Education and the Growth of Conscience

Abstract

Consciences are neither born nor made, they develop. Development in living beings is the outcome of interaction between the individual and the environment; specifically, in the case of moral development, between the individual person and the culture. The child is born with the potential ability to distinguish between ‘good’ and ‘bad’ in terms other than those of immediate personal satisfaction to which the infant is limited, but the growing child can make assessments only in terms of the values which he is taught. He has. as part of his human make-up, the tendency to pursue the perceived good and to shun the perceived bad. What he actually perceives as good and bad depends largely on what the society into which he is born teaches him so to perceive. This is not to say that the individual's capacity for moral judgment is wholly dependent on the influence of external agents; the ultimate structure of conscience is unique because no two environments are entirely alike and no two individuals are entirely alike.Though it has been said that moral development is the result of interaction between the individual and the culture one must be yet more precise. The child receives his values not from ‘the culture’ or from ‘ ‘society’ in a large and undefined sense but from a fairly circumscribed group of persons: parents and siblings, other adults in the family circle, school teachers and companions. This means that values are never transmitted to the child in a ‘pure’ state, they are always, in some way. modified by the person who mediates them.