Beyond Indoctrination: A Critical Examination of Integrating the Moral Domain in Moral Education

Abstract

This article discusses a critical approach to moral education that goes beyond traditional indoctrination methods, focusing on the integration of moral domains holistically. Traditional moral education is often seen as a passive transfer of values, but this approach is less effective in shaping students who are capable of critical thinking and reflective moral decision-making. This study emphasizes the importance of critical thinking, empathy, and moral autonomy in developing ethical and responsible students. The role of teachers as facilitators and ethical models is also discussed, especially the challenges of ensuring moral neutrality in classrooms that respect cultural diversity. This study uses a qualitative approach, including literature analysis and case studies, to explore the implementation of the moral domain in moral education in Malaysia. Findings indicate that approaches such as service learning and the use of personal narratives can enhance students' understanding of moral dilemmas, despite challenges such as social inequality and the influence of social media echo chambers. This article emphasizes the importance of collaboration between educators, policymakers, and society in building an inclusive moral education ecosystem. In conclusion, reflective moral education offers a critical approach to shaping a generation of students who are prepared to face the ethical challenges of the future.