Table of Content

Introduction..................................................................................................................2

1. Civic, Ethics, and Morality......................................................................................2

1.1 Civic Education........................................................................................................2

1.2 Ethics........................................................................................................................3

1.3 Morality....................................................................................................................4

1.4 Difference between Ethics and Morality..................................................................4

2. Ethics and Law.........................................................................................................5

3. The Importance/Goal of Moral and Civic Education...........................................7

Conclusion...................................................................................................................10

References...................................................................................................................11

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Introduction

In today's diverse and complex societies, civic and ethical education is more
important than ever. It lays the groundwork for developing responsible citizens who
can understand and navigate the complex social, political, and moral issues of our
time. This academic assignment explores the important aspects of civic and ethical
education, including what they mean and how they relate to personal and societal
growth.

Civic education teaches people the knowledge, skills, and values they need to take an
active part in democratic processes. It helps them understand their rights and duties,
and the principles that make a society work well. Ethical education is also crucial. It
helps people develop their moral compass, so they can make thoughtful and
principled choices that benefit everyone.

Throughout this paper, we will discuss the definitions of Civic, Ethics, and Morality;
the relationship between Ethics and Law; and the importance and goals of Moral and
Civic Education.

1. Civic, Ethics, and Morality

1.1 Civic Education
It also known as citizenship education or civic and ethical education, is a multifaceted
concept that encompasses the knowledge, skills, and values necessary for individuals
to become responsible and active citizens in a democratic society. Different scholars
and organizations have defined civics education in various ways, reflecting its
complex and evolving nature.

One definition, provided by Patrick (1986), describes civic education as the

knowledge of constitutions, principles, values, history, and their application to
contemporary life. Another perspective, offered by the United Nations Development
Program (UNDP, 2004), defines civic education as a way of learning for effective
participation in democratic and development processes.

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Aggarwal (1982) links civic education to the development of ideas, habits, behaviors,
and useful attitudes that enable an individual to be a productive member of society.
Furthermore, civic education can be viewed as the process of helping young people
acquire and learn to use the skills, knowledge, and attitudes that prepare them to be
competent and responsible citizens throughout their lives.

It is important to distinguish between a minimal and a maximal approach to civic

education. The minimal concept is content-led, teacher-based, focused on whole-class
teaching, and relies on examination-based assessments. In contrast, the maximal
concept of civic education encompasses knowledge, values, and skills, aiming to
prepare students for active and responsible participation. It extends learning beyond
the curriculum and classroom, incorporating interactive teaching methods such as
discussions, debates, and opportunities for student participation (Document 1).

Ultimately, civics education plays a crucial role in shaping informed and engaged
citizens who can contribute to the creation of a peaceful and prosperous society, as
emphasized by thinkers like Johan Stuart Mill (1972) and Aristotle (Document1).

1.2 Ethics
Ethics, a branch of philosophy, examines people's moral beliefs and actions, focusing
on what humans should do to lead an ethically good life. It explores values like
honesty, autonomy, equality, and justice, addressing ethical dilemmas in socially
interdependent lives. While ethics shares common ground with law, religion, and
popular opinions, it extends beyond these domains to provide tools for evaluating
appropriateness and distinguishing between right and wrong.

In political science and sociology, ethics involves critical considerations of human

behavior, values, and moral principles within governance, policy, and societal
structures. It goes beyond addressing data fabrication scandals, encompassing
complex dilemmas without straightforward solutions. Ethics in these disciplines
maintains scholarly integrity while contributing to a deeper understanding of human
behavior and societal structures.

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- Ethics is the systematic study of what is right and good with respect to conduct and
character. It involves making moral judgments about what is right and wrong, good
and bad, just and unjust. (Manuel Velasquez, Philosophy: A Text with Readings)

1.3 Morality
Morality, a multifaceted concept, varies in interpretation among individuals and
cultures. Despite its frequent use, a precise definition remains elusive. Scholars
acknowledge the importance of teaching morality, even though its true nature is not
fully understood. The challenge lies in imparting moral education genuinely, without
resorting to brainwashing.

