Making Moral Studies more relevant

THE limitations and inadequacy of the Moral Studies subject for non-Muslim students in our schools have been rightly pointed out in the letter “Moral studies need a review” ( The Star, Dec 17). Currently, the subject is packaged into 36 examples of moral values which students are required to memorise and to reproduce accurately in their exams.

The method was adopted probably due to the complexity of the students and was seen as a way to avoid giving the subject a religious perspective to prevent any polemics from any religion.

However, it is not satisfactory because when a student’s moral sense is being challenged by events or circumstances that fall outside the scope of the 36 examples, he or she will have difficulties gauging whether an act is morally right or otherwise. This is because the way to analyse and check the morality of the act has not been shown to the student.

The current approach also does not recognise the fact that the core moral values are also universal humanistic values enshrined in all major religions of the world.

The Semitic religions of the Middle East (Islam, Christianity and Judaism) recognise the Ten Commandments while Eastern religions (Buddhism, Taoism and Hinduism) recognise the Five Precepts. They are similar moral values and can be called humanistic values to avoid a religious perspective.

Secondly, we have not recognised that moral studies is not an academic subject. The study of an academic subject relies on the memory and intelligence of the biological brain. However, logic and common sense alone cannot unlock the rationale of moral issues. This is why even a person with a high IQ who is well qualified academically could be guilty of doing something morally wrong without realising it.

The study of moral values is therefore not a learning process like that for other academic subjects. It is a process of awakening or uplifting our consciousness that can also enhance our awareness.

Our conscience or moral consciousness is what differentiates human beings from animals. This consciousness is absent in animals so they cannot differentiate between what is right and wrong. Their survival is dependent on their instincts for food, avoiding their predators, and etc.

Our consciousness comes from our mind, which is not a biological part of our body. So if we agree that the curriculum needs to be upgraded, what should be done? To enable a student to gauge whether his action is morally right or wrong, he should be taught the following:

1. The reason why one should be concerned about morality;

2. Human actions can be categorised into three types: morally right actions, morally wrong actions and neutral actions;

3. Definitions of the three types of human actions;

4. The core values, namely no killing or hurting others (all sentient beings); no taking what does not belong to you; no telling lies; no sexual misconduct (outside marriage); no intoxication (drugs/alcohol); and

5. Ways to screen and check our action to identify whether it is morally right or wrong.

Once the student is aware of these basic guidelines, he will be able to gauge for himself whether an action is morally right or wrong without having to fall back on the examples.

The purpose of arming ourselves with moral values is to keep us on the righteous path. By consciously keeping out wrong (bad) actions, our life will be more meaningful and progressive and we won’t have to deal with unnecessary woes and problems that wrong actions will inevitably bring upon us.

It is the lofty aim of every institute of learning to produce students who are well learned academically and also persons of exemplary characters.

What we don’t want to produce are students who are academically educated but do not have any sense of righteousness, justice, responsibility, and care or concern for the welfare or suffering of others.

Moral studies and the moulding of the student’s character should be an integral part of an education system. Failure to acquire moral values and other virtues to forge one’s personality to that of a higher human being during our school years is considered a “mis-education”.

Academic knowledge only empowers a student to be productive for his economic survival. Without knowing the moral values to guide him to differentiate between right and wrong, his conduct or behaviour could be just like that of an animal.

The building of a civil, progressive, peaceful and graceful society starts with our education in school. Therefore, the issue of moral studies is of national importance.

Having said that, we are aware that a perfect society cannot be a reality in our world because it is one of duality (relativity). This is a world of day/light, hot/cold, negative/positive, good/evil, birth/death and etc. The good cannot exist without the evil.

As such, there will always be some people hell-bent on creating trouble. But we certainly can make it better for everyone.

Our education system plays an extremely important role in preparing our youths (future leaders) not only to do productive work for economic progress but also, and even more importantly, how to live his personal life with moral values, proper attitudes and good working principles.

Above all else, one must have kindness, empathy and love for all sentient beings in that we will not kill, hurt or do anything that will cause suffering to them.

The spectrum of Moral Studies as a subject should therefore be upgraded to cover the following sub-headings for a comprehensive syllabus:

> Moral and ethical values;

> Filial piety;

> Civic-mindedness for a civil society;

> Responsibility for family, work and society;

> Justice, fair play and the evil of corruption;

> Good practical principles to adopt;

> How to set one’s priorities; > Frugality and good money management;

> Gratitude and appreciation; > Social grace and etiquette; > Good hygiene;

> Loyalty to the nation;

> Chastity; and

> Charity.

The above should roughly paint the picture of the necessity to give greater emphasis on moral studies, although more details could be brought up.

There is no doubt about the need to ramp up the syllabus to provide a more comprehensive and effective teaching of moral studies in our schools to give greater depth and understanding on this topic. This is a matter of great importance to all of us as individuals, society and the nation. Malaysia Boleh!