Persidangan Pembangunan Pelajar Peringkat Kebangsaan 2008 Universiti Teknologi Malaysia, 22-23Oktober 2008

Moral Literacy in Higher Learning Education: Generating a Holistic Human Capital Husni Mohd Radzi, Haizan Mohd Taha, Tan Chin Hung Mohd Ariff Ahmad Tarmizi, Mohd Noor Jais Institute of Liberal Studies University Tenaga National husni@uniten.edu.my

Abstract Al-Ghazali (1981) in his book of Ajaran-Ajaran Akhlak mentioned that a good moral can provide a person with better chances in making good judgment between what is right and what is wrong. He also insist that person with good morale should strive in perfecting and maintaining the correct morale conduct. Therefore this paper will discuss about the role of character education in making the university student morally literate towards becoming a holistic human capital. The research will look into the appreciation and awareness of the university student particularly UNITENs in applying the morale concept into their daily life, out side lecture hall, voluntarily. The pilot research will be conducted in semester one 2008/2009 academic session, on Moral Studies student. The research will use Collective Responsibility For Excellent and Ethics (CREE) survey developed by V.T Khmelkov & M.C Davidson of Cornerstone Consulting and Evaluation, Version 2.5 , 2007. The survey will be given to the entire student at the end of the semester and will be fortified with verbal interviews from lecturers teaching the subject. The research will be continued in the next semester to ensure reliability factors and will be extended to another public higher learning institute that will be identified later. The two results will be compared and analyzed whether it is supporting the research hypothesis or any other elements that influence the act of morale behavior, should be considered. Keyword: Moral literacy, character education, moral behavior, moral judgment

INTRODUCTION Moral literacy is one of the important elements in developing human emotional quotient (EQ). This emotional intelligent development has been given serious attention by the policy makers recently. Although informal character education has been introduced to every member of a society, it still needs to be strengthen in order to make it continuous through out a persons life. Character education carrying the objective of educating individual to have morale understanding that enable him/her to operate and function in social situation to a certain socially acceptable level. Every civilized society depends on the morale standard of its people. No human civilization as early as the beginning of time able to survived when facing with serious morale destruction of the society. In fact history has repeatedly proven that showed significant effect

of moral deprivation occurs before the civilization collapsed. History also recorded many rise and expansion of human nation through a highly righteous leader and its people. Thus this already can describe how important it is to be morally literate in order to live and become a holistic and civilized nation. The 20th century bring human modernization and new culture that has showed some unpleasing side effects. With the latest space technology and information open access it also transfer new social habit of individualistic, over achievement oriented, profit oriented and less attention to the humanistic aspects. It also allowed too much freedom to the extend it is being abused and corrupted the mind and behavior of the new generation. The increase of blue and white collar crime goes in line with the crumbling of society moral and ethics. Fornication, adultery, abortion,

Persidangan Pembangunan Pelajar Peringkat Kebangsaan 2008 Universiti Teknologi Malaysia, 22-23Oktober 2008

baby dumping, drugs, alcohol and many others social illnesses that was never heard off before is now becoming rampant. This social problem has become global issues and the world nations now are struggling to rectify the situation. Malaysia and other effected country have seen this epidemic spreading very fast and the government has take action to battle it from the roots. There is no other place better to start then the educational system. Although Islamic Studies has been introduce to Malaysian undergraduates program it is however does not cater to the nonMuslim student. Thus, in 1999 Moral Studies was introduced in Malaysias higher learning education syllabus. From early on moral studies in Malaysia higher learning institute, has strive to battle social problems and at the same time cultivating the good moral concept in every student. Therefore, this paper will try to see the awareness, appreciation and application of the moral studies among university student through out their daily life and the continuity of the moral principal in order to generate a holistic human capital. Literature Review: The research is trying to see how moral literacy can influence human behavior in a character challenging situation. The moral character the researcher hopes to understand is the appreciation and application of the moral knowledge by the student, can be projected in morally challenging scenarios. This acquired knowledge also to become permanent and is applied through out the student life. The paper also would want to see how much extraneous factors such as environment, social, cultural and others contributed to the morally behavior that a person is performing. The meaning of moral literacy must first be established in this research. Moral according to Stanford Philosophical Dictionary is referred to a code of conduct put forward by a society or group or religion. Moral also mean a code of conduct accepted by an individual to judge his or her own behavior. By this it shows that moral can be apply both and individual (personal moral) or communities (communal moral). Gert, (2005) however explain that moral is a code of conduct that given specific condition would be