Derived from Latin 'moralitas' ("manner, character, proper behavior"), morality

pertains to human actions related to right and wrong, often referred to as "good and
evil." It encompasses the generally accepted code of conduct within a society or
subgroup, involving individual choice, aspirational values, and shared cultural,
religious, secular, or philosophical norms. While clear when agreed upon, it becomes
ambiguous in diverse ethnic groups, especially in multicultural societies like Ethiopia.
Socrates emphasized that morality is not trivial, and moral philosophy seeks a
systematic understanding of our obligations in how we ought to live. Living in a
culturally diverse Ethiopia adds complexity to determining how we should live due to
vast and unique cultural backgrounds.
1.4 Difference between Ethics and Morality
Ethics
 Is philosophical study of the code, standards or norm of human conduct and it
is more theoretical and general one.
 Ethics establish the standards, norms, or codes to be followed by human
beings are the study of morality, moral principles, and moral decision making.
 Is the development of reasonable standards and procedures for ethical
decision-making?
 Is a set of normative rules of conduct, a code, a standards that govern what one
ought to do when the well-being, or duties to oneself, others or institutions is
at stake

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Morality
 refers to the code of conduct one follows while ethics is the study of moral
conduct or the study of the code that one follows.
 is the conformity of human behavior to the established code of conduct. If an
action conform to the established code, it is called moral ,if not immoral
 refers to the effort to guide one’s conduct by reason while giving equal weight
to the interests of each individual who will be affected by one’s conduct
 Has to do with what one should do, all things considered, not what, in fact,
any of us will so in a particular instance

2. Ethics and Law

In the preceding section, we explored the definitions of ethics and morality. In this
section, we dig into the detailed relationship between Ethics and Law, examining their
distinctions, commonalities, and the historical perspectives that have shaped our
understanding of this relationship. This section aims to provide a comprehensive
analysis of how Ethics and Law intersect, diverge, and influence one another in the
realm of moral and legal discourse.

On the one hand, the law consists of a set of institutionalized rules and regulations
that govern society and are designed to maintain order, they are typically created by
the government whether it is regional or local. Ethics, on the other hand, is subjective
and consists of internal principles that guide individual action. Ethical behavior is
dictated by an individual’s internal moral compass, value system and personal
integrity. These characteristics define a person’s understanding of what is
fundamentally good and right, and guide how that person will make decisions and
behave in challenging situations.

Except for rare instances in which religious courts and council of elders handle
interpretation and enforcement of ethics, there is no structure to enforce these morals.
Law, however, has a robust apparatus for courts and law enforcement to maintain
control of a society. Breaking the social norm or doing unethical acts might only
result in shame from the society and alienation while breaking the law results in fines,
jail time or other forms of punishment.

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Both ethics and law have a key similarity in that any action can be either legal or
illegal, ethical or unethical. However, in the real world what might be considered
illegal might be ethical and what might be considered legal might be seen as unethical
within the society. This creates a complex situation for many people where a
rhetorical question is formed in the mind of someone trying to face the conundrum of
choosing between doing the legal thing when it unethical or choosing between what is
ethical and what is illegal. Below are simple examples of such problems that highlight
the intersection of ethics and law:
1. Speeding:
 Ethics: Speeding above the legally permitted to save the life of a
child in serious need of medical treatment.
 Law: However, the law requires drivers to drive within a
specified limit in order to ensure the safety of the travelers and
reduce accidents.
2. Lying:
 Ethics: Lying is considered to be unethical almost universally in
all cultures except for special cases like in order to save a failing
marriage.
 Law: The law does not require honesty in our day to day
interactions and social life but it punishes lies committed against
the government such as reporting false income in our tax reports
etc.
3. Civil Disobedience:
 Ethics: Ethical principles of justice and fairness may justify acts
of civil disobedience as a means of challenging unjust laws or
promoting social change.
 Law: However, engaging in civil disobedience often involves
breaking laws or disobeying lawful orders, which can result in
legal consequences such as fines, arrest, or imprisonment.
4. Confidentiality and Privacy:
 Ethics: Ethical principles, particularly in professions such as
health-care, law, and counseling, emphasize the importance of
maintaining client confidentiality and respecting privacy rights.

