious texts
- Reading/viewing and discussing literature from contemporary religious/spiritual authors on values that impact wellbeing.
- Exploring the Interdependency chart
- Reading and analysing ancient scriptures/texts to understand what they teach
- Reading and analysing contemporary authors on religious texts
- The Interdependency Chart
- Reading/viewing and discussing literature from contemporary religious/spiritual authors on values that impact wellbeing.
- Adolescent Community Socratic seminars
- Researching the origins of a variety of community help organisations.
- Listening to experts/spiritual leaders and discussing their ideas
- Visiting places of worship
- Engaging in and reflecting upon a religious/spiritual practice
Materials/resources include:
- Montessori resource organisations: e.g. Godly Play Australia and The Association of the Catechesis of the Good Shepherd Australia
- The Interdependency Chart
- Library of religious texts & commentaries
- Specialist experts in particular religion/spirituality
- Local places of worship
- On-site Spiritual atrium
- Australian curriculum: History, Health & Physical Education
＋ Links to Australian Curriculum (A9)
AC9HP10P01
AC9HP10P03
AC9HP10P04
AC9HP10P05
AC9HP10P06
AC9HP10P07
AC9HP10P08
AC9HP10P09
AC9HP10P10
Applied Civics and Citizenship 5.ME.050
Knowledge, skills and understanding
Typically, individuals will study:
.01 Investigate the idea of a civilised society, civics and citizenship: -
Explore how rights and duties of citizens varies between nations.
Explore who decides what the rights and duties of citizens are.
Explore these ideas in relation to being a citizen of the adolescent community.
.02 Participate in ethical community governance through the adolescent community council, including the development and review of a community code of conduct.
.03 Participation in ethical decision-making processes in production and exchange occupations
Agriculture (plant & animal)
Handcrafts
Shop & micro-enterprise
.04 Participate in adolescent community projects that care for each person and their living/working environment in line with the community code of conduct
Environmental care
Hospitality
.05 Participate in broader community service projects in line with the community code of conduct
Ecosystem management
Intergenerational programs
Charitable aid programs
.06 Recognise and explore the vision of the local to the global
+ Materials and Activities
Activities include:
- Adolescent community Socratic seminars to explore literatures on civics and citizenship in a variety of cultures
- Land based occupations
- Micro-economy opportunities
- Participation in the adolescent Community Council
Materials/resources include:
- Space for community discussion and decision making
- Access to Natural environments
- Connection with local:-
- Residential Aged Care Facility Dementia Day Care Centre
- Early Childhood Centres
- Community aid organisations, e.,g. Salvos
- Earth Charter: https://earthcharter.org
- UNHR: https://www.unhcr.org/en-au/
- Australian Curriculum: Civics & Citizenship
- Australian curriculum: Health and Physical Education
＋ Links to Australian Curriculum (A9)
AC9HP10P04
AC9HP10P05
AC9HC9S01
AC9HC9S02
AC9HC9S03
AC9HC10K01
AC9HC10K02
AC9HC10K05
AC9HC10S01
AC9HC10S02
AC9HC10S03
AC9HC10S04
AC9HP10P05
AC9HP10P06
AC9HP10P09
AC9HP10P10
AC9HP10P08
AC9HP10P10
AC9HP10P05
AC9HP10P06
AC9HP10P08
AC9HP10P10
AC9HC9K05
AC9HC9S04
AC9HC9S05
AC9HC10S04
AC9HC10S05
AC9HC9K05
AC9HC9K06
AC9HC10K01
AC9HC10K02
AC9HC10K03
AC9HC10K04
AC9HC10K05
AC9HC10S01
AC9HC10S02
AC9HC10S03
AC9HC10S04
AC9HC10S05