put forward by all rational person. This mean that to be define as something that is moral it must be the result of rational thought, which mean moral is not something people set irrationally. Literacy by definition is to be literate in a specific domain, it is to have the capacity to recognize and perform at some specified level of competency. It requires concerted effort and a lot of work in developing skills (Herman, 1998). Moral literacy, by Tuana (2006) has line up three main ideas to be incorporated in a person who claim to be morally literate. 1. Moral literacy is to have the ability to recognize moral problem and to assess the complete issues that they raise. 2. The ability to evaluate moral problems from many perspectives and 3. The ability to assess disagreement on, and proposed responses to these problems. Having moral literacy defined, it shows that acquiring moral knowledge is not just socializing and attending cultural activities. Although social interaction is a good, natural and practical way of learning communal code of conduct but it is some how does not explain the moral obligation that each individual has to commit. As Herman describe earlier that being literate in any domain required a lot of training. Here, the need for formal structured character education come in as a tool to develop human emotional intelligent. Al-Ghazali (1981) sees moral teaching is very important to guide the behavior of people and the teaching should be continuous from time to time. He further adds that to eliminate human desire is impossible because it is also the force and drive of life but human must know how to control the desire. Thus, practicing control over own desire is like having a personal moral principle. Personal moral is when a person believes on what is right or wrong thing to do and what is beneficial for him / her. The act may be or may not have any impact to other person and the society. Personal moral values are important when a person dealing with issues that only concern with themselves. Although it is hard to detach society connection with a person but personal moral values can facilitate moral judgment in certain situation, for example living in a country that have different culture, person may and may not want to follow or adapted to the native culture. However person usually is

Persidangan Pembangunan Pelajar Peringkat Kebangsaan 2008 Universiti Teknologi Malaysia, 22-23Oktober 2008

advised to choose behavior that will not affect the harmony of other people.While communal moral values whatever the community has collectively agree on what is right and what is wrong. The communitys members are expected to abide to the moral code in order to keep peace and balance in the society. Communal values may contradict personal values, because when it come to who will benefits, priority will always goes to society needs. Personal moral values and need become secondary because affirmation of the society is more important. The communal group ideas usually are a result of rational thought and have been agreed not only by the group legislative but also by the general public. Since communal moral values come from collective thought, naturally it has more weight and stronger in practice. Integration of communal and personal moral values: Moral literacy stressed on the integration of both personal and communal values because a person cannot live by just following his/her own personal moral values while looking for the society approval, or they could not blindly following the majority moral principal if it strongly against their personal moral values and even more at the expand of their material comfort. Thus to make a person able to identified the issues and the moral problem arises and evaluate it from many perspective before properly respond to these problem is a complex juggling act. The process of combining personal moral values that in line with the communal moral values will make a person life complete and more meaningful, while failure in meeting a common point between the two moral values will create constant conflict. The research hope to see how student learn and understand moral studies and able to apply it in daily life, in respect of how the student decide to act in character challenging situation with out their moral instructor or any other authority figure present to guide or instruct them. The researcher also hope to see if the moral literacy student able to maintain the moral principal and judgment beyond their college years when there are ready to serve as nation skillful human capitol. As Aristotle in Abd Rahman (1999) said that the way to obtained noble virtues is through

practice and training to apply the noble virtues until it become habits. Holistic human capitol: Human capitol in this research is the work force, future generation, the graduates of the university who will later venture into the employment that will generate the economy that contributed to the development of the country. Holistic mean having a balance combination of intelligent quotient (IQ), emotional quotient (EQ) and spiritual quotient (SQ). The research defines holistic person as having the right attitude that can be observed when they are well trained, skillful, competence, achievement oriented, goal driven and proactive. They also must be well mannered, tolerance, alert, compassion, selfless, having good sense of teamwork and has a willingness to share. It is not holistic if a person does not posses spiritual intelligent of god fearing, righteous, grateful, charitable and forgiving to name a few. Moral Judgment and Moral Principle Moral judgment come into picture when a person think that it is the right thing to do at that time, however after carefully thinking about the moral question and the person cannot find any evidence that support his previous claim thus he withdraw the moral judgment made earlier (Barcalow, 2007). This statement explains that moral judgment is subjective and it is greatly influence by situation, event, feeling and other external factors. Therefore when people making moral judgment they sometime make a generalization of a moral concept and sometime making a very specific moral judgment base on their own personal experience and reasoning. Generalization of a moral concept comes from an idea of absolute moral principle, that is an assumption that a moral principle is universally acceptable and are apply to everyone for example the concept of justice and the right to live is a universal concept and are apply to every human being. A British philosopher W.D Ross (1877-1971) has condensed 7 basic moral principles which make people feel obligated to another human. The principles are segregated into three phases of which are:

Persidangan Pembangunan Pelajar Peringkat Kebangsaan 2008 Universiti Teknologi Malaysia, 22-23Oktober 2008

1.

