Moral and Citizenship Education Notes

Moral and Citizenship Education (MCED 1011)

Prepared by: Shewit Gebrezgabher (Ass. Prof., Mekelle University) and Gebretsadik Awgichew (Lecturer, Bahirdar University).

Acknowledgement

  • Gratitude to staff members from the Department of Civics and Ethical Studies, Mekelle University, and the Department of Political Sciences and International Relations, Bahirdar University.

  • Special thanks to Angesom Tekle, Etsay Hagos, Eyassu Zinabu, Weldeabraha Nigusse, Hagos Gebrehiwot, Yohannes Hailu, and Birhane Gidey.

  • Appreciation for their time, energy, and knowledge in preparing and improving the teaching module.

Course Contents

  • Module Introduction
    • Roadmap stated that one of the challenges for quality education is missing the proper moral and civic education.
    • Education policy objectives should be revisited and formulated to reflect the creation of holistic development in all citizens, confident and competent citizens, critical thinkers, competent professionals who satisfy the requirements of the global market; entrepreneurs and innovative, strong ethical and moral values, stand for justice; peace, and unity in diversity.
  • Module Objectives
    • Conceptualize morality, ethics, and civics.
    • Comprehend the goals of civics and ethics and the competences of a good citizen.
    • Discuss the relations between society, state, and government.
    • Differentiate federal state structure from unitary and discuss the advantages and disadvantages of the state structures.
    • Discuss the processes of modern Ethiopian state formation and nation building.
    • Comprehend the features of Ethiopian federalism.
    • Conceptualize constitution, its classification, and unique features.
    • Define human rights, the unique features and its classifications.
    • Differentiate the teleological, deontological, and virtue theories.

Chapter One: Understanding Civics and Ethics

  • Introduction
    • Conceptualization of terms like civic education, citizen, citizenship, ethics, and morality.
    • Discussion of the relations between civics and ethics, goals of civics and ethics, and competences of a good citizen.
  • Objectives
    • Define civic education, ethics, and morality.
    • Differentiate civic education from ethics.
    • Discuss the goals of civics and ethics.
    • Enumerate and explain the competences of a good citizen.
    • Use critical thinking, interpersonal skills, and ethical theories to make judgements on moral issues and dilemmas.
Defining Civics, Ethics, Morality
Civic Education
  • Civic education involves respecting fundamental principles and values for peaceful coexistence and prosperous life.
  • Progressive and peaceful societies develop the qualities of their members and generate good citizens (Johan Stuart Mill).
  • Citizens should be educated to suit the constitution of a State (Aristotle).
  • Creating good citizens is a primary concern of many States, including Ethiopia.
  • Terms for civic education vary across States, including Right Education, Citizenship Education, Citizenship and Character Education, and Civics and Ethical Education.
  • Civic education includes knowledge of constitutions, principles, values, history, and their application to contemporary life (Patrick).
  • It encourages students to participate actively in democratic life, accepting and exercising their rights and responsibilities.
  • It is a way of learning for effective participation in a democratic and development process (UNDP).
  • It develops ideas, habits, behaviors, and useful attitudes in the individual to be a useful member of society (Aggarwal).
  • It helps young people acquire and learn to use the skills, knowledge, and attitudes to be competent and responsible citizens.
  • The minimal concept of civic education is content-led, teacher-based, whole-class teaching, and examination-based assessment.
  • The maximal concept includes knowledge, values, and skills, preparing students for active, responsible participation.
    • It extends learning beyond the curriculum and classroom to all activities inside and outside school.
    • It is highly dependent on interactive teaching, which requires discussion, debate, and the creation of many opportunities for students to participate effectively.
Definition and Nature of Ethics and Morality
  • Ethics is a branch of philosophy that attempts to understand people‘s moral beliefs and actions.
  • Ethics considers theories about what human beings are capable of doing, alongside accounts of what they ought to do to live an ethically good life.
  • Ethics explores the meaning and the ranking of different ethical values, such as honesty, autonomy, equality, and justice.
  • Ethics offers tools and values against which the appropriateness of law, religious belief, popular opinion, professional codes, and the dictates of authority figures can be evaluated.
  • Ethical questions concern what one should do, not what one would do.
  • Judgments are expressed with words like right and wrong, should and ought, or obligation and duty.
  • Business or medical ethics are generally synonymous with morals; ethics/ethical refers to the study of moral conduct or code that one follows, while morals/moral refers to the conduct itself.
  • Moral problems refer to specific issues (e.g.,