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ChildrenMustbeTaughttoTellRightfromWrong

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ChildrenMustbeTaughttoTellRightfromWrong

WilliamKilpatrick

Manyoftoday’syoungpeoplehaveadifficulttimeeinganymoraldimension

(道德层面)reanumberofreasonswhythat’strue,butnone

moreprominentthanafailedsystemofeducationthateschews(回避)teaching

childrenthetraditionalmoralvaluesthatbindAmericanstogetherasasocietyanda

iledapproach,called“decision-making,”wasintroducedinschools25

replaced“charactereducation.(品格教育)”Charactereducationdidn’taskchildren

toreinventthemoralwheel(浪费时间重新发明早已存在的道德标准);instead,it

encouragedthemtopracticehabitsofcourage,justiceandlf-control.

Inthe1940s,whenacharactereducationapproachprevailed,teachersworried

aboutstudentschewinggum;todaytheyworryaboutrobberyandrape.

Decision-makingcurriculumspothorny(棘手的)ethicaldilemmastostudents,

leavingthemwiththeimpressionthatallmoralityisproblematicandthatall

tersareforcedtoquestionvalues

andvirtuesthey’veneveracquiredinthefirstplaceoruponwhichtheyhaveonlya

tenuous(薄弱的)umptionbehindthismethodisthatstudentswillarrive

actualresultis

moralconfusion.

Forexample,arecentnationalstudyof1,700sixth-toninth-gradersrevealed

thatamajorityofboysconsideredrapetobeacceptableundercertainconditions.

Astoundingly,manyofthegirlsagreed.

Thiskindofmoralilliteracyisfurtherencouragedbyvalues-education(价值观

教育)programsthatarelittlemorethancoursinlf-esteem(自尊).The

programsarebadonthequestionableassumptionthatachildwhofeelsgoodabout

himlforherlfwon’sjustasreasonableto

makeanoppositeassumption:namely,thatachildwhohasuncriticallf-regardwill

concludethatheorshecan’tdoanythingbad.

Suchnaivelf-acceptanceresultsinlargepartfromthenon-directive(无指导

性的),non-judgmental(无是非观的),

as-long-as-you-feel-comfortable-with-your-choicesmentality(思想)thathas

pervaded(渗透)

today’sdrugeducation,xeducationandvalues-educationcoursarebadonthe

same1960sphilosophythathelpedfueltheexplosioninteendruguandxual

activityinthefirstplace.

Meanwhile,whileeducatorsarestillfiddlingwith(胡乱摆弄)outdated

“feel-good”approaches,NewYork,Washington,andLosAngelesareburning.

Youngstersareleavingschoolbelievingthatmattersofrightandwrongarealways

assastrangeronthestreetanddecidetomurderhim

becauyouneedmoney—ifitfeelsright—y,murder

isnottaughtinourschools,butsuchaconclusion—justaboutanyconclusion—can

bereachedandjustifiedusingthedecision-makingmethod.

Itistimetoconsign(寄出)thefads(风尚)of“decision-making”and

“non-judgmentalism”totheashheapoffailedpolicies,andreturntoaproved

tereducationprovidesamuchmorerealisticapproachtomoral

iltonanunderstandingthatwelearnmoralitynotbydebatingitbut

bypracticingit.

Sample

Summaryof“ChildrenMustbeTaughttoTellRightfromWrong”

Inhissay“ChildrenMustbeTaughttoTellRightfromWrong,”WilliamKilpatrick

arguesferventlythatthe“decision-making”approachtothemoraleducationof

Americanyouth,whichreplaced“charactereducation”25yearsago,hasprevented

juvenilesfrombehavingandthinkinginaccordancewiththetraditionalmoral

principlesthatarefundamentaltoAmericansociety.

AccordingtoKilpatrick,decision-makingmethodsinstillinstudentsawrongbelief

thatallnormsofmoralityaresubjectiveconstructswithonlyrelativetruthinthem

liefdeprives

themofthechancetocuresolidmoralstandardsandinducesmisconceptionsabout

whatshouldbeclearlyrightorwrong.

Inparallelwiththisinadequacyofthe“decision-making”approacharethe

unexpectedoutcomesofthovalues-educationprogramsfocusingonstudents’

lf-esteemthatsubscribetothe“non-judgmental”mindtdominating

“decision-making”istakenassumptionthatfeelinggood

warrantsmoralityexcusstudentsfromcriticizinganddiscipliningtheirown

behaviors.

Basinghisconclusiononhisanalysisofthefundamentalflawsofthe

decision-makingapproach,Kilpatrickfinallyproposanimmediateshiftbackto

charactereducationwhichhebelievesteachesmoralitymoreeffectivelyby

emphasizingpracticeinsteadofdiscussion.