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The need for spiritual and moral education
 

The need for spiritual and moral education

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Presentation about the need for spiritual and moral education

Presentation about the need for spiritual and moral education

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  • On the one hand standing on the brink of comfortable civilisation. On the other the brink of social collapse and clash of civilisations
  • Decline in marriage Growth of divorce
  • Huge increase illegitimate children
  • Some say illegitimate children have unmarried parents but
  • Diagnoses of infectious syphilis at genitourinary medicine (GUM) clinics in England, Scotland and Wales peaked sharply towards the end of World War II (figure 1). In England and Wales, diagnoses in males increased through the 1960s and 1970s, while numbers of female cases remained constant (figure 1). The male to female ratio peaked at 8:1 in 1983 in England and Wales and at 10:1 in Scotland in 1984. This is consistent with sex between men becoming the predominant mode of acquisition of infectious syphilis during this period (figure 1). Diagnoses in males declined in the early to mid-1980s, coinciding with emerging awareness of HIV, adoption of safer sex practices, and a parallel fall in HIV transmission among men who have sex with men. The incidence of infectious syphilis relative to other STIs remained low until the late 1990s (figure 1). In the United Kingdom between 1998 and 2004 rates of diagnoses of infectious syphilis (primary and secondary) in males increased by 1520%. This is largely as a result of a number of localised outbreaks that occurred during this period (figure 2). Unlike other bacterial STIs, the burden of syphilis does not fall upon teenagers; the highest rates are seen in older age groups (figure 3). Of male diagnoses, 37% were made in London and 13% in the North West. A similar pattern was seen for both homo / heterosexual men and heterosexual women and reflects the outbreaks of syphilis seen in these regions over recent years (figure 4). Enhanced surveillance of infectious syphilis was introduced in London in 2001 and extended to the whole of England in June 2002.
  • Just for a moment . . .
  • Turtles ‘know’ what to do because of instinct. They do not have the burden of choosing how to live their lives or what kind of turtle they should become or even what it means to be a good or a bad turtle.
  • We have the potential to be human. Potential to learn a language, to feel, to think. But doesn’t happen automatically. Many don’t. Feral. Adult bodies but something inhuman about them. Do inhuman things. No empathy for others. Have to be humanised. Study humanities at school. Literature, religion, history, biography, story. Unlike turtles human beings are free We have to make decisions The decisions we make are affected by what we believe Our beliefs largely come from our parents The decisions we make create our character Tradition, custom, prejudice etc all transmitted from generation to generation. Sometimes good way of thinking is passed on – hospitality to strangers. Sometimes it is pathological – e.g. racism
  • Human beings completely different to turtles. Only become a human being through encountering other human beings. Learn how to think, to feel, to evaluate, to judge, to love, to hate. Become humanised or civilised. Otherwise a barbarian, savage. Feral children. Brought up by themselves. Peers, no adult role models. No sense of hierarchy, respect, differentiation. How about computers? Computer games dehumansiing, desensitising. Don’t feel for the person blow away. Human beings are born into a family and spend many years growing up. Even after growing up people usually remain close to their parents and grandparents. Growing up means becoming a good son/daughter; good brother/sister; good husband/wife; good father/mother Humans develop their humanity through relating to other human beings. They learn to feel, express emotion, think by experience. Learn what is right and wrong by being rewarded or punished. Form self image by way they feel treated – loved or not loved. We get our core beliefs about the world from our parents – the software that is installed in us comes from our parents – our ideas of right and wrong, attitudes to life and people e.g prejudices etc. Only become human by forming deep and meaningful relationships with others. Relationships formed in family, especially with parents affect more deeply than we know. Had we been born into a different family would we be the person we are? Problem people have often traced back to familial relations – people from broken families more likely to become criminals etc.
  • Human beings completely different to turtles. Only become a human being through encountering other human beings. Learn how to think, to feel, to evaluate, to judge, to love, to hate. Become humanised or civilised. Otherwise a barbarian, savage. Feral children. Brought up by themselves. Peers, no adult role models. No sense of hierarchy, respect, differentiation. How about computers? Computer games dehumansiing, desensitising. Don’t feel for the person blow away. Human beings are born into a family and spend many years growing up. Even after growing up people usually remain close to their parents and grandparents. Growing up means becoming a good son/daughter; good brother/sister; good husband/wife; good father/mother Humans develop their humanity through relating to other human beings. They learn to feel, express emotion, think by experience. Learn what is right and wrong by being rewarded or punished. Form self image by way they feel treated – loved or not loved. We get our core beliefs about the world from our parents – the software that is installed in us comes from our parents – our ideas of right and wrong, attitudes to life and people e.g prejudices etc. Only become human by forming deep and meaningful relationships with others. Relationships formed in family, especially with parents affect more deeply than we know. Had we been born into a different family would we be the person we are? Problem people have often traced back to familial relations – people from broken families more likely to become criminals etc.
