The Dismantling of Moral Education: How Higher Education Reduced the Human Identity

American educators have divided our humanity into pieces, leading to fragmentation and a war of attrition. They cultivated a major identity of being a political citizen, reducing students' autonomy and the range of virtues that comprise the good life. This has led to the dismantling of moral education in higher education.

Format: Paperback / softback
Length: 230 pages
Publication date: 15 March 2022
Publisher: Rowman & Littlefield

American educators have played a significant role in fragmenting our humanity throughout the history of higher education. While key leaders of America's colonial colleges shared a common functional understanding of humans as made in God's image with a robust but vulnerable moral conscience, later moral philosophers did not build upon this foundation. Instead, they turned to shards of our identity to help students find their moral bearings. Their goal was to create ladies and gentlemen, honorable students, and ultimately, good professionals. As a result, fragmentation ensued as university leaders pitted these identity fragments against each other, inciting a war of attrition.

The war of identities extended beyond the curriculum into the co-curricular dimension, where the struggle was to move beyond being en loco parentis. The major identity cultivated was that of being a political citizen, and the American political story of democracy became the dominant narrative of students' lives. This phenomenon, I call Meta-Democracy, undermines students' autonomy and reduces the range of virtues that comprise the good life.

In his book, "The Dismantling of Moral Education: How Higher Education Reduced the Human Identity," author John Ehlers explores why and how we arrived at diminishing ourselves. Ehlers argues that American educators have consistently sought to create students who are compliant, productive, and adaptable to the demands of the marketplace. This approach has led to a reduction in the human identity, as students are encouraged to prioritize their economic interests over their moral and ethical values.

Ehlers also highlights the role of technology in shaping the human identity. The increasing reliance on digital devices and social media has led to a shift in the way we communicate and interact with each other. Students are now more likely to prioritize their online presence and social media reputation over their real-world relationships and connections.

Furthermore, Ehlers argues that the emphasis on standardized testing and academic performance in higher education has further diminished the human identity. Students are pressured to prioritize their grades and test scores over their personal growth and development. This leads to a narrow focus on academic knowledge and skills, which can leave students feeling disconnected from their own values and interests.

Ehlers suggests that we need to re-imagine the purpose of higher education and prioritize the development of the whole person. This includes promoting a broader range of virtues, such as empathy, compassion, and integrity, that are essential for living a fulfilling and meaningful life. It also means re-establishing the connection between education and the broader social and cultural context in which we live.

In conclusion, American educators have played a significant role in fragmenting our humanity throughout the history of higher education. While the goal of creating students who are compliant, productive, and adaptable may have been admirable, it has come at the expense of our moral and ethical values. We need to re-imagine the purpose of higher education and prioritize the development of the whole person, promoting a broader range of virtues and re-establishing the connection between education and the broader social and cultural context in which we live.

Weight: 345g
Dimension: 219 x 154 x 18 (mm)
ISBN-13: 9781475864953