YOU CANNOT EDUCATE, IF YOU DO NOT TRANSMIT ETHICAL VALUES

in Education2 months ago (edited)

Education must be committed to values ​​and this statement is hardly debatable since education is necessarily normative and its function, as we have said countless times, is not only to transmit knowledge, but to integrate into a culture that has different dimensions: a language, some traditions some beliefs, some attitudes, some ways of life which cannot exist or take place outside the values ​​of the ethical dimension which is undoubtedly the last and most important moment not of this or that culture, but of human culture universal as is education.

Within this order of ideas it is impossible to educate if ethical values ​​are not transmitted, not all values ​​are ethical: there are aesthetic, economic, political, social, professional values ​​... but ethical values ​​are simply human values ​​that must be taught to give meaning to the value of humanity.

Ethical values are behavioral guides that regulate the conduct of an individual

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It is also important to remember that ethical values ​​are in crisis because other values ​​are imposed on life that unfortunately are those that are directing the lives of the majority and these have never stopped being in crisis

But how are ethical values ​​taught? Can ethics be taught? Is it worth teaching?

According to: Tim Leet (May 2019) states the following:
In a sense, the answer to this question is obviously yes. We can take students on a curated tour of major milestones in the history of moral philosophy. They can learn the names of Bentham, Kant, and Aristotle and even make their way through utilitarian analysis. All of these things and more can be taught, learned, and evaluated. So sure, we can teach ethics.
But when the question is posed in a deeper sense, the answer is not so obvious. This deeper sense asks whether an ethical education is capable of producing ethical people. Stated this way, the question looks at our students' behavior, not their knowledge.

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From this I deduce: what is taught is learned and although education is comprehensive and knowledge is important, the behavior of the person is also essential and although it is presumed to say that ethics is only conduct because knowledge also produces actions only when it goes accompanied with ethical values ​​obviously produces a more meaningful and comprehensive behavior in students.

Of course, it is worth teaching it and never surrendering to the present anti-values ​​of life because this question about the teaching of ethics is as old as the sophists. Protagoras wonders in Plato's dialogue that bears his name, how something that is defined as practical knowledge, not just theoretical, is taught. Who has to be an accredited teacher for a teaching that does not consist of mere theoretical knowledge?

Obviously and in effect, moral values ​​are intended to shape character, create habits, attitudes, special ways of responding to reality and relating to other human beings for humanly valued life. However, all this as taught? How is it taught bearing in mind, furthermore, that it is not a matter of casuistry, which means using reason to solve moral problems by applying theoretical rules to specific instances, or of giving clear answers to specific problems, but rather of sowing doubts and uncertainties, to train for criticism, to teach people to decide on their own, with autonomy

The news is that as we know the sophists did not solve it in their time, which was less complex, nor are we going to solve it because there are no magic formulas, but the good news is that if it is possible to say how ethics should not be taught
How should ethics not be taught?

In the first place, it is worth saying that the teaching of ethics should not be reduced to the teaching of a subject because although this is necessary for the teaching-learning process, it is not the only way to teach ethics because moral values are transmitted, above all, to through practice, through example, through situations that are claiming the presence of alternative values.

In this sense, it is worth asking, who is responsible for teaching ethics? Why to the school and not to the family, or to society in general?

Moleiro, M (2001: 12) identifies at least four groups that have great influence on the formation of values: "the family, the school, the media and the group of peers that vary according to age". Values ​​are part of the cultural heritage of our elders.
It is the true heritage left to us by our parents, teachers, or those who played a significant role in our lives.

Certainly there are no teachers who are specialists in ethics, as there are in mathematics or another subject, since education in ethical values is the task of everyone, of all those who act, in one way or another, on students, it is necessary to understand that society we are all and everyone is responsible for improving it, improving the behavior of its members but what must be clear is that you cannot educate but transmit ethical values in the students.

In this way, the teaching of ethics is a matter of co-responsibility, of acting in unison and in accordance, but we recognize that the most typical spaces of education are the family and the school it is both instances that must take charge of what is most important. that they transmit to children and young people

Values ​​are necessary to feel human and really educating is synonymous with values, no one can educate unless it is accompanied by ethical values, they are essential in the life of humanity.

As parents, as teachers we want to preserve certain values ​​to promote individual autonomy, respect, freedom, equality, self-esteem, empathy ... in short, we want to have simply human citizens prepared for life.

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Dear colleagues, values ​​are not fashions, they are not abstractions or unrealizable utopias, values ​​are simply instruments or realities of referential and meaningful behaviors for life, people who acquire values ​​because they are taught they try to live and build their present and future according to to those values, that is, those acquired values ​​come to be like the permanent impulse that energizes and guides their behaviors and their conduct with themselves, with the world and with others.

Reference: Notebook for Education in values.

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