The teaching of moral values has been traditionally associated with the teaching of religious education. Traditionally, especially in the Maltese context, moral education was perceived to be solely the domain of religion. However, this approach assumes that all children participate in religious education lessons, which is not always the case.
In January 2014, there were 1,411 students who were not taking religion classes, and this figure is on the increase. The present challenge is how to nurture moral values outside religious education lessons for students who do not attend these lessons.
The 2012 National Curriculum Framework (NCF) acknowledges the fact that schools have become multicultural and multi-faith communities. It also addresses and celebrates this diversity.
Consequently, one of its principles affirms that “all children can learn, grow and experience success by respecting diversity in all its forms; promoting an inclusive environment; ensuring policies and practices that address the individual and specific needs of the learners and learning community”.
Parents of school-age children have the right to ask for their children to be exempted from religion lessons. Unfortunately, the practice was for these children to leave the classroom and engage in some other activity in school, or simply stay in class, doing something else.
The NCF provides an alternative for these children by introducing the subject of ethics, which aims to develop the children’s character and teach about values. This programme is non-denominational in nature, and its scope is not to teach a moral doctrine or truth, but to develop a mature individual moral outlook and sensibility based on values that are uncontroversial in principle but contested and controversial in practical situations.
These values include those of truth, honesty, fairness and a sense of justice, compassion, tolerance, understanding, loyalty, courage and generosity. One of the main aims of this programme is the development of character – of the personal qualities of the students, as just, fair, compassionate and honest individuals able to make mature and informed moral judgements.
Consequently, the present administration has embarked on two major tasks. The first was to develop an ethics curriculum that covers Year 1 to Form 5. It also sponsored a postgraduate certificate in the teaching of ethics in schools for around 40 teachers at the University of Malta.
The ethics education programme is currently being implemented in two colleges – St Clare’s College and Maria Regina College. In these colleges, Year 1 and Year 2 pupils attending Sliema and St Paul’s Bay primary, and students in Forms 1 and 2 at Pembroke Co-Ed. Middle School and Form 1 students at Naxxar Co-Ed. Middle School are currently benefitting from the programme. Next year the subject will be introduced in Year 3 and Form 3.
Lessons are being developed in line with the ‘philosophy for children’ approach, where issues are discussed with pupils, and new knowledge is imparted through activity-based lessons. The core of this approach is dialogue and reflective thinking.
The University Senate has confirmed that the present cohort of students will be assessed at SEC level, starting from Form 3. The assessment of ethics will also reflect this reflective and activity-based approach, since students will be graded on a reflective journal (30 per cent), project/portfolio (30 per cent) and a written paper (40 per cent). The students will be assessed in Form 3, Form 4 and Form 5, respectively as part of their SEC examination.
Ethics lessons are not only tied to the classroom. Activities centred around themes are taking place in other settings, such as the Salina Park in Qawra, where a group of 70 Year 2 students from St Paul’s Bay primary school were taken for fun learning activities around the topic of ‘friendship’ and ‘the classroom as a moral community’.
Apart from a couple of team-building activities to get to know each group member better and improve teamwork, several activities were built around the theme of friendship and the values associated with it, including loyalty, caring, sharing and respect. Other activities focused on being a community of friends, a moral community with rights and obligations.
The gradual approach to the introduction of the subject of ethics in schools is leaving the desired effect. It is a process in which ideas are being tried out, reflected upon and improved. This has been made possible through the constant feedback ethics teachers are providing to the administration.
It is encouraging to note the appreciation of parents for this initiative. It is also heartening to listen to children think and discuss concepts normally associated with adults, such as justice, compassion, tolerance, understanding, loyalty, courage and generosity.
Kirby Caruana is an ethics teacher and Lucianne Zammit and Louise Chircop are ethics support teachers.