| The ideas touched upon these chapters deals with | | | | can't choose to do something moral if he or she |
| inability of educators to teach children how to | | | | doesn't have the capacity or understanding of |
| learn and absorb information in a productive | | | | morality. A culture that lack to preserve good |
| manner. The educational system used a method | | | | habits preserves bad habits. By demonstration the |
| that proved to fail time in and time again, called | | | | moral education is preserved and nurtured. The |
| the "look-say" method. But, not only does Johnny | | | | value clarification approach and moral reasoning |
| have a problem in the classroom he has a | | | | stem from different systems, their net effect is |
| problem outside. His moral education is not being | | | | similar. There is a complete neglect of virtues and |
| addressed in the school. | | | | habit formation. Makes no reference to culture or |
| The shift from character education to | | | | culture knowledge. Moral education will fail if it |
| decision-making model was to introduce students | | | | doesn't move towards understanding human |
| to thinking independently. A contrast, from the | | | | action. |
| method of being taught to and learning values | | | | Finally, the underline theme of the final chapter |
| that were simply handed down to them. The | | | | focuses on moral education should be free of all |
| ability to learn that individualism is a key way to | | | | such emotional conditioning. It should respect the |
| develop a moral education is important lesson in | | | | child's autonomy and his ability to make |
| chapter 1. Through the school character education | | | | judgments independent of his culture. This |
| is nurtured and developed and it is important that | | | | translates into the education system. Children |
| the curriculum accounts for this. | | | | learn math, but don't learn how to apply it. |
| Chapter 5 addresses the path to solid moral | | | | Learning about cultures falls into the same |
| education is through developing good habits or | | | | ideology. We must teach not just pieces of |
| virtues. The teaching's of history show the path | | | | cultural history that reflect only a one-sided view. |
| to a moral education. Aristotle's idea that a person | | | | We must assign equal validity to all cultures. |