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  Law: However, legal requirements such as court orders or
mandatory reporting laws may compel professionals to disclose
confidential information, creating tensions between ethical
obligations to clients and legal duties to comply with the law.

3. The Importance/Goal of Moral and Civic Education

Civic education is a discipline that deals with virtue traits rooted in values of respect
and culture of tolerance to make individuals responsible and efficient member of their
community. It teaches the values and sense of commitment that define an active and
principled citizen, how to make responsible decisions, solve problems, care about
others, contribute to society, and be tolerant and respectful of diversity. In order to
understand the importance of ethics, ethics should be placed as a course in educational
system. Generally, the necessity of delivering the course emanates from:

I. The need to instill citizens about their rights and duties: The interplay between
rights and duties is fundamental in shaping a responsible and harmonious society.
Rights and duties coexist, mutually influencing each other. While rights empower
individuals, duties impose responsibilities on them. For instance, citizens have the
right to access healthcare, and the state has the duty to provide these services.
However, citizens must also act responsibly by maintaining their health through
proper diet, exercise, and lifestyle choices. Shared responsibilities extend to caring for
vulnerable groups, environmental stewardship, and promoting social justice. A
balanced understanding of rights and duties ensures active citizenship and contributes
to a fair and cohesive society. In summary, fostering this understanding is essential
for responsible citizenship, enabling individuals to uphold principles of justice and
fairness.

II. The Need for Participant Political Culture: Political culture encompasses the
attitudes, beliefs, and sentiments that give order and meaning to the political process.
It shapes individuals' expectations of the political system, their own agency, and the
rights and responsibilities of citizens, representatives, and public servants. Let's
explore the three types of political cultures proposed by Almond and Verba (1963):
1. Parochial Cultures: Low cognitive, affective, and evaluative orientation toward
political systems. Minimal awareness of government powers, functions, and civic

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duties. Citizens prioritize family interests over broader societal concerns. Role of
Citizens: Insignificant in the political sphere.
2. Subject Cultures: High cognitive, affective, and evaluative orientation toward the
political system and policy outcomes. Limited engagement with input objects (e.g.,
political parties). Citizens maintain a relatively detached, passive relationship with the
political system. Compatibility: Subject cultures align with centralized, authoritarian
political structures.
3. Participant Cultures: Active participation and engagement in the political process.
Citizens perceive themselves as key actors. Strong orientation toward both system
inputs (participation) and outputs (policy outcomes). Role of Citizens: Actively
contribute to shaping the political landscape.
fostering a participant political culture encourages informed, engaged citizens who
actively participate in governance and uphold their rights and responsibilities.

III. The Need for Relevant Knowledge, Skills and Positive Attitudes: The need for
relevant knowledge, skills, and positive attitudes is crucial for individual and societal
development. Let's explore the significance of each aspect:
1. Relevant Knowledge: Relevant knowledge is practical knowledge that addresses
specific problems at a given time. Knowledge remains inert unless applied to achieve
specific goals. Equipping citizens with relevant knowledge enables them to contribute
effectively to society.
2. Skills and Attitudes: Citizens need requisite skills to perform their roles credibly.
Skillful manpower is essential for national development. Attitudes shape behavior and
interactions. Positive attitudes foster harmony and peaceful coexistence. Skillful
individuals lacking positive attitudes may lead to counterproductive outcomes (e.g.,
corruption, bribery, absenteeism). Civics and Ethics Acknowledged as essential
subjects, they address social ills and promote responsible behavior among young
people. Understanding citizenship contributes to resolving social and environmental
issues.

