The ideas touched upon these chapters deals with inability of educators to teach children how to learn and absorb information in a productive manner. The educational system used a method that proved to fail time in and time again, called the "look-say" method. But, not only does Johnny have a problem in the classroom he has a problem outside. His moral education is not being addressed in the school.
The shift from character education to decision-making model was to introduce students to thinking independently. A contrast, from the method of being taught to and learning values that were simply handed down to them. The ability to learn that individualism is a key way to develop a moral education is important lesson in chapter 1. Through the school character education is nurtured and developed and it is important that the curriculum accounts for this.
Chapter 5 addresses the path to solid moral education is through developing good habits or virtues. The teaching's of history show the path to a moral education. Aristotle's idea that a person can't choose to do something moral if he or she doesn't have the capacity or understanding of morality. A culture that lack to preserve good habits preserves bad habits. By demonstration the moral education is preserved and nurtured. The value clarification approach and moral reasoning stem from different systems, their net effect is similar. There is a complete neglect of virtues and habit formation. Makes no reference to culture or culture knowledge. Moral education will fail if it doesn't move towards understanding human action.
Finally, the underline theme of the final chapter focuses on moral education should be free of all such emotional conditioning. It should respect the child's autonomy and his ability to make judgments independent of his culture. This translates into the education system. Children learn math, but don't learn how to apply it. Learning about cultures falls into the same ideology. We must teach not just pieces of cultural history that reflect only a one-sided view. We must assign equal validity to all cultures.
Raised by Marguerite Holliday and Herbert Lawrence in Freeport, Long Island. Attended, Lasalle Military Academy and excelled in sports and academics. Attended St. Paul's in Garden City. Moved to West Hempstead at 15 and graduated from West Hempstead High School. Attended Boston College and graduated with a BA in Political Science and Philosophy. Earned a Master's in Public Administration from CW Post Long Island University. Currently attending Dowling College Doctoral program in Educational Administration and anticipated graduation May 2010.
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