Moral modeling is a type of instruction that resolves dual intents; guiding students moral development during academic instruction. This type of learning is grounded in moral education principles and principles found in social cognitive learning theory (Bandura, 1977).
Principle #1: Moral modeling requires a “common belief system” to support moral considerations during content knowledge acquisition.
Moral modeling provides a common belief system that is acceptable to public schools. This belief system accepts that human beings have four common characteristics: Life, individuals need food, air, and water to survive. Relationships, we are relational beings. Choices, people make choices everyday and humans are the only species that can use pre-knowledge in considering their choice. And finally, Purpose, individuals want to be useful. Humans can reason and predict toward a purposed intent.
Principle #2. Organizing for moral development requires content knowledge integrated with moral considerations; analyzing, judging prudentially, and taking perspective.
Organizationally learners analyze, prudentially judge and take perspective using the classroom belief system as a common platform for considering in this way. This removes contention and difficulties during instruction and begins to lay the foundation for students to understand moral considerations from other types of considering.
Principle #3. Moral considerations in a learning environment requires self-reflection, self-regulation and self-determination.
Modeling is not imitating and requires a degree of self-reflection, self-regulation, and self-determination.
