Moral conflicts in Iranian secondary schools

被引：7

作者：

Hedayati, Nasibeh ^{[1
]}

Kuusisto, Elina ^{[2
,3
]}

Gholami, Khalil ^{[4
]}

Tirri, Kirsi ^{[1
,5
]}

机构：

[1] Univ Helsinki, Fac Educ Sci, Siltavuorenpenger 5A, FIN-00014 Helsinki, Finland

[2] Univ Humanist Studies, Dept Educ, Utrecht, Netherlands

[3] Tallinn Univ, Sch Educ Sci, Tallinn, Estonia

[4] Univ Kurdistan, Dept Educ, Fac Humanities, Kurdistan, Iran

[5] Univ Helsinki, Helsinki Coll Adv Studies, Helsinki, Finland

来源：

JOURNAL OF BELIEFS & VALUES-STUDIES IN RELIGION & EDUCATION | 2019年 / 40卷 / 04期

关键词：

Morality; moral conflicts; secondary school; Iran; ETHICAL DILEMMAS; EDUCATION;

D O I：

10.1080/13617672.2019.1618151

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This article examines moral conflicts identified by students (N = 302) and teachers (N = 20) in the context of Iranian schools. The data were gathered in 2016 fromtwo lower secondary schools in Tehran, one for girls and one for boys. The content analysis of students' essays and teachers' interviews reveal that moral conflicts in Iranian secondary schools have four main themes: 1. Matters related to Staff's behaviour, 2. Matters related to Students' behaviour, 3. Sensitive issues, and 4. Matters related to Parents' behaviour. In addition to discussing the main categories and subcategories, the article discusses differences between teachers and students. This paper presents a picture of morality in Iranian secondary schools by clarifying situations in which both the school staff and the students need perspective on one another as well as needing to be morally sensitive. This article can guide educators in delivering moral education both in teaching and in teacher education.

引用

页码：464 / 476

页数：13

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