The Call for Moral Education and More

So...Have you ever tried building a Ship in a bottle?

It's one thing to have the pieces, and another to start putting it together. But you also have to understand the sequence of how to put it together. And most importantly, how to do it within context of the bottle! IF you don't get that last piece, you can't navigate the building within the bottle. IT doesn't work to build the ship and then try to get it in the bottle!

What does this have to do with education....?

Neil Flinders, who use to be both a professor and head of the BYU's McKay School of Education. Also writes and speaks on the need to teach our children morals and in context of something greater than just ethics and social relativism. Two of his books are entitled, Teach the Children, and Creating a Moral School. In those he shares his thoughts about the essential pieces of planning education with morals, within context of something greater. (An apparently this is a foundational document for the Thomas JEfferson Educational Model!)

 The Path/Elements of Education:
(He mentions schools mostly focus most on content and process)

1. Context- why/meaning of teachings (when ignored, ends become means; if not understood, there will be confusion. This influences and ultimately determines the next three steps)
2. Content- what you teach
3. Process- methods of teaching
4. Structure- order/sequence of what is taught

Then Flinders shares the evolution (or should we say digression of our national education system). Here's the timeline of how it has changed.

He goes on to say that "We can learn more about true education by studying the life and character of Joseph Smith, that by reading all the books on education." In fact, Flinders wrote a book about Joseph Smith, called America's Greatest Educator.

Here is a view of the system of Education, from Joseph's Smith (vs. the Common Core's View)

Joseph Smith	(vs. common core)
1. An individual obligation	(state, government)
2. A family obligation	(local/tax-payers)
3. A church responsibility	(teacher/administrator)
4. A state interest	(individual/family)
(concern?...)	(now teacher-Union)

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Here are some more notes from his PDF on Creating a Moral School

Education is Growth and Development
He describes the balance needed in the following areas in order to grow and develop fully:
1. Physical -Bodily desires control the intellect, causing the person to ignore morality, and become blind to the spiritual. The physical dimension is not evil, but it requires appropiate control, subject to reason and moral order. When an individual lacks such selfrestraint , growth and development will diminish.
2. Intellectual -The adage "mind over matter" expresses the ability we have to govern our physical being to serve the powers and interests of our intellect. This intellectual governance leads to a higher and more versatile existence than one following human passions, but it may occur independent of the ability to recognize right or wrong, good or evil. Intellectuality is not a synonym for morality and people can become slaves to their intellect as they ignore needs of the body and other principles of morality and spirituality.
3. Moral (and Socially responsible) -requires that both intellectual and physical capacities be subjected to pinciples that protect the rights and welfare of all. Moral conduct requires us to identify and choose right over wrong and good rather than evil in our actions. A pre-requisite to spirituality.
3. Spiritual -the awareness of victory over one' s physical and intellectual selves; it is the sense of being in harmony with moral law.


The Role of Loving and Caring ("Actions= Behavior + Intent")

• For the Leaner. To distinguish between action and behavior and to recognize the influence of caring and love are especially important. When we desire to be like other people, to acquire their skills, attributes, and abilities, we must obtain their point of view.
• For the Teacher. Parents and teachers can also apply this principle for effective communication. Caring and loving are the legitimate means for reaching out and into others ' lives. In order to penetrate the barrier of behavior, we must envision the intent behind the act; we must put ourselves in the other person' s place. We must see things from another ' s perspective. This process helps us to understand people as they are, improving our ability to communicate with them.

A difference in educational strategy occurs when we shift from emphasizing action to focusing on disposition . To make this distinction clear, we need specific definitions for two common words-decisions and choices. Our particular definitions of these two words are important to understanding a significant point: In this context, one should think of a decision as the private expression of intent. A choice can be considered the public expression of that private decision.

Theory of Discipline:

Love them, correct them, and prepare a way for them. In a single phrase this is our theory of discipline for the home and school.

1. First, love them. Parents must first love their children, teachers must first love their students; and by this they make it possible for their children or their students to love them. 
2. Second, correct them. Mutually accepted standards must exist in a healthy relationship that communicates knowledge and wisdom. Otherwise everything becomes arbitrary and relative, impulsive and chaotic. Confusion and disorder rather than success and satisfaction prevails. 
3. Third, provide a way. Children and students need help. That is why parents and teachers are to assist the child, the student, by helping them discover or provide the right thing for them to do. It need not be perfect, but it should be personal. It may not be totally adequate, but it should be appropriate.