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• W2914599843 abstract "The Formation of Moral Conscience in Colleges:An Educational Proposal according to John Henry Newman Alejandro Ordieres (bio) ETHICAL EDUCATION IN THE MODERN UNIVERSITY: A NEWMANESQUE CRITIQUE University education is the source from which professionals merge into a society, which is more complex each day. They are put through intercultural processes and continuous transformations due to globalization and continual changes in our information and communication technologies. In recent decades, society has placed on universities the burden of training specialists in multiple disciplines and, ultimately, of forming responsible citizens who are ethically committed to the environment and other persons. In the words of John Comenius, educational institutions are the workshop of humanity1 and must adapt themselves to the new social paradigm where it is a question of attending to two sides of the same coin: the formation of professionals who autonomously and strategically build their knowledge, and the formation of citizens who act in a responsible, free and committed way.2 In the broad debate over university education, institutions must constantly find their way regarding morality. In practice these socio-educational paradigms include ethics, social responsibility, and citizenship as inescapable subjects of university curricula. [End Page 39] The question arises inevitably: Is it possible to influence the ethical and moral formation of college students through one or several courses in ethics? This sometimes seems daunting, and as a teacher doubt arises as to whether university ethics courses really do manage to influence the behavior of graduates in their development as professionals and as human beings. Most politicians and corporate executives who have committed illegal or morally questionable acts have graduated from universities, which call themselves humanistic and socially responsible, and include the formation of morally committed and socially responsible citizens as part of their mission.3 The relevance of teaching ethics has been accentuated by recent financial crises and by what Zygmunt Bauman calls ethical liberation.4 Corporations have turned ethical training into a professional soft skill.5 It is required by many different companies and especially in such professions as finance, accounting, medicine, and administration, where ethics is seen as generating trust, security, and the right environment for economic growth. In other words, ethics is often treated as just another useful tool to build better (i.e., larger) markets. In a market-driven system in which economic, political, and educational decisions are driven by social cost and are measured by money and efficiency, knowledge is important only if it generates the skills and abilities necessary to develop a particular job or to reach a certain goal: academic disciplines gain stature almost exclusively through their exchange value on the market, and students now rush to take courses and receive professional credentials that provide them with the cachet they need to sell themselves to the highest bidder.6 Ethics and social responsibility are thus treated as new convenient business skills. Since they have to be learned—so too must they be taught in colleges. By contrast, for Newman, instruction and education are not the same thing. Instruction is concerned with mechanical practices: it depends mostly on [End Page 40] technical skills and tends mainly to reach a precise and objective goal that can be measured because it is a tangible thing. Typically, such instruction takes place either in institutions specially created for the purpose, or in the place of work, which therefore does not require any study outside its own expertise. Such a kind of technical training, necessary as it must be for a profession, could not qualify as education according to Newman, insofar as it is incapable of developing the higher critical faculties of the mind.7 Technical skills are important, because without them we would not be able to achieve as many of our highest and most admirable goals. Vocational training contributes to our ability to accomplish a great number of tasks both in the realms of paid employment and in the remainder of our personal and social lives.8 Technical skills are thus admittedly important for human lives, as a part of what we are as human beings. Education, on the other hand, looks to the formation of intellect, a capacity for critical thought which is necessary..." @default.
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• W2914599843 title "The Formation of Moral Conscience in Colleges: An Educational Proposal according to John Henry Newman" @default.
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• W2914599843 doi "https://doi.org/10.1353/nsj.2018.0017" @default.
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