A Quote by John Dewey
A narrow and moralistic view of morals is responsible for the failure to recognize that all the aims and values which are desirable in education are themselves moral. Discipline, natural development, culture, social efficiency, are moral traits - marks of a person who is a worthy member of that society which it is the business of education to further.
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Essentially, social education is moral education, and moral education is preparation for citizenship... When Jefferson and others advocated public education, it was to prepare for citizenship in a new, constitutional, democratic society.
The unit of effectiveness of education is not the individual but the group. An individual's moral values are primarily important for society as they contribute to a moral social climate, not as they induce particular pieces of behavior.
We need to provide an education which teaches critical thinking and encourages the development of mature moral values.
The function of education, therefore, is to teach one to think intensively and to think critically. But education which stops with efficiency may prove the greatest menace to society. The most dangerous criminal may be the man gifted with reason, but with no morals.
We destroy the most hallowed of relations, when we replace home education by social.And your education! Is not that also social, and determined by the social conditions under which you educate, by the intervention, direct or indirect, of society, by means of schools, etc.? The Communists have not invented the intervention of society in education; they do but seek to alter the character of that intervention, and to rescue education from the influence of the ruling class.
A tension has always existed between the capitalist imperative to maximize efficiency at any cost and the moral imperatives of culture, which historically have served as a counterweight to the moral blindness of the market. This is another example of the cultural contradictions of capitalism - the tendency over time for the economic impulse to erode the moral underpinnings of society. Mercy toward the animals in our care is one such casualty.
From the apparent usefulness of the social virtues, it has readily been inferred by sceptics, both ancient and modern, that all moral distinctions arise from education, and were, at first, invented, and afterwards encouraged ... in order to render men tractable, and subdue their natural ferocity and selfishness, which incapacitated them for society.
I believe that the community's duty to education is, therefore, its paramount moral duty. By law and punishment, by social agitation and discussion, society can regulate and form itself in a more or less haphazard and chance way. But through education society can formulate its own purposes, can organize its own means and resources, and thus shape itself with definiteness and economy in the direction in which it wishes to move.
A nation, as a society, forms a moral person, and every member of it is personally responsible for his society.
I think we certainly benefit from social institutions which encourage us towards moral behavior. It's very important to have law. It's very important to have a moral education.
The time has also come to recognize the painful truth that traditional Judeo-Christian moral values of pain and pleasure in human relationships have contributed substantially to child abuse and to the prevalence of physical violence in Western civilization.... The religious system upon which our culture is based holds that pain, suffering and deprivation are moral and necessary to save one's soul and make one a 'good person.' The crucifixion and scourging of Christ are examples.
By "moral discipline," I mean self-discipline based on moral standards. Moral discipline is the consistent exercise of agency to choose the right because it is right, even when it is hard. It rejects the self-absorbed life in favor of developing character worthy of respect and true greatness through Christlike service.
All education which develops power to share effectively in social life is moral.
There can be, therefore, no true education without moral culture, and no true moral culture without Christianity. The very power of the teacher in the school-room is either moral or it is a degrading force. But he can show the child no other moral basis for it than the Bible. Hence my argument is as perfect as clear. The teacher must be Christian. But the American Commonwealth has promised to have no religious character. Then it cannot be teacher.
We want a society in which we are free to make choices, to make mistakes, to be generous and compassionate. That is what we mean by a moral society - not a society in which the State is responsible for everything, and no one is responsible for the State.
Fascist education is moral, physical, social, and military: it aims to create a complete and harmoniously developed human, a fascist one according to our views.
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