Moral education and social transformation

The Jesus model

Bibliographic Data

ID6445857
AuthorsErica Christine Campbell (0009-0000-0215-1652, University of Technology, Jamaica, corresponding author)
Year2024
Volume17
Issue2
Pages175-192
Publication date2024-11-12
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenuePower and Education (JOURNAL)
Journal identifiersISSN: 1757-7438 • E-ISSN: 1757-7438
PublisherSAGE Publishing (PUBLISHER • US)
DOI10.1177/17577438241297240
OpenAlexW4404301503
LanguageEN
References cited16

Educational institutions are expected to play a significant role in preparing people to function well in society. Although critical thinking and problem-solving skills are necessary, people also need to have a social conscience. Educators should, therefore, pay more attention to moral education. Jesus Christ developed and implemented a moral education curriculum and there is a record of that in the New Testament. An examination of it reveals that Jesus built his training around social issues and that he employed a strategy that bears some similarity to Mezirow’s transformation learning theory: his audience was adult and he called upon his students to process disorienting dilemmas, drawing them to reflect critically on assumptions from which was to come mindset change and, ultimately, behavior change. Whereas Mezirow focused on individual experiences and individual transformation, Jesus planned to impact the world—Jewish society and far beyond it—through bands of disciples working in concert. Educators who seek to contribute to social transformation through moral education should consider following the Jesus model which is outlined in this paper

Epistemology · Sociology · Transformation (genetics · Contemporary Christian Leadership and Education · Philosophy · Psychology · Religious Education and Schools · Social Psychology · Values and Moral Education

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Open DOIOpen Access