About morality and the role of a Teacher

By: Umar Amin
Morality can be a body of standards or principles derived from a code of conduct from a particular philosophy, religion or culture, or it can derive from a standard that a person believes should be universal. Morality may also be specifically synonymous with “goodness” or “rightness”.
The Prophet (peace be upon him) was asked: “Which Muslim has the perfect faith?” He (SAW) answered: “He who has the best moral character.” (At-Tabarani)
Whereas Morality was considered the hallmark of society in the past, immorality has become the new conviction and Moral idiocy looks no awry but rather is considered a style. our society terribly fails to produce morality-pervaded intellectual and ingenious brains. It is the collective failure of society, and all stakeholders of society are equally accountable for this sorry state.
Society is made up of different fabrics each adding its distinct hues to its very essence but every fabric seems with slimy stains.
In the realm of education, where students are supposed to thrive and develop, a daunting phenomenon holds out—a moral deficit, that suffuses the very fabric of our schools like a jeopardous cloud cast upon the innocence of childhood. This deficit engulfs the galleries of academia, leaving in its wake a trail of ethical prevarication and moral apathy.
One might delineate the genealogy of this deficit to the attrition of values within the educational topography, as society increasingly prioritizes utilitarian pursuits over the cultivation of character and virtue.
This has created a lacuna – we have astute and brilliant minds but sans moral sense like Griffin of the Invisible Man and apparently tall structures with beautiful facades but hollow within. The earlier education system was mainly theology centred with an appreciation of philosophy and metaphysics that primarily would focus on delivering moral and value education but since the so-called enlightenment there started to grow a deficit of morality and with every passing day it dilates.
It is, therefore the need of the hour, that all stakeholders share the same concern and responsibility to fix this crevice however the teachers can play a pivotal role in fixing this lacuna. They can act somewhat as a viscous damper to ameliorate the structural damage.
Since time immemorial teachers have changed lives and societies with their visions and creativity. They have engineered civilization after civilization as they are following the prophetic mission to enlighten God’s creation. They have been trusted to design in their smithy utilitarian yet trustworthy tools.
Nation builders, creators, makers, philosophers, moral doctors and architects are some poecilonyms for Teachers. Every syllable, every adjective defining teacher is veracious. The way they combust themselves to kindle millions is indomitable. They’re certainly the pedestals of any civilization. However, in the contemporary era of societal complexities teachers have to be much more than mere guides and facilitators rather their profession is a multifaceted discipline. Along with being an Engineer, a teacher must be an artist, scientist, doctor and above all a cognitive psychologist to mould the stiff clay of pupils into democratic humans.
Teachers continuously hone their teaching agility, be it by adding up their ken or updating the pedagogy, but there is something they should be adept in that is to know the ways to foster morals, ethics and values among their students.
The initial years of the child can be fruitful where if used wisely, the portraits of morality and values can be etched on the Tabula Rasa of the child and through innatism, he will thrive.
Kashmiri society which was known for upholding the utmost morals, values and ethics is growing into a moral deficit society, the terrible augmentation in murders, corruption, suicides, drug addiction and so forth. Every other strenuous crime is rampant, dancing in our heads time and again. Deliberate oblivion to sins is more perilous than sin itself and Kashmir seems to have championed it.
Therefore the deed of teachers solicits more than merely a pedagogue. They must be very ingenious, prescient and forward-leaning because they play a climactic role in developing the moral compass of students. Their job is not only imparting academic knowledge to ensure the protean growth of students. They ought to make an effort to orient students about the prerogative of honesty, values, character, integrity, empathy, and respect.
Like the riff in teachers’ pedagogy, there is scope to have infinite distinct ways to mend the moral deficit of students including:
1. Acknowledging the good behaviour of the students to foster the same traits in other students-such as right and wrong, conflict resolution, problem-solving mindset etc.
2. Teachers should let children help each other to give them space to understand and display empathy and love.
3. Through metaethics, normative and applied ethics, teachers can teach momentous lessons of morality to students.
4. It is well said, “Charity begins at home” Teachers must be morally uplifted beings and be perfect role models for students to replicate. Children learn what they observe in the environment.
5. We all concede honesty begets elixir, students should be encouraged to speak the truth and be honest no matter what.
6. Teachers should put students in activities where they can learn candour, leadership, teamwork and attitude to abide by the laws.
7. They must exhort critical reflection and decision-making skills in their students that promote moral and ethical behaviour.
8. Teachers should also strive to create an unassailable and inclusive classroom ambience that stimulates chipper social interactions among students.
Teachers are weapons of mass change and have the ammo to pierce minds and hearts. They should teach with all guns blazing. They must compose and furnish students with the vital tools and ken to become responsible and chipping constituents of society.