Foreword
What makes one action good? What makes another action bad? How do we choose one over the other? Defining the good and linking it to the notion of choice has been a fundamental burden of moral philosophy even before Descartes famously declared "I think therefore I am."
The defining principles of right and wrong have concerned people ever since they took it upon themselves to live together in communities of one sort or another. "Might is right" just does not cut it. What is just and what is fair and what is not, loom large in our social negotiations and have necessarily become enshrined in the rule of law. But law without social consensus is a dead letter.
An unthinking community without this broader sense of principle becomes a self-defeating mob, which the essayist Emerson describes as being *a society of bodies voluntarily bereaving themselves of reason and traversing its work." He continues to say, "the mob is man voluntarily descending to the nature of the beast."
In this collection of issues and questions, Lawrence Fortuné seeks to save us, and our children from "descending to the level of the beast." Through a series of deceptively simple hypothetical situations, the author encourages us to see beyond our basest inclinations and to choose the "right" solution to a range of all too familiar relational problems.
Concepts such as "right," "moral values," "conscience," and "justice" seem to have gone out of fashion in today's world. We certainly know that many a "beast" may be a worthier animal than its human counterpart! And we also know now, even if we never did before, that there is a lot of wickedness on this planet.
As a consequence, "What do you think?" may first serve as a wake-up call to adult readers. It is possible that they may be brought to a recognition of their own culpability in the unleashing of the mindless "mob"-a term which so pointedly describes far too many of the young among us today. But the task of identifying and consistently defending what is "right" almost always carries with it the risk of unpopularity. Insisting on principled behaviour is very hard work, especially when it seems to go against the majority view.
Moreover, we have come to regard "happiness"-whatever that word might mean- as being in and of itself an entitlement. It is therefore so much easier all round to dodge those moral issues which challenge us in our dealings every day and which make it all too easy for us to come down on the side of expediency. Avoidance of issues is why parents, teachers, and other influential elders postpone the training of the next generation to negotiate the real world in a responsible manner. Yet we almost always reap the whirlwind when we permit expediency to encourage us to "sow the wind." Alas, no «Spiderman" or other electronically magical creature is going to materialize and save us. Life is not a fairy-tale and the consequences of moral frailty cannot be avoided, even if those of us looking on cannot see them.
The book thus reopens this timeless discourse and makes it universally available. Certainly, children are its principal target, but the guidance of adults is necessary if "What do you think?" is to be successfully brokered. This is what 'Nurture' is all about and Archbishop Rowan Williams quite correctly points out, "there are enough currents around us to suggest “that this is in fact a responsibility only dimly understood in its fuller implications" We do not think, and we do not teach our children to think either by precept or by example.
The hypothetical situations in which the ideas of the book are located are deceptively simple. They do not preach. There is a refreshing absence of dogma and there is no "talking down." Yet the book is hard because it is so easy, since we will not be able to guide our children to "think" about the choices which they make without trying really consistently to live those choices ourselves. "Do what I say. Do not do what I do” is not applicable to the objectives of this collection of (dare I so call them) parables. The method is Socratic, and we are all enjoined by it to THINK. Instant mindless gratification is quite the reverse.
And so, Lawrence Fortune has produced a text, which is timely, and probably much more important for life in this place than even he might suppose. To read it is to open a Pandora's Box upon our own cowardly frailties. We are producing childish adults, bad at the nurture of children, because we are not secure in our own adult freedoms. The book requires us to heal our adult selves even as we try to lead our children away from the unthinking "mob" towards a better "place in the sun." This book is a tool to help us get there and we would be very foolish to disregard it. Very foolish indeed....at least, that is what I think!
Dr Pat Bishop
Port of Spain 2006
Deo Gratias
Dedication
This book is dedicated to my parents, and all teachers who are not afraid of life’s uncomfortable questions.
Acknowledgements
I wish to thank my father, Barnabas J Ramon Fortuné (deceased) for challenging his children's understanding of life and allowing us the freedom to question everything. He probably had more influence on the format of this book than anyone else. I thank him also for permission to use his poem "Liquid Diamonds."
