The statement “morals cannot be taught” suggests an intrinsic knowledge in every person of the rights and wrongs of society. It is based on the idea of an instinctive leaning in everyone toward either good or bad and a complete absence of any change as a result of external influence.
Morals exist as a definition of society. Society has dictated the correctness, the desirability of honesty, integrity – good behaviour. It is, thus, difficult to imagine societal conventions as instinctive. The concept of right and wrong is a matter of learning, and acquisition of knowledge. Thus, morals can be taught, and have to be, to a child.
A human baby is absolutely helpless and altogether undeveloped: its brain will more than double in size in its first year of life. he complexity of human behaviour has to be taught to these impressionable infants.
Because humans exist in such a complicated society, necessary social skills are definitely not present in such young minds. Babies and young children rarely behave correctly: they do not compromise and insist on asserting individual rights. Embarrassed parents are often observed ushering misbehaving children out of public places – the adults know full well their child is engaging in undesirable behaviour, but the child is often completely unaware of this.
The effect of familial influence on the morals of offspring is a widely accepted fact – the morals are obviously taught. The neglected young with no positive influence develop into adults with no clear sense of morals – a scenario often presented and shockingly true. Crime rates are linked to poverty levels – struggling parents are too exhausted or too benumbed to care what their young do for money, and with no one to correct their wrong behaviour, these people continue to err.
The behaviour of one’s parents, or any person of guiding influence, dictates the behaviour of oneself. A dishonest person, who thinks nothing of keeping for himself property lost by others, breeds children with the same pattern of thought, simply because the child would receive no message that such an act is wrong. Other examples abound, of similar evidence: an overwhelming 92% of pre-school age children surveyed in London last year displayed patterns of thought almost exactly similar to that of their parents.
The traditions of one’s culture also dictate one’s morals. For example, bigamy is frowned upon by many societies, for being morally reprehensible and violating the rights of women. However, other societies permit this, for example, Muslim men can have up to four wives, and harems were common among Eastern kings in history. Clearly, the established “morals” of monogamy are not instinctive: Muslim men who practice polygamy certainly are not repulsed by the idea of their many wives; polygamous men brought up to believe in monogamy will suffer feelings of guilt at having done wrong.
That morals are taught can be examined in a more interesting fashion, by observing people brought up outside the human community. In the early 1970s, an Indian researcher rescued a girl of eight, who had been brought up by a pack of wolves. While she cowered in his presence, she once leapt at a sleeping baby and snapped at its neck. She was clearly displaying wolf-like behaviour, of healthy respect for bigger animals, but the ruthless killing of weaker ones for food. The killing of a baby is seen as being wrong only by people taught that it is wrong.
The laws of society, and punishment for the violation of these laws, again refute the idea that morals cannot be taught. By reinforcing the established conventions of society’s morals, and inflicting punishment if wrong is done, the system seeks to inculcate moral values in the people, first by detailing what is wrong, then by a clear message that such wrongdoing will be punished.
Indeed, if morals cannot be taught, then what of the numerous campaigns launched by the government? These work by reiterating values as correct, so constantly and repetitively they become accepted as morals. Again, these exist as a reinforcement to those established by society.
Perhaps certain mentally limited individuals cannot be taught morals; certainly insanity is a valid plea in courts of law, admitting that such criminals are incapable of distinguishing between right and wrong. However, in the majority of the population, morals can be taught. Indeed, morals exist only because they are taught – by the family, by religious texts, by society. Morals are established by the society, for we decide what to believe is right or wrong, and have to teach our young accordingly.
