Moral Education
His 324 –History of Education in America
Rhonda Campbell
July 19, 2010

How do we generate moral behavior? Perhaps in fear of spewing unwanted religious or philosophical dogma, public schools in America eschew a cognitive approach. Instead, schools take a behaviorist approach, and students learn to act in fear of punishment while hoping for reward. This reality is the result of an education system that serves a changing population with ever-evolving needs. To best appreciate this phenomenon, we need to consider significant developments in the history of education in America in light of moral education. Then, we must look at the current state of moral education in America. Currently, however, American teachers have little official incentive to engage in much discussion of morality with students. Yet, when we read about crime in our communities, watch a high-speed police chase, or hear the details of a school shooting, we cannot so easily shirk responsibility for assisting students’ moral growth. Parents and the wider family should hold the highest degree of responsibility in this matter. However, if they fail, we are perhaps the only barrier left between the students and potentially life-devastating decisions (Brimi, 2009). Historically, one of public education’s purposes in America has been the development of moral citizens. However, educators currently face more academic accountability due to No Child Left Behind. Consequently, teachers must strike a balance between achieving quantifiable academic standards and assisting with students’ character development (Brimi, 2009). Most thinkers, educational practitioners, and parents acknowledge that children are born helpless and need the care and guidance of adults into their teens and often beyond. More specifically, children need to learn how to live harmoniously in society. Historically, the