Jimma University

College of Law and Governance

Course: Morality and Citizenship Education

Course Code: MCiE 1012
Credit Hours: 2

Lecturer: Melese.A.Megersa

Addresses:
Office No: 2.2 @ College building
Email: melesemegersa@gmail.com
Phone No: 09 10740828
 1. Defining Civic, Ethics, Morality
1.1 Civic Education
Rationale to define it.
Human being is a social animal and couldn‘t
live alone.
Living together, on the other hand, needs
respect of certain fundamental principles
and values.
These values in turn, build a peaceful
society and prosperous life as well.
Cont`d ….
Scholars defined Civic Education in different
ways

John Stuart Mill said: when the society

develops the qualities of its members and
generates good citizens, a progressive and
peaceful setting exists in a society.
Aristotle also added: the citizens of a State
should always be educated to suit the
constitution of a State.
Therefore; creating a good citizen has been the
prior concern of many States, including
Ethiopia.
Because, good citizens are made not only born.
Common (the most cited definitions)
Civic education is an education that studies about
the rights and responsibilities of citizens of a
politically organized group of people (State).
Patrick defines it as the knowledge of:
 the constitutions,

 the principles,
 values,

 history and

 application to contemporary life.

So that, it can be understood as the knowledge,

means, and activities designed to encourage students
to
 participate actively in democratic life,
 accepting and exercising their rights and

responsibilities.
Cont`d….
UNDP, (2004 ) defines civic education as a
way of learning for effective participation in a
democratic and development process.
Aggarwal (1982) linked civic education to
the development of:
 ideas,

 habits,

 behaviors and
 useful attitudes in the individual which

enables him to be a useful member of the

society.
In general, it helps young people to be
competent and responsible citizens in their
life.
Minimal Vs maximal concept of civic education
The minimal concept of civic education is
 content-led,
 Teacher based,
 whole-class teaching and
 examination-based assessment.

The maximal concept of civic education is

comprised of
 knowledge,
 values and skills, and
 aims to prepare students for active,

responsible participation.
1.2. The Definition and Nature of Ethics and Morality
 What Ethics is?
 Ethics is a branch of philosophy that attempts to understand
people‘s moral beliefs and actions.
 The terms, ‘ethics‘ and ‘morality` are used interchangeably
in this module.
 Ethics (moral philosophy): considers theories about what
human beings are capable of doing
 Ethics may share common ground with the
 law,

 religious belief,

 popular opinion,

 professional codes ..etc.

 But ethics is broader than all of these

 It offers a set of tools and values against which their
appropriateness can be evaluated.
 b/c Ethical question is: what one should do/not would)?
Generally, Ethics is:
1. The critical examination and evaluation of
what is good, evil, right and wrong in human
conduct (Guy, 2001).
2. A specific set of principles, values and
guidelines for a particular group or
organization (Guy, 2001).

3. Ethics is the study of goodness, right action

and moral responsibility,
itasks what choices and ends we
ought to pursue and
what moral principles should govern

our pursuits and choices (Madden,

 What is Morality?
Morality can be viewed from different
perspectives
The word ‘morality’ comes from Latin term
‘moralitas’ which means ‘manner, character, and
proper behavior’.
Morality refers to the concept of human action
which pertains to matters of right and wrong.
It also referred to as good and evil.
It can be used to mean the generally accepted code
of conduct in a society, (in a subgroup of society).
This definition is clear when morality is spelt out and
agreed upon by others.
However, it becomes ambiguous when defined by
different ethnic groups, especially in the
multicultural society.
Generally, Morality is:
1. Those principles and values that actually
guide, for better or worse, an individual‘s
personal conduct

2. Morality is the informal system of rational

beings by which :
they govern their behavior in order to
lessen harm/evil and do good,
enjoy amazing agreement across time and

cultures concerning:
moral rules,

moral ideas and

moral virtues (Madden, 2000)

Ethics Morality
Is philosophical study of refers to the code of
the code, standards or conduct one follows
norm of human conduct is the conformity of
and
It is more theoretical and
human behavior to the
established code of
general one.
Ethics establish the
conduct .
If an action conform to
standards, norms, or codes
to be followed the established code, it
Is the development of is moral ,if not immoral
reasonable standards and refers to the effort to
procedures for ethical guide one‘s conduct by
decision-making reason
Is a set of normative rules Has to do with what one
of conduct, a code, a
should do, all things
standards that govern
what one ought to do
considered ...etc.
Ethics and Law
Laws are norms, formally approved by state,power or
national or international political bodies.
Many laws are instituted in order to promote:
 well-being,

 resolveconflicts of interest, and

 promote social harmony.

