The Role of Controversial Issues in Moral Education: Approaches and Attitudes of Christian School Educators Liberty University(USE AS GUIDE ONLY)

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Faculty Publications and Presentations
School of Education

The Role of Controversial Issues in
Moral Education: Approaches and
Attitudes of Christian School Educators

The Role of Controversial Issues in
Moral Education: Approaches and
Attitudes of Christian School Educators
Abstract

This study investigated the approaches and attitudes of Christian school teachers as they
addressed controversial issues in moral education. Thirteen teachers from four schools were
interviewed extensively. A hermeneutic phenomenological methodology was implemented.
Participants conveyed that they attempted to remain pedagogically neutral in matters relating to
denominational differences among Christian churches. While acknowledging that indoctrinative
techniques may alienate students, teachers chose to indoctrinate selectively, especially in matters
critical to the Christian faith. Issues impacting the classrooms included abortion, sex, doctrine,
homosexuality, evolution, etc. Teachers rarely chose to remain neutral on controversial issues
unless by doing so they sensed that they would undermine parental authority or a particular
Christian church’s denominational doctrine. Introduction

Is it possible to teach morality without addressing controversial issues? Some curriculum
theorists (Oser, Althof, & Higgins-D’Alessandro, 2008; Sockett, 1992) respond with a
resounding “no!” They perceive moral education and an issues-centered curriculum as
inseparable, that to teach values is essentially to address controversy. Teachers can, however,
be reluctant to address authentic values that have real meaning for students because of the risk
involved in dealing with the controversy. Levitt and Longstreet (1993) suggest that efforts to
cling only to the safe values in avoidance of authentic values provide a counterfeit education,
stating, “If we are to deal authentically with our crisis in civic values, then [authentic values]
must be confronted, regardless of the level of controversy that may be invoked and no matter
how negative the reactions of parents may be” (p. 142). Gerzon (1997) claimed that parents have indeed reacted to the level of controversy. In an
atypical analysis of the 1980s growth in private and home schooling, he attributed the migration
to parental reaction to a lack of controversy in the curriculum: [Avoiding controversy] has made education monolithic. Dissenting and minority viewpoints
were marginalized and were either pushed underground into private schools, the swelling home-
schooling movement, or other anti-public school advocacy organizations. The message from the
education establishment to their customers all too often boiled down to: ‘Love it or leave it.’
Not surprisingly, many have left. (p. 8 )