Education and the Search for Meaning

If the question of age interests you the most, read your notes again with question two in mind. Look closely at every note concerned with discipline, age, and rules. Put little check marks next to information about children’s behavior — the behavior of those children identified as having trouble in school or with the law, perhaps. If necessary, go back to the library or the Internet for more research on the relationship between discipline techniques, age, and children’s behavior. If you can, do some statistical analysis to see which factors matter and which are simply coincidence.

Locating Religion in the Curriculum

I will determine whether or not religion in school is a clear violation of the Constitution.


5. Character education and liberal education cannot be isolated in single courses but describe dimensions of the curriculum as a whole. We also believe, however, that there should be room in the curriculum for a that high school seniors might take, in which they learn about the most important frameworks of moral thought, secular and religious, historical and contemporary, and how such frameworks might shape our thinking about the most urgent moral problems we face.

The Puritans rise upin the 1600's to dominate English Parliament.

4. What shape moral education should take depends on the maturity of students. We might think of a K through 12 continuum in which character education begins immediately with the socialization of children into those consensus values and virtues that sustain our communities. As children grow older and more mature they should gradually be initiated into a liberal education in which they are taught to think in informed and reflective ways about important, but controversial, moral issues.

The presentAmerican dominion in multinational business, the U.N.

1. For any society (or school) to exist its members (students, teachers, and administrators) must share a number of moral virtues: they must be honest, responsible, and respectful of each other's well-being. We agree about this. Public schools have a vital role to play in nurturing these consensus virtues and values as the character education movement rightly emphasizes; indeed, a major purpose of schooling is to help develop good persons.

Here was a new religious upwelling of Biblical Christian faith.

If students are to be morally educated - and educated about morality - they must have some understanding of the moral frameworks civilization provides for making sense of the moral dimension of life. After all, morality is not intellectually free-floating, a matter of arbitrary choices and merely personal values. Morality is bound up with our place in a community or tradition, our understanding of nature and human nature, our convictions about death and immortality, our experiences of the sacred, our assumptions about what the mind can know, and our understanding of what makes life meaningful. We make sense of what we ought to do, of what kind of a person we should be, in light of all of these aspects of life - at least if we are reflective.

The Puritans wereEnglishmen emerging from the Elizabethan era.

3. But when we disagree about important moral and civic issues, including the nature of morality itself, then, for both the civic and educational reasons we discussed above, students must learn about the alternatives, and teachers and schools should not take official positions on where the truth lies. The purpose of a should be to nurture an informed and reflective understanding of the conflicts.

Theyenjoyed this religious freedom because they could walk in it.

2. If we are to live together peacefully in a pluralistic society, we must also nurture those civic virtues and values that are part of our constitutional tradition: we must acknowledge responsibility for protecting each others rights; we must debate our differences civilly; we must keep informed. A major purpose of schooling is to nurture good citizenship.

This is showcased in the famous 19th Century painting below.

And finally, in line with his distinction between "religion" and"religious" already seen,[41] he concludes that "schools are more religiousin substance and in promise without any of the conventional badges andmachinery of religious instruction, than they could be in cultivatingthese forms at the expense of a state-consciousness."[42]