It shall function as the primary concern and objective of the proposed dissertation.
The vale of the proposed topic derives from the very nature of global demands upon the educational system. Given the ever-increasing crime rate and the growing proliferation of professional practitioners' violations of their espoused code of ethics, it is imperative to address the problem at its roots (Sarfatti-Larson, 1976; Hunter, 2003; Masschelein, 2003; Carr and Stuetel, 1999; Winch, 2004). These roots, as Carr and Stuetel (1999) contend, exist at the primary education level. Hence, resolving the problem of amorality inextricably linked to the implementation of a moral philosophy of education (Sarfatti-Larson, 1976; Hunter, 2003; Masschelein, 2003; Carr and Stuetel, 1999; Winch, 2004). As such, it is possible to express the importance of the topic as deriving from the problems of escalating crime rates and increased amorality across professions, practices and activities and the role that the educational system should play in its resolution, not to mention the responsibility that it has to do so.
The theoretical dimensions of the problem shall be discussed against the background of variant philosophies of education in an effort to assess which may be best suited for the design of a school curriculum which would contribute to the resolution of the mentioned problem. While the proposed study shall draw on various examples of countries/educational districts which have implemented a moral philosophy of education, the research shall limit itself to the study of the situation within the United Kingdom and shall concentrate on the primary level of education.
Objectives of the Study
The dissertation's proposed objectives are:
1. To establish the existence of an ethics commitment problem, articulate its dimensions and establish the correlation between the defined problem and the educational system.
2. To clarify the extent to which the educational system, historically and theoretically, has a responsibility towards the fortification of a society's moral base through the inculcation of ethical precepts into the curricula.
3. To outline the benefits of adopting a moral philosophy of education and explain how it may be integrated into school curricula.
4. To propose a philosophy of education which may fulfil the explicated function and which is fundamentally based on universal ethical precepts.
The design and adoption of a philosophy of education which is fundamentally founded upon universal ethical precepts will lend to the inculcation of ethical behaviourism among generations of learners and, accordingly, contribute to the resolution of the growing problem of ethics breakdown across professions,