VIVIENNE MOUNTAIN

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Ethics Education 1997 -The ethics of teaching ethics

It has been my concern over the last few years that the teaching of ethics needs careful scrutiny.  We are not only teaching Ethics to students but in the  larger sense doing ethics ourselves through our teaching. As ethics is involved with attitudes of virtue and goodness we as teachers must constantly be aware of how our presentation affects our students in the short term and the long term.

Our VCE Work Requirements must be involved with dilemmas of an adult nature.  Yet our students are young and working under pressure.  It is often a fine line between introducing important themes and caring for the emotional life of our students.  Many of our complex problems weigh us down as adults.  Can we expect our students to be less moved?  As teachers we have a responsibility to monitor and present material in such a way that our discussions can be relevant to the capacity of the student to affect some positive approach as a well as extending their understanding of complex  ethical debate.  As a teacher this is my ethical dilemma.

Independence 2000 -Moral development and religious education

The end of the millenium is marked by public concern about morality in general and the values and morality of our young in particular.  Faced with the alarming rate of youth suicide, the drug problem, social depression and cynicism, many educators have identified the need to “turn the tide”. The result is a ground swell of interest in how we can teach values and ethics. Can we encourage moral development?

This paper examines the current work of the educator and philosopher Peter Vardy (Heythrop College London).  As he travels through Australia many schools are using his clear five strand model of religious education.  The strands focus on sacred story, values, multifaith understanding, philosophical questioning and spiritual reflection.  This method can be used not only in the religious education curriculum but as a way to audit each key learning areas.  It is considered a means to moral development,  a tool to find the good.  

MA 2005 –Philosophy and religion

The aims of this dissertation are:

To understand the current theoretical models of moral development from cultural studies and the discipline of psychology. The models proposed by Lawrence Kohlberg and Carol Gilligan are considered along with other sociological theories focused on relationship and gender differences.

To apply theoretical understanding to curriculum development in Religious Education.

To demonstrate the possibility of using Religious Education as a tool for moral Development in the Australian education system.

IJCS 2007 -Educational contexts for the development of children’s spirituality

Keywords: spiritual development, children, education, creative arts therapy

Abstract - This year I have been trialing the educational applications of creative arts therapy.  I am concerned that education should have a more holistic emphasis, where the experiences and creative imagination of children are valued and extended.

This paper gives a brief theoretical base and two educational case studies to illustrate the use of imagination in spiritual development.  The cases are taken from the religious education curriculum, but it is proposed that  the content of other subjects could be used in a similar way.  The first case study reports on the response of a year 8 class to the question “what do we do with jealousy?” (25 students aged 12 years)- an emotional inquiry.  The second study is an end-of-year activity for year 7 students concerned with social bonding   (21 students aged 11 years)- a social inquiry. This is a work in progress using the MIECAT research method (Melbourne Experiential and Creative Arts Therapy).

www.childrenspirituality.org

2018  Building Emotional Health and Wellbeing- A Pastoral Handbook for Ministry with Children and their Families

The church has traditionally been concerned with the education and faith formation of children. These are important and ongoing concerns. However, in today’s world, this emphasis on religious education is insufficient as it fails to recognise the wholeness of the child, when it fails to take into account emotional health and wellbeing.

As a response to the horror exposed through the Royal Commission into Institutional Responses to Child Sexual Abuse there is a surge of concern for the safety and care of children. This handbook offers practical ideas that can move our concern beyond the minimum idea of safety and education into a wider vision of nurture and pastoral care for children.

Published books are available on Amazon or can be down loaded from the University of Divinity Repository website.

The early years are vital . . . with loving care, helpful and calming hormones are released, more receptors for these hormones develop, and a template for future emotional experiences is set up.   Graham Music