He noted that, among other things, the emphasis on preparing students for standardized tests has squeezed out opportunities for the addition of ethical instruction to the curriculum, and that the results are reflected in dispiriting attitudes among students toward matters like cheating, bullying, stereotyping, etc.
He wrote:
As my students seemed to crave more meaningful discussions and instruction relating to character, morality, and ethics, it struck me how invisible these issues have become in many schools. By omission, are U.S. schools teaching their students that character, morality, and ethics aren’t important in becoming productive, successful citizens?Barnwell goes on to lament that schools are almost devoid of any formal moral instruction, a consequence, no doubt, of the fear of treading into the domain of religion.
Indeed, religion in public schools is taboo, as is any topic that even hints at having theistic implications. But how can one teach ethics unless one is free to answer the question that inevitably arises in the minds of at least some of the more perceptive students: Why?
For example, a teacher can present to her students the utilitarian concept of maximizing human flourishing, but what does she say when the student asks why he should care about the flourishing of anyone but himself, or in what sense would it be wrong for someone to impede the flourishing of another, or how does his cheating on a test impede another person's flourishing anyway, or what makes humans special that we should maximize human flourishing and not the flourishing of all living things?
As soon as those questions come up, the discussion is effectively at an end because the only answer that avoids an eventual appeal to one's emotions and feelings - which itself leads to the conclusion that everybody should just do whatever feels right to them - is that there must be a transcendent moral authority whose very nature serves as an objective moral standard for right and wrong and which has the power and authority to hold us accountable for breaching that standard.
But that answer, the only answer which could possibly have purchase in a teenager's mind, is the very answer that our courts have forbidden teachers to offer to their students.
Yet, if there is no such authority then, as the Russian writer Fyodor Dostoyevsky asserts several times in his marvelous novel The Brothers Karamazov, everything is permitted. If there is no such authority then there's no ultimate accountability for our behavior, the word "wrong" has no objective meaning, and the only ethical principle is, practically speaking, do whatever you can get away with.
Even if the existence of such an authority is offered to students they still may not know what's right to do, they still might not do what is right, but at least they have an answer to the ultimate question of whether there actually is an objective right and a wrong.
By banishing not only explicitly religious ideas but also ideas with religious implications from our public schools we've essentially neutered those schools in terms of what they can do to formally instill in students a sense of virtue and moral character. Then we wring our hands when we read about cyber bullying, violence, cheating, drug use and sexual promiscuity among the young.
Why are we dismayed? What did we expect?