I also wish to thank my wife, Paulette, and our seven children for their support and encouragement.
I am very thankful indeed to the following persons for their invaluable guidance and encouragement.
Four years ago, Margaret Nakhid-Chatoor was the first person to read my manuscript. It was so great a kindness of her to devote weeks studying the strengths and weaknesses of my work, and offering her practical and professional advice. I was most deeply encouraged by her request to use my work as a pilot project in her classes at Holy Name Convent.
Mennen Walker-Briggs who recently retired from her position as school Supervisor in the Ministry of Education was very encouraging and did a lot to spur me on to continue this project.
Dr. Everard Johnston did more than advise me on the manuscript itself. He taught me how to be my own critic. It probably was the most important lesson I have had recently and helped me tremendously in the editing process.
My friend since youth, Justice Gregory Smith, encouraged and emboldened me when I tried too much not to offend my readers. He reminded me that although this book may make certain people uncomfortable, perhaps it should.
I do not know a kinder, more sincere person than Dr. Pat Bishop. I was ecstatic when she offered to write the foreword for two reasons. Firstly, I can think of no one more competent. Secondly, she is unreservedly honest, so her endorsement means everything to me.
OBJECTIVES
GENEROSITY
To explore:
1. The moral value of choosing the better of two exclusive 'goods.'
2. Generosity as sacrifice.
3. One's attitude towards generosity.
4. The difference between generosity and giving without care.
5. Obedience as generosity.
LOVE, IN SENTIMENT AND ACTION
To explore:
1. The proposition that attitude is a continuous act.
2. The moral significance of attitude.
3. Love as an attitude of caring, distinct from emotionalism.
GRATITUDE
To appreciate:
1. Gratitude as a sign of a healthy perception.
2. Gratitude as a path to happiness.
3. Gratitude as more a treasure in itself than something owed.
EMPATHY
To appreciate.
1. Empathy as the consequence of a healthy relationship.
2. Empathy as a means of removing limits to one's social world.
3. Empathy as a cure for jealousy.
PARDON AND FORGIVENESS
To appreciate:
1. The difference between pardon and forgiveness.
2. Forgiveness as vital to healthy relationships.
3. The freeing power of forgiveness.
STANDING AGAINST EVIL
To appreciate:
1. That it may be counterproductive and morally wrong not to stand against evil.
2. That sometimes it takes the combined actions of many to defeat certain evils.
3. That it often takes courage to do what is right.
BODY LANGUAGE
To develop:
1. A greater awareness of the signals one sends and receives through bodily actions
WHO ARE YOU
To explore:
1. Factors which shape one's sense of identity.
2. The relationship between one's sense of identity and one's actions.
3. The impact of one's past experiences on one's sense of identity, and consequently, one's actions.
FREEDOM AND CONTROL
To explore:
1. Ways some people control others, or give others control over themselves.
2. How one's unbridled passions impede self-control.
3. The level of influence one has on others.
4. One's freedom of thought and expression.
TENACITY
To appreciate:
1. Tenacity as an expression of one's level of desire.
2. Tenacity as necessary to reach and keep goals.
DEFENDING HONOUR
To appreciate:
1. One's duty to defend the honour of others.
2. That for reasons of law or justice one might have to expose the dishonour of another.
3. That others may hold a different understanding of honour from oneself.
4. That to take pleasure in the dishonour of another is to align oneself with the thing which brings dishonour.
DEALING WITH INJUSTICE
To consider:
1. Whether inequality is always unjust.
2. That people having different gifts, would have different needs.
3. The responsibility of those who are greatly endowed, towards those less fortunate.
4. How one deals with injustice done to oneself, and to others.
KNOWLEDGE AND MORALITY
To explore:
1. The moral implications of acquiring, using, and sharing knowledge
AUTHORITY
To appreciate:
1. The difference between being an authority and having authority.
2. The need for those in authority to have moral authority.
3. The weakness of forced authority.
4. The authority of conscience.
5. The extent of one's own authority.
.
THE VALUE OF LIFE
To explore:
1. The value people place on human life.
2. The proposition that two lives are more valuable than one.
WHO IS AT FAULT?
