Social and Moral Responsibility

Higher Education and Social and Moral Development

In HEIs the development of social and moral responsibility through the transmission of values has been seen as problematical since the certainties of religious doctrine have diminished since the nineteenth century. Sandolow (1991) states that ‘contemporary notions of morality are likely to regard it as a human construct’, suggesting that the current debate focuses not so much on absolutes about what is moral or not, but on how we deal with questions about what has been constructed.

With little consensus about what is morality, educationalists are left with the unenviable task of supporting the development of social and moral responsibility without a certain framework on which to base this process. However, some believe that the role of HEIs in this process has become central because of that very uncertainty. Sandolow (1991) argues that as both large influential conglomerates and as centres of education, HEIs have a role in supporting moral development. Sandolow adopts Feinberg’s (1968) view that collective social responsibility is the concern of large institutions and that while their primary purpose may not be to pursue social justice, it is still part of their role. In addition, the view that HEIs should be concerned with moral issues persists, implying that students need to be viewed as members of a community and not just as customers.

Wilcox and Ebbs (1992) echo this view, stating that, as HEIs are a source of knowledge they are also powerful and capable of influencing social and economic life. Harkavy (2006), however, suggests that often the rhetoric of HEIs does not match outcomes. While HEIs may support the promotion of citizenship values and practices, the commercialisation of higher education ‘powerfully legitimises and reinforces the pursuit of economic self-interest by students’ (Harkavy, 2006:14). This begs the question as to whether higher education has moved in purpose from the ethical, social and character development that was evident in the past, to a focus on discipline-led training for specific employment purposes (Holland, 1991). This implies that students may have ‘utilitarian’ purposes for entering higher education, focusing on achieving qualifications for a career, rather than a broader educational experience (Jones and Thomas, 2005). This is confirmed by Kuh (2005) cited in Hersch and Schneider (2005), who reported that in the previous decade there was a significant decrease in the number of students who had reported developments in their values and ethics during their time in higher education. In addition, Cleaver et al (2005) found that schools encountered significant difficulties in involving pupils in decision-making, which resonates with the experience of HEIs.

In consumer –driven market economies, in which, the distribution of wealth, power and status dominate, it is difficult to see where the notion of individual moral responsibility may lie. Sandolow (1991) argues this point and suggests that HEIs are critiqued from both conservative and liberal standpoints for neither teaching the ethics of individual moral responsibility or a commitment to improving society through social change. Carr (1999) proposes that there are two questions involved: the ‘proper direction’ of moral education, and whether what happens in our educational institutions can improve public behaviour. The problem is when moral education

focuses only on issues of social order and the inculcation of desirable social habits. Although this is generally seen as part of the moral educational process, it is problematical to consider an education that goes beyond this and tackling issues of ‘absolute and universal moral significance.’(p26). Carr warns we must be careful not to confuse ‘moral education and social engineering’, because although the latter may be positively affected by success in the former, they are not the same thing.

Hersch and Schneider (2005) argue that despite the difficulties, this is not an issue HEIs can duck. Moral messages are part of what takes place in HEIs and, as they cannot be ignored, these messages must not be left to chance (Colby et al.,2003). Hersch and Schneider (2005) suggest that concerns about imposing moral values on students and the fragmentation of ethical certainties may suggest that others’ social and moral responsibility is ‘none of our business’. However, the authors discount this view on the basis that whether formally planned or not, being part of a higher education community will convey moral values and influence the development of students’ social and moral responsibility. If this is the case, then HEIs need to consider the ways in which that influence is best expressed.

Wilcox and Ebbs (1992) promote the view that it is important to analyse the ethics of the ethos of the whole institution, in terms of culture, customs and practices across the institutional structures. The key issue is the impact of this ethos on the quality of life. As such,

‘Responsibility for individual and social welfare is part of the institutional landscape, a daily occurrence manifested in decision making on all levels of the college or university and in the goals toward which the decision making is directed.’ (p1)

The quality of the ethical environment is significant to students’ overall experience of higher education and the ways in which they negotiate ethical issues and their own experiences.