However, there are several reasons why ethics is not

law.
1. some actions that are illegal may not be unethical.
 (e.g.) Speeding is illegal but during emergence may be ethical
2. some actions that are unethical may not be illegal.
 (E.g.) lying is unethical but lying is only illegal under certain
conditions (not always)
3. some laws can be unethical or immoral.
 (e.g.) United States had laws permitting slavery in the 1800s
(immoral)
The Importance/Goal of Moral and Civic Education
1) The need to instill citizens about their rights and
duties:
The two phrases co-exist with each other (as the two
sides of the same coin)
 The 4 Issues to look into the interplay between rights
and duties (developed by Sastry et al. 2011)
A. One's right implies the other's duty:
Every right of an individual automatically imposes a duty
on others.
 E.g. the right to freedom of movement imposes a duty on
others not to interfere with the right of anybody
B. One's right implies one's duty to recognize
similar rights of others:
Every exercise of right is subject to restrictions.
 E.g. one has the freedom of speech in no way affects

the rights of others.

Cont`d…
C. One should exercise his rights for the
promotion of social good:
Do not misuse the rights which affect the good the
society or state.
D. The State being a nucleus organ needs to
take care of the social and legal interests of all
its citizens.
State has the both obligation to discharge duties &
protects the rights of everybody
On the other side, citizen has a duty to support the
State in its legal endeavors.
As such, the course provides citizens to become:
 an informed citizen ,
 capable of thinking effectively ,
 responsibly in carrying out their duties and observing
rights.
2) The Need for Participant Political Culture
Political culture is:
 the set of attitudes, beliefs, and sentiments which give
meaning to a political process
 the norms of conduct between the various political actors

operating in society
 It shapes what people expect of their political system
 In general it defines the roles an individual may play in the

political process.
 Political cultures can be seen in 3 different ways
 A. Parochial cultures :
The citizens have low cognitive, affective, and
evaluative orientation regarding the political systems
(privileges and burdens as well).
So that, the role of citizens in the political sphere of
their countries is insignificant (related to
personal/famly`s goal)
Cont`d….
 B. Subject cultures:
 there is high cognitive, affective, and evaluative
orientation towards the political system
 But orientations towards input objects (like political
parties) and the self as active participants are minimal.
 It is relatively detached, passive relationship on the part of
the citizen.
 Subject cultures are most compatible with centralized,
authoritarian political structures.
 C. Participant cultures:
 members of society have high cognitive, affective, and
evaluative orientation to the political system .
 Participant cultures are most compatible with democratic
political structures.
 b/c qualities and attitudes of citizens determine the health
and stability of a country‘s democracy.
 The course, therefore, is aimed to inculcate these
competencies upon learners
The Need for Relevant Knowledge, Skills and Positive Attitudes:
Relevant knowledge is useful in dealing with
a particular problem at a period of time.
Skills are basic to enable a person to perform
his/her role as a credible member of a society.
Positive/ Right attitudes are very essential
ingredients needed to ensure harmony and
peaceful co-existence among people.
A skillful manpower without positive
attitudes might be engaged in corruption,
bribery, abuse of power etc.
The course is also essential to promote a
useful cure for the ‘social ills’ often
associated with young people.
Cont`d …
In addition to above, the subject concerning with:
The issue of fostering intercultural societies:
The recognition of cultural diversity is certainly
meritorious. The subject helps to:
 appealing to the notion of inter-culturalism
 nurturing dynamic exchanges based on interaction,

openness and effective solidarity.

 integrate the best traditions of multicultural and

intercultural education to develop political and

pedagogical strategies
The issue of inclusiveness:
The subject is thought to nurture new and inclusive
relations and practices in both public and private spaces
recognize gender differences while ensuring
inclusiveness and equity.
promoting democracy and inclusiveness in family &
workplaces
The issue of peace-building:

 In an environment characterized by increasing

 militarization,

 terrorism,

 civil wars and

 genocidal acts,

 it is urgent for citizenship education to advance

pedagogical strategies to promote:
 cooperation,
 dialogue, and
 a sustainable peace that is based on justice.
 It can also make a valuable contribution of the development of
competencies for
peacemaking,
conflict resolution,
healing,
reconciliation and reconstruction.
Concluding remarks

Moral and Civics Education is based on and

seeks to promote in students core moral,
ethical, democratic, and educational
values, such as:
Respect for life
Respect for reasoning

Fairness

Concern for the welfare others

Respect for diversity

Peaceful resolution conflict

 End of Chapter
One !!

I thank U !!