An indeclinable objective of schooling at all levels must be to develop autonomy in students and make them individuals capable of thinking for themselves and acting on their personal convictions. Attaining this objective, however, requires instilling a critical sense of assumed responsibilities among students who recognize their abilities, values and attitudes transmitted to them by the various avenues of socialization.
School education should all be about actively taking ownership over cultural contexts and add a tinge of creativity to recreate new values that help a society progress and move forward. This collective evolution is a result of promoting the development of an autonomous moral conscience, emphasizing the profound dependence of human beings on cultural contexts while exercising the capacity for reasoning and abstraction.
According to Teach Hub, nowadays education has become a mere tool for conforming to the status quo. All it teaches students is how to become good employees. This digression from critically assessing values and principles relative to one's ownself has silently taken over the minds of most.
Educational practice within formal schooling should enable young people to develop, diversify, coordinate, prioritize and raise awareness of their motivations in relation to school activity, social life, future work. These aspects sculpt the individual orientations and determinations regarding what they consider a desirable life and how must they train themselves to achieve what they aspire to be.
School life necessitates permanent work revolving around the core of ethical domains which makes all participants aware of the need for criteria, norms and attitudes that foster coexistence and allow the development of common and other individual purposes. With the accumulation of such practices, the search for consensus around minimums becomes part and parcel of the construction of the educational community.
Ethical and moral education in all of its forms and at all times must have one of its aims to fight against double standards that separate and oppose what is said and what is done. Double moral has so much weight in our social lives and that it breeds skepticism and rejection in the minds of the young people towards everything moral.
t also breeds a sense of easiness given the fact that moral education is solved by preaching done by authority figures such as fathers, schools, institutes and governments. The recognition of the integrity of the human being, of a deep sense of totality in all his experiences and manifestations is a demand by moral education.
The demands and expectations of social life tend to fragment the individual. According to ASCD, Schools should seek to make a recognition of the person in unique singularity, where a sense of oneness evokes all the varying expressions and experiences of an individual.
This coherence can only be attained by fighting against all practices that tend to fragment consciousness into various compartments. Making schools as a part of a larger multicultural project requires recognizing differences and plurality while affixing those inequalities with the ultimate aim of congruency infused in the mind.
