Methods of Teaching Social Ethics at Various Levels: Commonalities and Differences
Other conference paper



摘要Catholic social thought in general and Catholic social teaching in particular allow us to understand the moral order. It encourages us to seek for truth and justice, to follow the spirit of the gospel and to make the world more humanized. Moreover, the main themes and principles of CST, such as human dignity, human rights, common good and solidarity, are compatible with many global values, thus, allow us to work with other people of good-will.

However, many believers and teachers in Catholic schools never or seldom heard of CST. Given the fact that many believers are greatly influenced by the values of the capitalistic and materialistic society, even if they know these main themes cognitively, they may not use them as the main yardstick when making moral judgment. In other words, acquisition of the principles of CST is not sufficient to motivate one to put these values into practice if one lack the virtue to uphold these principles. In the view of this, what methods should be employed if we want to actualize these main principles in a more effective way?

In this paper, based on my own experiences of teaching social ethics in Hong Kong and the insights of theologians, ethicists and scholars of education, I will discuss the methods or approaches of teaching social ethics at various settings. I argue that given the important role of moral reasoning in the Catholic social tradition, the main principles of Catholic social teaching and the see-judge-act approach, a mixture of principle-based and virtue ethical approaches should be employed in teaching in order to arouse social consciousness and bring conversion to the believers. Moreover, the integrative see-judge-act or pastoral cycle approach is often employed in Christian communities. These ethical approaches bring implications to the methods of teaching and learning. The methods include direct instruction; discussion, collaborative learning and participatory approach; narrative, dilemma discussion and case study with real-life issues; and experiential learning, These are approaches that can be employed in different settings. However, with different age level, religious background and professions as target audience, adjustment in teaching methods have to be made. This is based on the learner-centered pedagogy, that is, to design activities according to the interest and ability of the students in order to arouse their learning motivation.
著者Mary Mee-Yin Yuen
會議名稱International Conference on Teaching Catholic Social Ethics and Civic Education
會議地點Chinese University of Hong Kong, Hong Kong
關鍵詞Social Ethics, Catholic social teaching

上次更新時間 2018-20-01 於 18:59