And so illustrations could be multiplied. The important thing is that,
having decided upon a central truth for a lesson, the teacher then
conceives avenues whereby the truth may be carried over through action
into the lives of pupils. And, of course, he must see that they are
directed in setting about the action.
The question often arises, "Isn't there danger of moralizing in making
an application?" or "What is the difference between an application and
moralizing?" Genuine and natural application ought to be inherent in the
material presented. A good story ought to drive home its message without
further comment. Moralizing consists of "tacking on" some generalized
exhortation relative to conduct. Moralizing is either an unnecessary and
unwelcome injunction to be or to do good, or it is an apology for a
lesson that in and of itself drives home no message. The school boy's
definition of moralizing is helpful and suggestive:
"_Moralizing is rubbing goodness in unnecessarily._"
In making application of truths presented, teachers naturally face the
question as to what constitutes the fundamentals in character
development that are to be achieved. As a sort of guide, the two Utah
codes of morals, one for children and one for youths, are rich in
suggestion, both for pupil and teacher.
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