A Call for Emphasis on Private Morality and Virtue Teaching

Christina Hoff Sommers, a philosopher, argues that teaching ethics is of paramount importance in education. She emphasizes the need to focus on both private and social morality. While Ethics courses often cover topics like abortion, euthanasia, and corruption in big businesses, Sommers points out that they don't adequately address private morals (Sommers, 1994).

A Plea for Focusing on Personal Ethics and the Instruction of Virtue

Private morals are often neglected, and focusing solely on social morality makes it difficult to balance the two. The article frequently references dogmatic ethical relativists. Sommers asserts that "in ethics, right and wrong do exist," (Sommers, 1994, p. 23) which is a valid point, but it doesn't ensure universal agreement. This is where relativism comes into play, as some believe that right and wrong are subjective. What seems right to most may seem wrong to someone else. Sommers suggests that teaching Aristotle can address this issue. Aristotle's focus on courage, generosity, and temperance makes dogmatic relativism less attractive, and students naturally appreciate his teachings (Aristotle, 350 B.C.E./1996).

The Evolution of Ethics Teaching

Despite Aristotle's controversial ideas, students can't easily use relativism to counter them. The article notes that Ethics teaching has evolved significantly over time. At one point, Ethics classes were clear and mandatory, but they later became optional. In the 1960s, Ethics education experienced a resurgence. However, students remained morally confused, even about non-controversial issues (Smith, 2003).

The Role of Teachers in Ethics Education

As a teacher, Sommers felt it was crucial to present well-rounded arguments on all moral issues. Yet, students often claimed that morals are subjective. To broaden their perspectives, Ethics classes need to establish that there is an objective right and wrong. Without this foundation, the class risks descending into moral confusion. Recognizing the idea of right and wrong should lead students to develop a common moral sense. Instead of presenting abstract dilemmas that bewilder students, using stories and parables to teach moral principles proves more effective (Sommers, 1994).

The Power of Stories and Parables in Moral Education

It's even suggested that Jewish culture has endured due to its meaningful stories. Some argue that telling such stories can lead to indoctrination. However, teachers are merely offering students narratives to help them form their own conclusions. Literary figures play a significant role in providing strong moral examples. To successfully teach virtue, schools need to establish behavior policies, and teachers should not face criticism for promoting civility (Johnson, 2010).

Personal Reflection on Moral Intelligence

Personally, I concur with Sommers' views. Moral intelligence is incredibly important in today's world, as it is essential for societal harmony. I struggle to comprehend ethical relativists because their beliefs have numerous flaws. They argue that there are no moral absolutes, and what is right for one person may not be right for another. This perspective assumes that our morals shift with social norms. While ethical relativism may sound appealing, it ultimately denies the existence of universal morals (Williams, 1985).

Implementing Sommers' Ideas in Schools

I believe Sommers offers valuable suggestions for improving virtue education in schools. She advocates for character learning and teaching through parables. Character learning is effective in many expeditionary learning schools. I attend an EL high school that employs character learning, and this educational approach has significantly enhanced my critical thinking and personal growth. If all schools adopted character learning, we might see a decline in dogmatic relativism (Sommers, 1994).

Concluding Thoughts on Moral Relativism

Teaching Ethics through parables is also an excellent method for introducing morals. Many cultures have thrived because of parables, which help individuals better understand subjects by linking them to familiar stories. Lastly, I agree with Sommers regarding moral relativism. Since students often lack instruction on distinguishing right from wrong, they are prone to relying on moral relativism. Moral dilemmas in schools exacerbate this issue. When students encounter dilemmas without clear answers, their moral compass can become confused, leading to moral relativism (Sommers, 1994).