IV. The issue of fostering intercultural societies: Civics and ethics education should
move beyond mere recognition of cultural diversity. It should embrace inter-
culturalism, emphasizing relationship-building, dialogue, reciprocity, and
interdependence. Rather than merely tolerating or celebrating differences, civics and

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ethics education encourages dynamic exchanges based on interaction, openness, and
effective solidarity. Integrating multicultural and intercultural traditions helps
overcome discrimination and fosters genuine, inclusive dialogue among cultural
groups.
1. The Issue of Inclusiveness: Current concepts of citizenship often neglect gendered
relations and the private sphere. Civics and ethics education aims to create new,
inclusive relations in both public and private spaces. It recognizes gender differences
while ensuring equity. It goes beyond token strategies (e.g., quotas for women in
formal politics) and focuses on promoting democracy and inclusiveness across
various institutions.
2. Peace-Building: Given global challenges (militarization, terrorism, civil wars,
genocide), citizenship education must prioritize pedagogical strategies for
cooperation, dialogue, and sustainable peace based on justice. Civics and ethics
education plays a crucial role in fostering intercultural understanding, inclusivity, and
peace-building.
In conclusion: The primary objective of moral education is to nurture individuals with
a strong sense of moral values. It aims to develop character traits such as integrity,
empathy, compassion, and ethical decision-making.
Importance:
 Ethical Development: Moral education helps individuals understand right from
wrong, encouraging them to make principled choices.
 Character Building: It instills virtues that contribute to personal growth and
positive interactions with others.
 Social Responsibility: By emphasizing moral values, it prepares individuals to
be responsible citizens who contribute positively to society.
 Meaningful Lives: It equips individuals to lead lives aligned with common
norms, values, and principles.
2. Civic Education: Civic education aims to foster informed, engaged, and responsible
citizens who actively participate in their communities and contribute to the well-being
of society.
Importance:
 Civic Literacy: It provides knowledge about government structures,
democratic processes, and civic rights and responsibilities.

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  Active Citizenship: Civic education encourages active participation in
community affairs, voting, and advocating for social change.
 Social Cohesion: It promotes understanding, tolerance, and respect for diverse
perspectives, fostering a cohesive society.
 Critical Thinking: By analyzing civic issues, individuals learn to think
critically and make informed decisions.
 issues and collaborate across borders.

Conclusion
1. Civic Education:
 Civic education aims to foster informed, responsible, and active citizens.
 It equips individuals with knowledge about government, democratic processes,
and civic participation.
 The goal is to create engaged citizens who contribute positively to their
communities and society.
2. Ethics:
 Ethics explores moral beliefs, actions, and values.
 It considers what humans ought to do to lead an ethically good life.
 Ethical questions involve judgments about right and wrong, obligation, and
duty.
3. Morality:
 Morality varies across cultures and individuals.
 It encompasses accepted codes of conduct, individual choices, and shared
values.
 Teaching morality is essential, even though a precise definition remains
elusive.
4. Importance of Moral and Civic Education:
 Moral education helps individuals navigate complex dilemmas.
 Civic education empowers citizens to participate actively in democratic
processes.
 Both contribute to a better understanding of human behavior and societal
structures.

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References

Aggarwal, J. C. (1982). Education for values, environment and human rights. New
Delhi: Doaba House.

Aristotle. (1955). The politics (E. Barker, Trans.). Oxford: Clarendon Press.

Mill, J. S. (1972). Utilitarianism, on liberty, and considerations on representative

government. London: Dent.

Patrick, J. J. (1986). Citizenship and civic education. ERIC Clearinghouse for Social
Studies/Social Science Education.

United Nations Development Programme. (2004). Civic education: Practical guidance

note. New York: UNDP.

Legal Information Institute. https://www.law.cornell.edu/wex/law

Ethics and the Law - MU School of Medicine. (n.d.).

https://medicine.missouri.edu/centers-institutes-labs/health-ethics/faq/law

The relationship between ethics and the law. (n.d.). Individual Blog Page.

https://www.ethicsatkentplace.org/about-ethics/ethics-institute-blog/individual-blog-

page/~board/blog-posts/post/the-relationship-between-ethics-and-t

Velasquez, M. (1980). Philosophy: A Text with Readings

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