  • Human beings completely different to turtles. Only become a human being through encountering other human beings. Learn how to think, to feel, to evaluate, to judge, to love, to hate. Become humanised or civilised. Otherwise a barbarian, savage. Feral children. Brought up by themselves. Peers, no adult role models. No sense of hierarchy, respect, differentiation. How about computers? Computer games dehumansiing, desensitising. Don’t feel for the person blow away. Human beings are born into a family and spend many years growing up. Even after growing up people usually remain close to their parents and grandparents. Growing up means becoming a good son/daughter; good brother/sister; good husband/wife; good father/mother Humans develop their humanity through relating to other human beings. They learn to feel, express emotion, think by experience. Learn what is right and wrong by being rewarded or punished. Form self image by way they feel treated – loved or not loved. We get our core beliefs about the world from our parents – the software that is installed in us comes from our parents – our ideas of right and wrong, attitudes to life and people e.g prejudices etc. Only become human by forming deep and meaningful relationships with others. Relationships formed in family, especially with parents affect more deeply than we know. Had we been born into a different family would we be the person we are? Problem people have often traced back to familial relations – people from broken families more likely to become criminals etc.
  • Human beings have a rich inner life. Turtles never do these things least of all wish they weren’t turtles! Instead of being dominated by instinct and the need to satisfy the physical desires they can deny these desires in the pursuit of a higher goal or vision. They are not like turtles!
  • The world we live in – buildings, environment, art, music, culture, language, society etc. is created by human beings All these human acheivements – the skills, knowledge, artifacts etc. are our inheritance
  • This world is our inheritance. All these are our inheritance as human beings and apart from them we do not even know what it means to be human. To enter it is the only way to become a human being and to inhabit it is to be a human being. Savage picks up a violin or scientific instrument or work of art. Doesn’t understand. Has no meaning so smashes. Like modern young people. Ignorant, can’t appreciate things.
  • We inherit this world through the process of education. You can be given a violin but you can’t be given the skill of playing it. That you need to learn and for that you need a teacher.
  • We inherit this world through the process of education. You can be given a violin but you can’t be given the skill of playing it. That you need to learn and for that you need a teacher.
  • All these are our inheritance as human beings and apart from them we do not even know what it means to be human. To enter it is the only way to become a human being and to inhabit it is to be a human being. Wisdom is transmitted mainly through religion & philosophy, law Internal and external education should go hand in hand. As you learn how to use a knife you also learn what to use it for and what not to use it for.
  • In the traditional master-pupil relationship the master was responsible not just for teaching a craft to his pupil but also making sure he conformed to certain codes of behaviour. A pupil could only go onto the next level of an apprenticeship if he was judged to be responsible
  • Of these 2 dimensions the internal has always been regarded as the most important. I
  • What happens when you teach knowledge and skills without morality? Russia has one of the best education systems in the world in terms of academic achievement. The result – the best educated criminals in the world who are taking over organised crime all over the world.
  • What happens when you teach knowledge and skills without morality? Russia has one of the best education systems in the world in terms of academic achievement. The result – the best educated criminals in the world who are taking over organised crime all over the world.
  • What happens when you teach knowledge and skills without morality? Russia has one of the best education systems in the world in terms of academic achievement. The result – the best educated criminals in the world who are taking over organised crime all over the world.
  • What is a true person. Let us examine human nature a bit more deeply. All human beings have certain common desires. Ask any class of children and they will say they want to grow up, have a family (or at least a boy/girl friend) and have a good job
  • To enable these basic desires to be fulfilled education must have 3 elements.
  • A head teacher from an American school used to write this letter to all his new teachers. He realised from his own experience that without proper spiritual and moral education in even the most advanced technically and culturally advanced societies in the world terrible crimes can be committed. This is why some traditional societies have been very wary about education, seeing it as a 2 edged sword. So this raises the question of why we need education at all.
  • A head teacher from an American school used to write this letter to all his new teachers. He realised from his own experience that without proper spiritual and moral education in even the most advanced technically and culturally advanced societies in the world terrible crimes can be committed. This is why some traditional societies have been very wary about education, seeing it as a 2 edged sword. So this raises the question of why we need education at all.
  • Young people don’t know who they are. Search for identity in externals such as gangs, designer labels, football teams, nationalism etc. People think that right and wrong are a matter of opinion – that there are no absolute or universally recognized standards of right and wrong. Just different equally valid lifestyles Some views shouldn’t be respected – eg that stealing is OK Youngsters often think older people are stupid etc. People judge others by external standards – fashion labels, latest Play station games etc
  • Many pupils think the main reason for going to school is to get qualifications to get a job. This is a very utilitarian view Pupils then become very materialistic and just interested in making money. Little sense of idealism that previous generations had. Little sense of living for the sake of some greater cause than themselves Young people focused on fun, pleasure, doing what they want to do. Little sense of duty etc. School should focus pupils on the purpose of life and not just on how to keep alive or earn a living

The need for spiritual and moral education The need for spiritual and moral education Presentation Transcript