Explaining Darcia Narvaez’s Moral Education Model and Comparing it with Mohammad Mehdi Naraghi’s View

One of the issues that has been addressed to scholars from the past and remains today is moral education. Today, educational institutions and families are more than before in need of awareness of moral education because of the moral issues faced by young people. Moral deformity, in all countries and ages, have been problematic, in such a way that educational authorities have taken a serious look at moral education issues. This research aims at analyzing and explaining the Islamic thinker’s moral education model, Mohammad Mehdi Naraghi and the Western thinker, Darcia Narvaez and compares two views and explaining the model of moral education, based on the views of the two thinkers, have explained the basics, goals, principles, and methods of moral education and efforts have been made to provide effective methods of moral education. In Narvaez’s view, humans have a moral brain and moral learning areas are made of two sections, implicit and explicit learning. Her attempt is that the person will become professional in four areas of moral sensitivity, moral judgment, moral motivation and moral action in order to achieve the goal of moral education of good citizen. To achieve this goal, Narvaez has highlighted the role of the environment and society, and believes that the environment has an effective role in shaping the person’s moral character. The goal of moral education from Narghi’s point of view is similar to God and discusses moral values in three individual, social and divine areas. He is trying to provide the source of human prosperity by dividing the virtues from vices and applying anti-vices methods, and according to the divine motive. Therefore, in this research, by referring to the existing books and articles, we explain the model of moral education of two thinkers and compare the two theories.