2.

3.

Duties to other because of our previous act a. duty of fidelity (keeping promise) b. duty of reparation (compensate for the harm we cause) c. duty of gratitude (gratefulness for benefit given to us) Duties to other independent of our previous act a. duty of beneficence (help other in need) b. duty of maleficence (not to harm other) c. duty of justice (do just to other) Duties to ourselves (improve quality of own physical, intellectual, mental and moral to reach full potential (Barcalow, 2007).

The objectives were structured by having UNITEN Moral Studies syllabus as the guideline. The syllabus intended to educate the student with moral subject and social code of conduct. By acquiring the knowledge it will increase they responsibility in performing a morally behavior. When student is morally behaved, they should measured or tailored their personal moral values with the communal moral values and become their own role model in making a good moral judgment and proper act. From this morally literate student the research hope to see their continuous ability of responding to morally challenge situation and become a balance human capitol that is high in IQ and able to deliver and also righteous in character. RESEARCH HYPOTHESIS The research has two direct hypotheses which are: 1. 2. Morally literate student will portray morally behavior. Morally literate student is the catalyst in developing a holistic human capitol.

Fox (2001) added in order to apply principle in daily life a person can choose whether adopting either these two approaches which are the direct and indirect application. Direct application of moral principles argues about an action in particular case by appealing directly to the principles where as the indirect approach argues about an action indirectly by appealing to social rules and practice. For example applying moral principle that lying is bad and wrong regardless what the reason being for the former, while some will apply that not telling the truth is acceptable in certain scenarios. Martin (2007) also stressed that the abilities to exercise moral judgment and behavior is actually one of emotional intelligent. Emotionally intelligent people are able to response appropriately when coping with issues that involve values. Martin added that being emotionally matured also meant that a person is able to control the three major emotions which are anger, hatred and envy. RESEARCH OBJECTIVES 1. 2. 3. The research has the objectives of increasing sense of moral appreciation among university student. To make the university student morally literate. To generate morally literate human capital.

EXPERIMENT DETAIL METHOD This research will observe Moral Studies student in UNITEN for one semester (semester 1 2008/2009) as pilot case before replicating it with another group of Moral studies student in the next semester (semester 2 2008/2009) . The research will be extended to another IPTA (semester 2 2008/2009) and both of the result will be compared and analyze. The sample chosen are Moral Studies student from foundation level until final year. Instrument and procedures The research will adopt Collective Responsibility For Excellent and Ethics survey or CREE developed by V.T Khmelkov and M.C Davidson of Cornerstone Consulting and Evaluation (CCE) version 2.5, 2007. The survey will be given to student in two phase. Phase 1 : Middle of semester (2008/2009) Phase 2 : Middle of semester (2009/2010)

Persidangan Pembangunan Pelajar Peringkat Kebangsaan 2008 Universiti Teknologi Malaysia, 22-23Oktober 2008

The research will include verbal interview of course lecturer and project report as additional research instrument at the end of each semester. RESULT AND DISCUSSION Data Analysis The data was collected from a sample of 96 students in two different level of Moral Studies course (level 1 and level 2). The student also categorized in year of their studies (first, second and third years). Figure 1.0
Percentage of Student Score

Comparison Between Level of Moral Studies Course

175 170 165 160 155 150 Level 1 65 Level 2 31 159.83 170.77

65 Level 1 31 Level 2

10; 10%

0; 0% 5; 5%

47 - 93 94 - 140 141 - 187 188 - 235

81; 85%

After analyzing the score gathered from the sample, 85 % of the student scored at the second highest level of moral awareness rank. 10 % of the student scored at the highest rank of moral awareness indicating a high morally literate student.

Interestingly the research manage to identified that a significant differences when comparing the data between level of Moral Studies course of level 1 and level 2. The significant alpha level 0.002 is smaller than alpha 0.05 indicate that significant difference is observed between moral awareness students in Moral Studies level 1 student with Moral Studies student in level 2. Thus, there are certain aspect in Moral Studies course level 2 is able to make student having greater understanding and application of moral behavior. This could possibly indicate that level 1 Moral Studies course is only the introductory paper while level 2 Moral Studies course has deeper elaboration of moral principle and moral concept. Therefore the finding support the research question of whether Moral Studies course in UNITEN is effective in educating moral literacy in its student that later on will become a holistic human capital. Discussion

Figure 1.1
Comparison Between Year of Study
200 150 100 50 0 No. Mean Year 1 12 168.58 Year 2 76 161.47 Year 3 8 173.5 No. Mean

