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SECTION NINE
ATTAINMENT TARGET ONEA SPIRITUAL & MORAL CHARACTER
b) MORALITY The acquisition of a moral character must, according to the sacred text, be one of the primary concerns of all parents and educators when educating their children and young people. It has never been so important nor so difficult as now. This is just as the central figures of our Faith have predicted. Society has lost a commonly accepted moral code, indeed, has collectively abandoned any pretence to a moral way of behaving. This extends upwards into the highest levels of national and international government and downwards into the lowest strata of society. From presidents and prime- ministers to pre-teen youngsters, vice and depravity are the norm. Chernobyl, Tiananmen Square, B.S.E. act as a backdrop to the shocking events nearer home - the brutal murders of James Bulger, Philip Lawrence and Louise Allen. Human life itself has lost its meaning and its value.
In such circumstances the responsibility of Bahá’í parents and educators is weighty indeed, for their task is no less than to build anew a way of thinking and behaving based upon the moral teachings of an emerging world community. While other religions dither and fudge in the face of demands for licence from the most vicious elements of society, the Bahá’ís must stand firm and give clear moral guidance. Their children and youth must be told what is right and what is wrong in the eyes of God, and what is acceptable Bahá’í behaviour and what is not, never mind what the world thinks or does. In the sweeping, surging tides of immorality the new generation of Bahá’ís must not only be immovable rocks but beaming light houses, illuminating a channel of righteousness for a storm-tossed humanity.
Once again, not only must we have inspiring methods and materials to inculcate morality in our children and youth, but we must be prepared to lead the way by example.
Programme of Study for Morality
i) Aspects of Morality
What is morality?
Why is it good to be good?
The source of morality
Reward and punishment
Knowing right from wrong
Conscience and guilt
Immorality and amorality
Moral hierarchies
Absolute and relative morality
Consequences of moral and immoral acts
Altruism and the greater good
ii) Paths to Morality
Good character and conduct
Establishing and keeping a good reputation
Acquiring virtues
The Virtues :- Courtesy, Trustworthiness, Truthfulness, Patience, Kindness, Modesty, Courage, Forgiveness etc.
Shunning vices
The vices
The seven deadly sins
Eschewing the company of the ungodly
iii) Enhancement of Morality
Practising being good
KEY STAGE APPROPRIACY
Being an example to others
Being strong when surrounded by immorality
Coping with backbiting
Knowing who to turn to in a moral crisis
How to make moral decisions
Moral exemplars
Moral heroes and heroines
KS 0, KS 1 Here morality might be approached chiefly through the use of moral exemplars or stories, along with clear and constant reinforcement of good behaviour
KS 2 Introduce basic concepts of right and wrong, reward and punishment, and focus on a selection of key virtues, especially courtesy and kindness
KS 3 Greater sophistication of ideas and practices, including consequences. Chastity at pre-pubescent stages can be taught as loyalty and self-restraint, for example
KS 4 Enable students to discuss all aspects of morality with confidence, to be confident in their own moral uprightness, and to know how to enhance morality in themselves and others
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