While reading about Horace Mann in “The American School” text, Ch. 4 – The Ideology and Politics of the Common School, I found myself supporting “his advocacy of moral education in the schools…instruction in piety, justice, benevolence, frugality, chastity, moderation, and temperance.” Mann considered these to be basic moral doctrines of Christianity and called for the presence and use of the Bible, the source of these doctrines. With the exception of piety, I assume in the 21st century, most people would not consider or think of these doctrines as sourced from the Bible, but just as “good things to do.” But do we even teach or reflect upon such things in public schools today? Are there adequate opportunities to teach and promote such values in public schools today? Should there be classes that specifically teach morals? Will teaching moral education today be considered as religious education as it was in the early and mid 1800’s?
I’m in support of moral education in the schools today, because I have witnessed students being malicious to others, stealing from others - including from me; students belittling others (clothing, hair, looks), not caring for the personal property of others, the school and sometimes their own. Some students (even the “nice” ones) have committed very mean and harmful pranks on their peers. I support moral education in light of my experience teaching world history to 7th graders.
I was thrilled to teach 7th grade world history. As new civilizations and cultures were introduced so were the religious beliefs and practices of these cultures. I began the unit with a 2 part writing prompt: 1) what purpose does religion serve in our world or why does religion exist and 2) If you follow a religion, how does this affect what you do in your life? I must confess I was personally stunned when a student asked me, “What do you mean why does religion exist? I don’t know! What is it supposed to do!?!” I was even more surprised to discover only 5 of the 22 students stated they followed a religion.
As I now reflect back on the vague, uncertain, and limited responses to these writing prompts, they support the “lack of positive ethical action” to a previous writing prompt about returning a lost backpack containing $20,000. Only 2 of the students said they would make an effort to find the owner of the backpack. Of the remaining 17 students, only 2 said they would give a portion of the $20K away to the needy. Realizing this survey of responses is minute, I pondered how these responses would correlate with a larger population sample. Would there be any significant difference?
Would the responses to the religion writing prompts or the lost backpack prompt be different if moral education was a required course in public schools? What do you think?
I recognize that list of qualities (“ piety, justice, benevolence, frugality, chastity, moderation, and temperance” ). You referred to them the other day in class! It’s an important list, and I kept thinking, during the first several chapters of Spring’s book, that they’re not just “Anglo Protestant” qualities. They’re the Judeo-Christian values that the Founders of America followed.
ReplyDeleteIt’s tricky. We, as educators, are supposed to be role models and steer kids on the right path; I was drawn toward the study of literature because it provided an opportunity to talk about values. It’s so important for kids’ development, because as you found out, there’s no guarantee that kids get any kind of moral instruction at home anymore. (I’ve had an experience like yours, too, where a girl didn’t know her religion. She said, “I guess I’m Christian because I’m not Jewish or Buddhist or anything else.” So in her mind, Christianity was the “default” religion, like Times New Roman is the default font on the computer.)
Sometimes I wonder if I’m one of the few adults they know who publicly models and speaks up for right and wrong. Yet it’s tricky because we can’t voice a faith from which our values come, but teachers are supposed to model values. And if we don’t model good values, then we’re modeling bad ones. (For instance, if I’m not modeling respectfulness and keeping promises in front of the kids, then I’m modeling disrespect, untrustworthiness and hypocrisy.)
I wonder about the future of our country. There are so many good people, and so many people who are wandering without a moral compass. Like we’ve realized so often this session, I guess we reach the ones we can reach.
And now for something separate!
ReplyDeleteA soon-to-be-parting thought.
Carmilla, you’ve had so many experiences that have enriched your life—mother, businesswoman, educator, friend, daughter. Besides the head knowledge, you have heart and soul, and a yearning to help each student. You will be the dependable adult who cares and won’t give up. Your students will consider you a blessing.
And thank you for your support in class on Thursday!