To examine:
1. Ways in which people assign blame away from themselves.
2. The possibility that some things might be nobody's fault.
3. Whether an apology should be self-justifying.
THE THINGS WE LEARN
To analyze:
1. The moral merits of customs and practices in one's community, wider society, and world.
To encourage:
1. One to follow those practices which are commendable and reject those which are not.
WHY WE DO WHAT WE DO
To consider:
1. The cause of the inner conflicts which affect one's actions.
2. The nature and purpose of conscience.
3. The importance of habits.
4. The dangers of uncontrolled passions and compulsions.
5. The power and purpose of the will.
WHY BE MORAL?
To consider:
1. The proposition that ultimately, morality cannot be reasoned but may only be understood by the heart.
2. The purpose of Man's restless search for meaning.
WHAT MAKES SOMETHING RIGHT OR WRONG?
To explore:
1. The factors which determine moral action.
TRUTH
To explore:
1. The nature of truth.
2. The difference between objective and subjective truth.
3. The implications of viewing natural relationships as based on objective truth as opposed to subjective truth.
4. The idea of immorality as making objective truth subjective to oneself.
PURPOSE
To identify:
1. The dilemma to the question "Why do I exist?"
To explore:
1. The possibility of Love/Mercy as being one's ultimate purpose.
PERCEPTION/JUDGEMENT
To consider:
1. Factors which affect perception.
2. The relationship between perception and judgement.
3. The difference between objective and subjective judgements.
4. Moral judgements as based on perception of moral principles.
DOES THE END JUSTIFY THE MEANS?
To examine:
1. Ways people sometimes justify their actions.
2. The proposition that anything is permissible to achieve a good end.
PRINCIPLES AND CODES OF CONDUCT
To appreciate:
1. The difference between principles and man-made laws.
2. The purpose and limits of laws.
3. The need for codes of conduct.
4. The idea of one's social contract.
To be exposed:
1. To the United Nations Universal Declaration of Human Rights.
SIGHT WITHOUT PERCEPTION
To understand:
1. The difference between appreciating people for who they are as opposed to what can be profited from them.
EXPLOITING PEOPLE
To explore:
1. The difference between mutually beneficial transactions and exploitation.
2. The moral implications of exploiting the weaknesses of others.
3. The moral implications of supporting a status quo where one party is constantly exploiting another.
ACCEPTING FRUITS OF IMMORALITY
To appreciate:
1. The moral implications of accepting benefit from another's immoral acts.
2. The difficulty sometimes experienced in trying to reject all fruits of immorality.
3. The value of one's internal conflicts.
4. The reasons for many global conflicts, and principles with which many ought to be addressed.
PREJUDICE AND DISCRIMINATION
To explore:
1. The causes of prejudice and discrimination.
2. Some social and relational effects of prejudice and discrimination.
3. Valid and invalid reasons for discrimination.
CONSEQUENCES
To appreciate:
1. That every action or inaction has consequences.
2. The consequences of selected lifestyles
SPITE
To identify:
1. Anger as a cause of spite.
2. A flawed self-image as a contributing factor to anger.
ACCEPTING BRIBES
To appreciate:
1. How subtle offers of bribes can be.
To examine:
1. One's own moral judgement.
PURPOSE OF THIS BOOK
Unlike other subjects on a school's curricula, Studies in Morals and Values concerns the character formation rather than the academic education of the student. This formation of the character of the person has always been accepted as primarily the right and responsibility of parents. The difficulty in "teaching" Morals and Values in public schools lies in the fact that parents often hold differing views on many moral issues, and many parents do not have the confidence that schools would attend to the subject in an appropriate manner. However, today, for a number of reasons, traditional family life where parents would raise children on a foundation of a defined value system is on the decline. To a growing extent the moral understanding of young people is now developing under different, less benevolent, tutors.
It is the nature of children to seek acceptance and so whatever seems acceptable they might use as their guide. Our modern era is often described as the information age. We can solicit immeasurable information and data on practically any subject with ease, but we are also often bombarded with an enormous array of unsolicited matter from a variety of sources. With these come a variety of value systems. Many of these are adopted by youth without much thought, and much of these are personally destructive and socially untenable.
