Over 2,000 years ago, Plato argued that "the purpose of education is not to let children do their own thing", nor to let them find out what they want out from life, but to fit them for the role in society to which they are most suited. According to Hurlock (1978), "when children go to school they discover their conduct are controlled by school rules the school therefore is an embodiment of principles rules and regulations.
In the past, the running of education was carried out by the Christian Missionaries and Moral Education was given to the students both at home and at school.
The missionaries were practical moralist who would not condole any act of indolence by their pupils and along with the teaching of live, they did not spear the rod. According to Ajeyalemic (1987), "the separation of moral education from religious education was brought about by the spirit of nationalism in 1960 in order to get our education off colonial hang-over with a view of making Nigerian education serve national goals and aspirations. According to Professor O.A. Ndula (1983) Nigeria in its decade of independence is in a state of moral crisis – a deepening crisis which pervades every aspect of national life.
Moral education is not a law, not a doctrine, not a hypothesis but a body of goodness. It teaches the students into intellectually recognizing "good" thereby attempting to teach people to develop the knowledge, understanding and respect for maturing that will help them to use their autonomy to the best effect, to achieve a formed moral opinions and values based on a full appreciation of their implication and critical appraisal of the possible alternative. These are the various aim of moral education which are:
- To build up sound character formation and moral training and development of sound attitude.
- To increase the inter-personal relationship between students.
- To encourage Christian virtues and moral values such as honesty, humility, respect, kindness, justice and fair play which will be used for the betterment of the larger society. But the greatest moral law given to any society is love i.e. "love your neighbor as your self".
The experimentation of psychologists and philosopher in regards to moral development shows that man attain a stage of moral maturity after passing through the series of moral development. These levels of morality is shown by Jean Piaget as cited by Norman (1973), when he said that the child is born without conscience as such he is neither moral or immoral but simply a moral and any moral sense he is to achieve will come from the society. This stage is known as to pre-moral stage. The second stage is known as the external morality. Here the child is taught either by parents or teachers.
The third stage is known as the part external and internal. Here the child is conscious of himself as a member of a group and his sanction are social praise and social blame while the fourth and last level of morality is known as wholly internal because the rule governing moral behaviour comes from within the individual. From the above, it is seen that the intellectual development of the child is in stages.
It has been discussed that this not only the lack of moral education or in adequate moral education in schools that can contribute to moral decadence in schools but the community and the home of the child to large extent play an important role in the inculcation of morals. Moral education is now an important issue in our society and it is now becoming an increasingly popular topic in the fields of psychology and education media reports of increased violent, juvenile crime, teen pregnancy and suicide have caused many to declare a moral crisis in our nation, while not all these social concerns are moral in nature and most have complex origins, but there is growing trend towards linking the solutions to these and related social problems to the teaching of moral and social values in our schools.
According to Famant (1964) "ethical standards moral behaviour and our standards judgment are the product of our religious and moral education. He is of the view that religion and moral education makes one to behave well and makes good judgment between what is good and bad.
Ejiogu and Ajeyalemi (1987) supported the view that morality has to do with labeling human actions as good and bad. But who competent to do the labeling, some people assign if to the state but the state may not really be able to determine which actions is good or bad, man has sometimes sanctioned actions that are condemned by religion ironically, it has been discussed that man has also sanctioned certain actions that has turned out to be harmful on to him.
It can then be observed that people are to be religiously and morally instructed in order to eliminate immorality in our schools and the society at large. The school which has a lot of curricular and extra-curricular activities among which are moral and religious instructions, recreational activities and social at ensuring an effective moral development of the child.
In the past, the running of education was carried out by the Christian Missionaries and Moral Education was given to the students both at home and at school.
The missionaries were practical moralist who would not condole any act of indolence by their pupils and along with the teaching of live, they did not spear the rod. According to Ajeyalemic (1987), "the separation of moral education from religious education was brought about by the spirit of nationalism in 1960 in order to get our education off colonial hang-over with a view of making Nigerian education serve national goals and aspirations. According to Professor O.A. Ndula (1983) Nigeria in its decade of independence is in a state of moral crisis – a deepening crisis which pervades every aspect of national life.
Moral education is not a law, not a doctrine, not a hypothesis but a body of goodness. It teaches the students into intellectually recognizing "good" thereby attempting to teach people to develop the knowledge, understanding and respect for maturing that will help them to use their autonomy to the best effect, to achieve a formed moral opinions and values based on a full appreciation of their implication and critical appraisal of the possible alternative. These are the various aim of moral education which are:
- To build up sound character formation and moral training and development of sound attitude.
- To increase the inter-personal relationship between students.
- To encourage Christian virtues and moral values such as honesty, humility, respect, kindness, justice and fair play which will be used for the betterment of the larger society. But the greatest moral law given to any society is love i.e. "love your neighbor as your self".
The experimentation of psychologists and philosopher in regards to moral development shows that man attain a stage of moral maturity after passing through the series of moral development. These levels of morality is shown by Jean Piaget as cited by Norman (1973), when he said that the child is born without conscience as such he is neither moral or immoral but simply a moral and any moral sense he is to achieve will come from the society. This stage is known as to pre-moral stage. The second stage is known as the external morality. Here the child is taught either by parents or teachers.
The third stage is known as the part external and internal. Here the child is conscious of himself as a member of a group and his sanction are social praise and social blame while the fourth and last level of morality is known as wholly internal because the rule governing moral behaviour comes from within the individual. From the above, it is seen that the intellectual development of the child is in stages.
It has been discussed that this not only the lack of moral education or in adequate moral education in schools that can contribute to moral decadence in schools but the community and the home of the child to large extent play an important role in the inculcation of morals. Moral education is now an important issue in our society and it is now becoming an increasingly popular topic in the fields of psychology and education media reports of increased violent, juvenile crime, teen pregnancy and suicide have caused many to declare a moral crisis in our nation, while not all these social concerns are moral in nature and most have complex origins, but there is growing trend towards linking the solutions to these and related social problems to the teaching of moral and social values in our schools.
According to Famant (1964) "ethical standards moral behaviour and our standards judgment are the product of our religious and moral education. He is of the view that religion and moral education makes one to behave well and makes good judgment between what is good and bad.
Ejiogu and Ajeyalemi (1987) supported the view that morality has to do with labeling human actions as good and bad. But who competent to do the labeling, some people assign if to the state but the state may not really be able to determine which actions is good or bad, man has sometimes sanctioned actions that are condemned by religion ironically, it has been discussed that man has also sanctioned certain actions that has turned out to be harmful on to him.
It can then be observed that people are to be religiously and morally instructed in order to eliminate immorality in our schools and the society at large. The school which has a lot of curricular and extra-curricular activities among which are moral and religious instructions, recreational activities and social at ensuring an effective moral development of the child.
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