Evil Flourishes Where Morality Ends

Published: Thursday, February 2, 2012

Sat Maharaj

Text Size: Sat Maharaj Published: Thursday, February 2, 2012
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When there is a decline of morality in a society and good people do nothing, evil flourishes. There is little debate that schools provide the basic framework to build a foundation for moral principles. Education is generally focused on three main things: knowledge, skills and character. Character must be our focus. Character refers to the type of people the school produces. If we ignore this and fail to teach character-building values and morals in schools, we could be missing a great opportunity to improve the society in which we live. Character education, although not usually a specific topic, can be achieved through a wide variety of ways. While there is an abundance of material from which to draw references to teach, the best way to instill moral and ethical values among our children is by modelling the positive types of behaviours that are socially acceptable. Children learn by imitating the adults around them. The hidden curriculum in the schools supports this. The principal in each school is entrusted to be the leader in all aspects, especially in demonstrating a behaviour that is appropriate and acceptable at all times. The school leader must accept this responsibility and be the hero/heroine of the school. Everything that he/she does and everything that he/she says must be seen as a behaviour worthy of imitation. A principal impacts on the lives of many including fellow principals, teachers, parents and pupils. How the principal behaves both in and

out of office will help to shape the culture of that school. How the principal dresses and presents himself/herself in public, and the manner in which he/she speaks to parents, teachers and pupils could lead to results that are rewarding, positive and progressive. When a principal commands the respect of those around him/her, the institution benefits. Teachers give their support unselfishly to such a principal. Parents support the school and there is a significant increase in positive parental involvement. Children are provided opportunities to imitate and duplicate excellent behaviours. In a school environment, children who witness parents speaking highly of the school, the teachers and the principal and then come to class and hear the teachers speak highly of the principal, are encouraged to act and behave in a similar manner. The journey to establishing and maintaining a good school is not easy. There will be hurdles and obstacles along the way and the principal can become ruffled. In the course of doing ones duty, conflicts will also arise. Principals, who have a strong moral background will, however, know the importance of keeping a cool head and dealing with the most sensitive issues in a discreet manner. The old adage of washing ones dirty linen in public is an important guide. One must refrain from using devious tactics in pursuing a personal agenda. Avoid fabricating stories and creating false impressions, destroying relationships among staff, causing groups and cliques to be formed must be avoided. A principal should be more concerned in finding a way to settle differences without affecting the progress of the institution. It may take a few weeks to destroy good relationships but a lifetime to rebuild them. When a school starts on a downward path and people lose confidence in the leadership, it takes a sustained effort over a long period of time to rebuild and win back support. No principal with strong convictions in morality will pursue such a course. The institution is always bigger than the individual. A principal must never ever seek a personal agenda at the expense of the school. We accept that teaching morality in schools does not always result in good and honest children. We also accept the fact that children, like adults, may know the right thing but still end up doing the wrong thing. As a denominational Board, we expect that the principal must represent, demonstrate and instill behaviours that are aligned to accepted behaviours. There must be a sense of morality and he/she must work consistently to maintain this. When a principal is recommended for appointment by a denominational Board, he/she is recognised as one of the good people who must instill a deep sense of morality through unselfish actions and behaviour. If the principal fails this duty and disappoints the Board that recommended the appointment, then there will always be other good people to prevent total collapse of the teaching/learning institution. The purpose of a school is to produce children with strong academic background and behaviour based on moral and spiritual teachings. The Maha Sabha education board of management insists that a child must be exposed to both secular and sacred knowledge. In Trinidad and Tobago, the denominational Boards are anchored in their religionChristian, Hindu and Muslim. When the Teaching Service Commission is asked to adjudicate on the moral and spiritual behaviour of a principal, it is based on the principles that guide and established them in the first instance. We were surprised to read the recent comments of one commissioner that represents only his own view and should not form part of the commissions measurement to judge a principal on moral and spiritual misbehaviour. Satnarayan Maharaj is the secretary general of the Sanatan Dharma Maha Sabha
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