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    Spiritual and Moral Development

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    Patrick Tew
    This document discusses spiritual and moral development according to Islamic perspectives and Western theories. It outlines four stages of spiritual development from early childhood to adolescence, describing characteristics at each stage. It also discusses Piaget's two stages of moral thinking in children and implications for teachers, including emphasizing prosocial behavior, being a good role model, and giving students opportunities to practice moral decision making.

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    Spiritual and Moral Development

    Uploaded by

    Patrick Tew
    1K views14 pages
    This document discusses spiritual and moral development according to Islamic perspectives and Western theories. It outlines four stages of spiritual development from early childhood to adolescence, describing characteristics at each stage. It also discusses Piaget's two stages of moral thinking in children and implications for teachers, including emphasizing prosocial behavior, being a good role model, and giving students opportunities to practice moral decision making.

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    This document discusses spiritual and moral development according to Islamic perspectives and Western theories. It outlines four stages of spiritual development from early childhood to adolescence, describing characteristics at each stage. It also discusses Piaget's two stages of moral thinking in children and implications for teachers, including emphasizing prosocial behavior, being a good role model, and giving students opportunities to practice moral decision making.

    Copyright:

    © All Rights Reserved
    Download as PPT, PDF, TXT or read online from Scribd
    Download as ppt, pdf, or txt
    1K views14 pages

    Spiritual and Moral Development

    Uploaded by

    Patrick Tew
    This document discusses spiritual and moral development according to Islamic perspectives and Western theories. It outlines four stages of spiritual development from early childhood to adolescence, describing characteristics at each stage. It also discusses Piaget's two stages of moral thinking in children and implications for teachers, including emphasizing prosocial behavior, being a good role model, and giving students opportunities to practice moral decision making.

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    © All Rights Reserved
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    Download as ppt, pdf, or txt
    of 14

    SPIRITUAL AND MORAL

    DEVELOPMENT
    by Yeo Yeong Fu

    What is spirituality?
    Imam Al-Ghazali (1058-1111) interpreted
    the word spiritual as matters related to
    mind, desires, soul and spirit
    In easy words, spiritual is non-physical
    matters which cannot be seen by human
    eyes.
    It concerns with the inner feeling related to
    thinking, soul, characteristics, quality, aims
    and beliefs

    Stages of spiritual development


    According to Islamic point of view, the
    spiritual development of individuals can be
    seen according to the four stages of
    development :
    Early childhood (2 6 years)
    Middle childhood (7 12 years)
    Early adolescence (12 15 years)
    Adolescence (15 20 years)

    Early childhood (2 6 years)


    Posses feeling of attachment to caregivers
    Godlike concept can only understand
    through pictures
    Begin to be awared of the greatness of
    God, basic level of moral values and good
    manners

    Middle childhood (7 12 years)


    Spiritual concept begins to establish
    through religious or moral education
    Able to follow religious practice correctly
    Begin to understand the principles of
    religious faith

    Early adolescence (12 15 years)


    Values of God, sin and reward can be
    understood conceptually
    Need spiritual satisfaction to face
    challenges of life
    Environmental and peer group influences
    are important in their spiritual development

    Adolescence (15 20 years)


    Begin to have a strong belief in religion
    Belief the existence of God, sin, reward
    and the punishment date
    Begin to think of god and characteristics
    related to God in abstract form
    Begin to question spiritual aspects
    logically

    Piagets moral development


    Piaget identified two stages of moral
    thinking typical of children :
    Heteronomous morality being
    governed by others regarding right and
    wrong
    Autonomous morality being governed
    by oneself regarding right and wrong

    Heteronomous morality
    From aged 5 to 10 years old
    View rules as handed down by authorities
    (God, parents, teachers), as having a
    permanent existing, as unchangeable and
    as requiring strict obedience
    Characterized by relations of constraint

    Autonomous morality
    From age 10 years and above
    Children view rules as flexible, socially
    agreed-on principles that can be revised to
    suit the will of the majority
    As children mature and have opportunities
    for experiences with peers and adult,
    moral thinking may change to relations of
    cooperation

    Moral behavior
    Prosocial behavior
    Good values that can be seen in a human. For
    example share, care of, and assist others.
    It is important to teach good values to the
    children starting from preschool and primary
    years.
    By taking emphasis on moral behavior, we can
    reduced or avoided the societal problem
    including violence.

    Moral behavior
    Developing moral behavior in classroom:
    Be a good model for children
    Read stories to children that exemplify
    prosocial behaviors
    Conduct classroom routines and activities
    so they are as free of conflict as possible
    When real conflict occurs, provide practice
    in conflict resolution

    Implication for teachers


    All of the theories have implication for
    primary-grade classroom practice:
    All teachers must like and respect children
    The classroom climate must support
    individual values
    Students must have opportunities to make
    moral decisions and judgements and
    discuss the results of their decisions
    making

    Implication for teachers


    Childrens out-of-classroom experiences
    can also prompt discussion of moral
    values
    The important with any approach is that
    students have many chances to actually
    practice their moral decision making

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