HOMOGENIZATION OF MORAL VALUES EDUCATION INTO SECONDARY SCHOOL CURRICULUM OF PAKISTAN

Abstract

This qualitative study is based on moral cognitive development theory of Kohlberg. Moral decay in educational system can be reduced by homogenization of values education into it by teachers. Phenomenological approach was used for this study. From ten different schools of Gujranwala District of Punjab Province in Pakistan, semi-structured interviews of teachers were conducted and twenty lessons were observed. Through triangulation of data, thematic analysis was performed and findings were presented and discussed through interpretivist. Findings showed teachers’ views about homogenization and integration of values education are different from the policymakers. Some teachers believed that homogenization of values education should be conducted only by some specific subjects in Pakistani schools. However teachers admitted that there was lack of sufficient training for teachers to homogenize the moral values into learners. Hence the study recommended that proper and regular training about classroom pedagogy for integration and homogenization of moral values through all subjects should be given to the teachers. Schools should employ appropriate reward and punishment system to learners to strengthen the culture of values education. The content of classroom instruction for homogenization of moral values to high school system and integration of moral education into curriculum should be reviewed. In order to maximize the moral development of learner, teachers should strive to understand the learners’ moral judgment competencies, their moral cognition and their tendencies to respect for all members of community.