The significant findings indicate that Moral Studies syllabus in UNITEN is achieving its objectives in educating moral literacy and moral behavior in its student. As the Moral Studies course progress from one level to another, it manages to provide a comprehensive subject matter and a continuous character education curriculum that may facilitate the university aspiration of generating professional that are also a holistic human capital. The finding also point out that a thorough teaching approach that include theories, practical and group project gives the student a multidimensional perspective as well as a real view of actual social issues and moral problems. This not only adding the extra input but it also includes real life, humbling and invaluable experience. This can be observed from the project report where student mentioned about their feeling, emotion and knowledge that they

The research also interested to see if there are any significant differences when comparing student between their years of studies. However the mean obtained from the three group of student (first year, second and third) is almost at the same level, therefore showing an insignificant conclusion.

Figure 1.2

Persidangan Pembangunan Pelajar Peringkat Kebangsaan 2008 Universiti Teknologi Malaysia, 22-23Oktober 2008

gained after each program. (The reports are included in the appendix) Lecturers interview The research also conducted interviews among lecturers in Institute of Liberal Studies with regards to character education specifically on moral studies subject. According to Haizan Mohd Taha, coauthor and also senior lecturer, character education such as moral studies have a significant role in shaping holistic graduates. Another course instructor and coauthor Tan CH mentioned that more practical and hands on activity such as social work, volunteer program and charity activities should be done with out side agencies. Azizul, another course instructor adds that a greater weightage should be allocated to the practical activities and lesser point for the theoretical parts. Mohd Ariff Ahmad Tarmizi another coauthor and the dean of the institute, remind that moral literacy is a longitudinal study. The curricular design is to make the impact lasted longer than undergraduates period. Although this idea will require a lot of effort from the entire university, but carefully structured moral studies syllabus can facilitate the process. Three of the lecturer interviewed agreed that a comprehensive approach in teaching moral studies can influence the motivation of the student in maintaining the moral behavior. The dean once against stressed the universal, comprehensive and caring approaches usually able to make lasting impression in student mind without going through sensitive issues and personal attack. Through this student will adopt a more open mind attitude and willing to accept the moral principle conveyed by the instructor.

student involve in the socialization process and at the same time engage in their learning. The academician interviewed also agrees that, generating a holistic human capital should be expand to the whole population of UNITEN student over a cross sectional studies and should become one of the university main priorities. The lecturers also concurred that all the staff should first uphold moral principal by being a role model themselves and teaching through modeling behavior is the best way in educating moral character. ACKNOWLEDGEMENT The author would like to thank all the coauthor, colleagues, administrative team and support staff for their involvement in this pilot study whether directly or indirectly.

REFERENCES Abdul Rahman Md Aroff, (1999) Pendidikan Moral Teori Etika dan Amalan Moral, Penerbit Universiti Putra Malaysia Al-Ghazali, (1981) Translated by Hussein Bahreisj, Ajaran-ajaran Akhlak Imam Ghazali, Al-Ikhlas, Surabaya Shahizan Hasan, Faridah Mydin, Hamizah Hamid & Dizam Abdul Razak (2006) Komunikasi Kaunseling, PTS Profesional Pub. Barcalow, E. (2007) Moral Phylosophy, Theories and Issues, 4th Ed. Thomson Wardworth Fox, R.M & De Marco J.P (2001) Moral Reasoning A philosophic Approach to Applied Ethics, 2nd Ed. Harcourt College Pub. Martin, M.W ( 2007) Everyday Morality an Introduction To Applied Ethics, 4th Ed , Thomson Wardsworth Ruggiero, V.R (2001) Thinking Critically About Ethical Issues, 5th Ed. Mayfield Pub. Co.

CONCLUSION All of the lecturer interviewed agrees that embedding moral principle must be done through a proper, well planned and comprehensive character education system that also balanced in theoretical as well as practical aspects. Providing more practical experiences in Moral Studies course or any other character education subjects are also important in ensuring that the

Persidangan Pembangunan Pelajar Peringkat Kebangsaan 2008 Universiti Teknologi Malaysia, 22-23Oktober 2008

Persidangan Pembangunan Pelajar Peringkat Kebangsaan 2008 Universiti Teknologi Malaysia, 22-23Oktober 2008

Persidangan Pembangunan Pelajar Peringkat Kebangsaan 2008 Universiti Teknologi Malaysia, 22-23Oktober 2008

Persidangan Pembangunan Pelajar Peringkat Kebangsaan 2008 Universiti Teknologi Malaysia, 22-23Oktober 2008

Persidangan Pembangunan Pelajar Peringkat Kebangsaan 2008 Universiti Teknologi Malaysia, 22-23Oktober 2008