Moral Standards

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Module 8’s readings were on morals in the classroom. The topic that surrounds our readings was whether or not morals can be “taught” or are they just “caught”. Russell Kirk wrote a piece entitled “Can Morals be Taught” in which he investigates how U.S. society has been losing the instruments which provide moral enlightenment for younger generations: churches, moral parents. He also states that we, instead, are provided with the media–soap operas, movies, reality T.V., rock stars–which are not an ample or realistic source of moral character. Kirk gives the reader an option to help instill morality into our students; he states, “Boys and girls will model themselves, if they can, upon exemplars” (Kirk). But what kind of exemplars are positive? Kirk suggests that it is the main role of the family to take on moral basis, and too much expectations are brought upon the educational system and clergy.

C.S. Lewis was another author we read for this week’s module. His “Abolition of Man” talks about how the Tao should be a resource for moral basis, and how it is a “common human law of action which can over-arch rulers and ruled alike” (Lewis). Lewis also talks about the power of humans, and older generations are ones who have the power.

In reality, of course, if any one age really attains, by eugenics and scientific education, the power to make its descendants what it pleases, all men who live after it are the patients of that power. They are weaker, not stronger: for though we may have put wonderful machines in their hands we have pre-ordained how they are to use them.

Using what  Lewis is stating we can attribute his beliefs to the situation about teaching morals in a classroom setting; when older generations use their powers to take their own opinions and morals and push them on younger generations, and provide them as truth/the way it is to be they are creating “weaker, not stronger” people. Letting younger generations use older generations individual morals in their own lives is handing the younger “wonderful tools” that they do not know how to use in their own lives. Lewis believes the Tao needs to be the foundation, and “In the Tao itself, as long as we remain within it, we find the concrete reality in which to participate is to be truly human: the real common will and common reason of humanity, alive, and growing like a tree, and branching out, as the situation varies, into ever new beauties and dignities of application” (Lewis).

As for my opinion, I am unsure. Being, as Kirk states, a positive exemplar is a must for me. As a future teacher I am in-charge of fostering future informed and good citizens. Being positive, showing respect, and having integrity are three important values in my life. As for in my future classroom, those will be things that I will expect from my students. As for situational experiences I will try to be as non-bias as possible.

In my tenth grade History Through Religion class my teacher, Mr. Wiener, did not let the class know his personal religious beliefs. He tried to maintain an unbiased curriculum, where we studied all religions thoroughly. His performance in class led me, and several students, to respect Mr. Wiener. I took on a sense of ethics, and personally a new moral of being non-judgmental, hearing every side of the story, and always ask why or have facts to back your opinions. Mr. Wiener did not explicitly share his values with us, but through the way he taught he was a perfect exemplar, and a positive role-model in my high school career.