Our challenge therefore is to introduce Studies in Morals and Values in an effective form which respects the sensibilities of parents and students. But the aim of Studies in Morals and Values must be more than academic. It must be geared to affect improvement in behaviour through a greater self-awareness and understanding of one's role within society. This may involve changes in how one sees oneself. It may often involve facing certain realities in one's life or family or society which might be difficult to accept. In other words, whereas other subjects can be more easily dealt with dispassionately, Studies in Morals and Values deals more with the students themselves, their ideologies, their understanding of life, their responsibilities, and their role in society. Changing one's understanding of personal things like these may evoke strong emotions ranging from joy to apprehension.
It is generally held that the most formative period in the social and moral development of children is between the ages of zero and four years. However, during the adolescent years (particularly later adolescence) one undergoes quite naturally, substantial reassessments of life, and values in particular. So much is reassessed in the minds of the emerging adults as they try to take greater control over their lives. For this reason, it is very beneficial at this time to expose them to as many healthy moral concepts as possible, but this must be done in a form that respects their level of development. Written primarily for the emerging adult, (14 - 19 years), this book is an attempt to do just that.
The subject of Morals and Values is approached on two levels. One level addresses factors which form the foundation of one's moral perception. These include perceptions of oneself, God, one's purpose, one's relationship with others, and truth. This level may be a bit philosophical but nevertheless absolutely essential to build any meaningful understanding of morality. After all, acting morally, or "doing what one ought to do", inevitably comes down to fulfilling one's purpose which is basically a religious or philosophical topic. In fact, to cater to all readers, whether theist, agnostic, or atheist, 'GOD' is presented as simply that which gives him/her ULTIMATE PURPOSE.' The reader is therefore free to define the concept further. For the necessity of having some points of moral reference, however, a few generally accepted principles such as honesty, compassion, and love are assumed as 'good.'
The other level is divided into two sections and gives the reader practical case study exercises for moral considerations. The book opens with the first section and allows the reader to develop sufficient awareness and desire to appreciate the more philosophical level which follows. This section has a greater emphasis on analyzing selected "virtues" and the inner motivations of people. The second section of this level completes the book and is a little more probing of the less admirable aspects of Man. It is suggested that all case studies be discussed at home with parents/guardians before and after these are discussed among peers within the classroom. To assist in discussion each chapter contains some exploratory questions. The questions are by no means exhaustive and probably the most relevant ones will be those which come from the students themselves. It is strongly recommended that students keep a personal journal where they can express their private thoughts and feelings as they journey through this book. No one should have any right to this journal without the permission of the particular student.
Perhaps 'critical thinking' is the best defense against the barrage of conflicting value systems we constantly face. The scenarios presented are meant to exercise the moral mind, spur reflection and dialogue, and therefore create a greater appreciation of the consequences of one's actions or inaction in daily living. For this reason, most stories do not present moral issues in a black-and-white way but challenge the reader to examine closely their moral aspects. Further to this it is hoped that through the examinations of the moral aspects of particular issues in the stories, general moral principles will be better understood and appreciated.
The names of the chapters indicate the main topic(s) touched therein but the reader should feel free to explore any other issues which the studies prompt. It is hoped that when used in a school environment the teacher would act more as moderator and guide than lecturer, allowing the students to explore and dialogue among themselves their thoughts and concerns, as morality, being inextricably bound to free will, cannot be forced on anyone. It is an understanding which must be arrived at freely or it will not be truly accepted. This approach will also allow both teachers and parents many opportunities to better understand the individuals in their charge.
Studies in Morals and Values conducted in the way proposed should be interesting and enjoyable for the students. They would be expanding their understanding as they explore the various topics in their own way under the guidance of the parent and teacher. Whatever comes out of their deliberations will not be foreign to them but will be their own and therefore accepted more easily. Above all it is hoped that this book will encourage its readers to be more proactive in the values they adopt, and not just absorb mindlessly the sometimes-immoral culture around them.