Dovhan L. Conceptions of Moral Education in Contemporary Pedagogical Science of the USA

The problem of moral education in contemporary Pedagogical Science of the USA is investigated. The stages and factors of the development of moral education in the USA (1960th of the XX – the beginning of the XXI century) are determined. Criteria for systematization of the conceptions of moral education are suggested. They are orientation on the social or personal values; recognition of absolute, universal or relative character of moral norms; recognition of the active or passive role of the teacher in the process of his interaction with the students; orientation on the formation of moral awareness or moral behavior of the person. Educators adopting a moral development approach believe that moral thinking develops in six stages through a specific sequence. This approach focuses primarily on moral values, such as fairness, justice, equity, and human dignity. It is assumed that students invariantly progress developmentally in their thinking about moral issues. Character education approach considers valuesto be socially or culturally accepted standards or rules of behavior. Valuing is seen as a process of the student identifying with and accepting the standards or norms of the important individuals and institutions within his society. The student incorporates these values into his or her own value system. The analysis approach to values education emphasizes rational thinking and reasoning concentrating primarily on social values rather than on the personal moral dilemmas. Its purpose is to help students use logical thinking and the procedures of scientific investigation in dealing with values issues. Students are urged to provide verifiable facts about the correctness or value of the topics or issues under investigation. A major assumption is that valuing is the cognitive process of determining and justifying facts and beliefs derived from those facts. Recommendations for implementation of the achievements of contemporary American Pedagogy into the process of moral education in Ukraine are suggested. It is stated that centers and associations of moral education must be founded; grants for elaboration and implementation of moral education programs must be introduced; communities of justice, care and inquiry are to be organized at schools; moral education should be personally oriented; critical thinking should be developed in order to form stable moral beliefs.