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Manhattan Test 3

Christos Benetatos

Some people believe that teaching morality should be the foundation of education.
Others believe that teaching a foundation of logical reasoning would do more to
produce a moral society.

The issue of whether teaching of morality should be the foundation of education


instead of critical and logical reasoning has engendered controversy and can be
divided into two schools of thought. On the one hand, defenders of the former,
claim that only people equiped with strong moral values will be able to comprise an
ethical society. On the other hand, opponents contend that individuals with strong
logical reasoning are more likely to take moral decisions. I personally believe
that both opinions rely on sound arguments and that the only way to produce moral
people and societies is by defining both morality and logical reasoning as the two
most important pillars of education, for the following reasons.

First and foremost morality codes cannot deal with all possible situations that an
individual may face during his/her life. These codes provide people with some basic
guidlines whitch in most cases are to generic to be applied in everyday situations.
Values such as having respect for others, love your family and never behave to
other people in a way you would not want to be treated, alhtough very important,
the seem to be too naive to be applied as they are in very complex life
problems.For example, when a father is waffling over a decisions that will benefit
his family, but also harm an other people, what moral code should he follow? Indeed
who is going to judge witch ethical value is more important when two or more of
them are in conflict ? For all these and even more complex situations, such as
political decisions, people sould be equiped with great critical and logical
reasoning in order to face all the possible circumstances in their life.

However, according to the other school of though logic alone is not able to assure
moral actions. Indeed, logic is a tool in the hands of humanity, the only way to
understand universe and nature procedures but it depends on us how it will be used.
Indeed there are countless paradigms of scientists whose reasearch and invetions
were used in an oposite way to their initial intentions. For example the very well
known explosive TNT witch caused so many victims during World War II, was invented
by a chemist during his attemts to produce an cloth dye, also an other example is
nuclear fusion witch was first used in cost efficient energy production however it
opend the way of creating nucler bombs. It is quite obvious that if all scientists
had a strong ethical background these phenomena would be some rare accidents and
not the vast majority as it is today.

Finally an other evidence that ilustrates the necessity of both logical and moral
education is the following. In a reasearch conducted at University of Psycology in
Athens, scientists form two groups of people and asked them to take decisions in
hypothetical everyday scenarios in whitch their ethical values were tested. The
first group was constitude from high-educated people, academics, engineers and
teachers, while the other from people with lower education. The results show no
corellation between the education and morality, resulting that the development of
only logical reasoning is not alone enough to achieve morality.

All things considered, I firmly believe that the education system should invest in
convey strong ethical values to students while also provide them with all the
necessary tools that will enable them to develop critical and logical reasoning.

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