Negligence of Moralities
Moderneducationhasnotbeenbasedupontheprincipalsofteachings
andethics.Mostoftheteachingmediahaspaidnoattentiontothismat-
ter.Aneducationistsays,“Teachersdonotengagethemselvesintreating
thepollutionthataffectthechildren.Theythinkonlyofscholastictests
andsuccess.Moralitiesaretotallyneglected,nonethinksofrectifyingthe
ethicalfaults.”.Theoutcomeofthisneglecthasbeenthemoralanarchy
thatissituatedintheyouth’sspirits.Owingtomiseducationandignor-
ance,somebegan to regard suchloosenessas a goodbehavior. Harris
Man the educationist says, “The real education is neglected since
schools,unfortunately,careonlyforstuffingthememories.Teachersare
interestedintheabundanceofnews andchat.Speaking alothasnever
beenasortofeducationorteaching.Theteachers’tasksarenotaddress-
inginformationonly.Theactualtasksofteachersaretherealmulti-sided
education.Teachersoughttobeeducators;theyshouldjoineducationto
teaching.”.
Theteachinghasfailedtoestablishgenerationsthatareconscious,de-
veloping,believinginthenationalgoals,andworkingpositivelyforthe
goodofmankindandhomeland.Aneducationistsays,“Itisnotasortof
exaggeration to say that the teaching has failed in composing mature
personalitiesthatare markedbyan intellectualandmentalequanimity
andcapableofenjoyingafreelifeofkindhumanitarianbonds.Thereas-
onisveryevident.Itisthattheteachinghasnottakeninconsideration
the relations between schools and societies. The managers of teaching
pretendtoforgetthefact thatthe responsibilityofschoolsispreparing
theyouththroughtheexperts,learningofthesociallife,andassociating
inthe societiesthat are ruledbyindependence andcooperation.These
twomattersare surely thequalities thatare mostessentialformodern
being. Scholastic authorities tend to pour information in the pupils’
mindsratherthancomposingtheirmoralities.Thisgivestriumphtothe
non-educational innovation.”.
Mr.LehmancriticizestheAmericaneducation.Hestressesthatitdoes
notcreateaculture,acommonsetofprincipals,oranethicalandmental
disciplining..
Failure is the inevitable fate of any teaching process that disdains the
moralstructure and the mental disciplining. Successfulteaching is ex-
clusively that which proposes the mentalreformation andthe sensible
amendment. Aristotle says, “There is no instructedlesson or acquired