Moral Education and John Lockes Philosophy

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Table of Contents

Introduction
Main Body
Conclusion
References

Introduction

Social problems, such as poverty and abuse, are effectively overcome through education (Addams, 1910). However, the aforementioned problems are still experienced by society regardless of increasing access to education opportunities. Locke (1693) argued that social problems would be overcome if schools focus more on moral education than just the creation of scholars. In this paper, I argue that moral education is imperative as it develops scholars and leaders who promote the social wellbeing of all through innovative and effective education programs.

Main Body

I would have liked to have John Locke as my mentor. Locke believed that moral education is imperative. He was convinced that education programs should be implemented with the goal of creating virtuous people. I also believe that education programs should integrate additional ethical teachings into their curricula. According to Locke (1693), education systems overly focus on developing scholars and fail to inspire virtues. I am convinced that virtues such as respect, honesty, fairness, dignity, and integrity should be important parts of educational content because they characterize scholars who impact positively on social development. Therefore, Lockes thoughts provide solutions to many social problems. I am persuaded that moral education plays a leading role in mitigating crime, inequality, discrimination, and abuse. According to Sandin (1992), virtuous scholars and leaders are people who indiscriminately advocate for social rights, such as access to economic opportunities. Addams (1910) criticized the abuse and poverty which characterized American society during the Industrial Revolution. I trust that moral education is the best solution for mitigating abuse and poverty in modern society.

I would like to affect the history of education by advocating for the integration of innovative technologies into teaching pedagogy. I will make my contributions through research on innovations that will transform future education programs. I specifically want to advocate for the integration of simulations into learning processes at all levels of education. I would like to be remembered as the scholar who influenced education policy on the use of simulations in classrooms. I plan to develop evidence-based education models on simulated teaching, which will be used to facilitate the achievement of educational goals. I will demonstrate the positive impact of simulated learning on educational achievement and the creation of virtuous, competent, confidence, and innovative scholars. I will also impact positively on education by promoting a kind of individualized education that will give students more voice. I will achieve this by developing a student-engagement framework that will promote self-directed learning in all levels of education. I would like to be remembered for promoting student participation in the planning of learning activities and making decisions on the use of technology in schools.

Conclusion

I agree with Lockes argument that moral education should be an essential part of learning processes in all schools. Moral education should be integrated into learning processes at all levels because it develops scholars and leaders who protect human rights and promote social development. School curricula should emphasize moral education due to its important role in promoting social and economic development. Moral education also contributes to the mitigation of abuse, crime, and poverty in society. I plan to advocate for change in education by promoting the integration of simulations into learning processes. I will demonstrate that simulations should be used to promote the development of practical-oriented scholars. I also plan to endorse individualized education for its role in promoting student engagement and participation.

References

Addams, J. (1910). Twenty years at Hull-House with autobiographical notes. Web.

Locke, J. (1693). Some thoughts concerning education. Web.

Sandin, R. T. (1992). The rehabilitation of virtue: Foundations of moral education. Praeger Publishers, One Madison Avenue, New York, NY 10010.

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Moral Education and John Lockes Philosophy

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