The shifting views towards morals and ethics seen throughout history have long been a topic of discussion among philosophers. Three major transitions in views towards which morals hold more meaning have happened, the pre-enlightenment, enlightenment and post-enlightenment periods; periods in which philosophers Nel Noddings and James Conroy share many common views. In regards to education of morals, views have also changed. Discussing each of their specific views and finding major points of comparison will help formulate a more knowledgeable view on the three major periods of change in regards to morals and ethics. Noddings individual perspective of how morals have changed throughout history, and how they should properly be taught to students will give a solid foundation on how morals have shifted.
Beginning with the pre-enlightenment period, Noddings rests a large amount of her view on the view of Aristotle. This is in part because of the renewed interest and interpretation of morals in post-enlightenment or current times. In regards to post-enlightenment education of morals, Noddings states, “Because virtue is central to the good life as Aristotle described it, and because virtuous persons—persons of good character—exhibit virtues in every aspect of their lives, children should be trained to respond virtuously” (Noddings, Ethics and Moral Education 152). This was not widely accepted during the post-enlightenment period because of the emphasis on one large set of morals, religion. Religion can be used to make a group of people hold many morals true to them, but because they have been told to do so. This sense of morals leaves no room for social transformation, which is still possible through Aristotle’s pre-enlightenment belief...
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...s of educating children in regards to how to be a morally conscious person. To me, there is not one specific and definite answer to the question of how to properly educate children morally. With that being said, in agreeance with Conroy and Noddings, in education there must be moral behavior practiced, which can extend out into independent morals or fit into a religious form. Nothing in the argument of morals in education is going to be a perfect fit, as we have seen through the hundreds of years between the three periods discussed, but with the availability of independent choice, people can pick and choose which morals that are not societal norms they want to implement in their own lives.
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Morality derives from the Latin moralitas meaning, “manner, character, or proper behavior.” In light of this translation, the definition invites the question of what composes “proper behavior” and who defines morality through these behaviors, whether that be God, humanity, or an amalgamation of both. Socrates confronted the moral dilemma in his discourses millennia ago, Plato refined his concepts in his Republic, and leaders such as Mahatma Gandhi would commit their life work to defining and applying the term to political reform. Finally, after so many years, Martin Luther King’s “A Letter from Birmingham Jail” reaches a consensus on the definition of morality, one that weighs the concepts of justice and injustice to describe morality as the
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Some very good ways to instill proper morals into children is to be a positive role model from the very beginning to them. Take the time out to show them what is considered right and what is considered wrong. Some methods of teaching children good and positive morals are being lost in this modern day and age, such as going to church, or sitting down together and sharing a meal. Why is this happening? Simple, parents of today are forced into having both parents work because it is no longer a one-paycheck life style. Mother's once were able to stay at home and tend to the family...
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