Transforming Moral Education

The irony of the argument presented in this article by Jane Martin and the title of this article itself is clearly evident. The article is suggesting something that was 'innovative' many years ago. The context of this article is incredibly important in understanding the message. Having been written in 1987 this article focusses on what they, at the time assumed to be innovative, crossing gender lines to teach the unwritten curriculum of care, concern and connection. The argument within is that the intention of education is the, "development of the mind, we subscribe to ideal of the educated person that gives pride of place to intellectual virtues and attainments" (206). In addition, "aiming at the development of rational mind. A liberal education prepares one to be a consumer and creator of ideas, not an automobile or factory worker" (208). Though it remains important to develop the skills necessary to perform in a variety of circumstances, education in Canada has moved, for the most part, from this perspective, towards what would truly would have been considered innovative in 1987, educating the entire child. This would include both male and female educators having the capacity to what Martin refers to as 'feminine traits,' caring, compassion, concern and love.

Teaching and Learning: Teaching, in this article, again framed in 1987 revolves around the premise that, "it is generally accepted that the object of liberal education is to develop mind, that a well-developed mind is governed by reason, the rational mind is defined as the acquisition of knowledge and understanding and that the preferred kind of knowledge is theoretical" (206). There has been an evolution in this theory of teaching and learning. While curriculum delivery still remains important, and mandated, we are moving more towards relationship and educating children based on their strengths, while strengthening their weaknesses. We do teach caring, compassion and concern and have moved away from basing those teaching on gender judgements.

Innovation and Creativity: The philosophy of education expressed in this article claims that education is, "neither tolerant nor generous. The liberally educated person - which is to say, the educated person - will have knowledge about others but will not have been taught to care about their welfare. That person will have some understanding of society but will not have been taught to feel its injustices or even be concerned about its fate" (206). I would argue that through innovation, we have surpassed these philosophies. And as it relates to creativity, "our educated person is an ivory tower person: one who can reason but has no desire to solve real problems in the real world; one who understands science but does not worry about the uses to which it is put; and one who can reach flawless moral conclusions but has neither the sensitivity nor the skill to carry them out effectively"(206). This pants a pretty bleak picture in terms of educational innovation and creativity of the time.

Questions for the author: If you had the opportunity to conduct research now, on the students that were impacted by the philosophy of learning that you are outlining of that time, do you think that they display these characteristic traits that you define? Did these students develop a disregard for those characteristic that you describe? Do you think there has been a narrowing of the gender bias involved in the teaching of caring, compassion and concern?

Martin, J. A. (1987). Transforming moral education. Journal of Moral Education, 16(3), 204–213. 10.1080/0305724870160305