Is morality related to the level of education a person receives?

No one is completely educated until he has learned to respect others, Is morality related to the level of education a person receives?

The topic of the relationship between morality and education is highly relevant in contemporary society, where educational attainment continues to be a critical determinant of socioeconomic status or access to opportunities. The concept of morality is intricate and multidimensional, and it has historically been
a source of controversy in philosophy, theology, and science.
It refers to the principles or values that guide human behavior, such as honesty, fairness, compassion, and respect for others. Education, on the other hand, is widely regarded as one of the most important factors in personal development and social progress.
It encompasses a broad range of formal and informal learning experiences that enable individuals to acquire knowledge, skills, attitudes, and values1. Given the significant role that education
plays in shaping individuals' beliefs and attitudes towards various aspects of life including morality, it begs the question: "Is morality related to the level of education of a person?"

In ancient times, education was primarily focused on developing moral values in individuals. The Greek philosopher Aristotle believed that education is the key to cultivating virtues such as courage, justice, and wisdom. Similarly, Confucius emphasized the importance of education in promoting ethical behavior and social harmony23. During the Middle Ages, religious institutions such as The Catholic Church played a significant role in shaping moral values through education - they promoted the idea that morality was closely linked to spiritual development whilst in modern times, there has been a shift towards secular education systems that prioritize academic achievement over moral development4.

Education can help individuals develop critical thinking skills, which are necessary for making reasonable decisions. Through discussions and debates on various issues, students can learn to make choices and consider the consequences of their actions56. Moreover, educational institutions can provide a safe space for students to explore different perspectives on morality, but moral development goes beyond education and extends to an individual's personal experiences and exposure to different cultures7. Moral reasoning is not solely based on the level of education, but rather on the individual's ability to reflect on their own values and beliefs. The ability to understand different perspectives and empathize with others is crucial in developing moral reasoning skills. Exposure to diverse communities can also broaden an individual's perspective, leading them to be more tolerant and accepting of others8. Personal experiences, such as family upbringing, and early childhood experiences also play a significant role as they shape an individual's values and beliefs that they carry into adulthood. These values can be influenced by cultural norms, religious practices, or personal beliefs.Examining new approaches for educating and aligning students more closely with their moral values will drive us toward a more productive and meaningful education system9.

Overall, the historical
perspective suggests that education can provide a space for individuals to learn about ethical principles, social norms, and cultural practices that shape moral values. Therefore, it is crucial to approach the topic of morality and education with an open mind, rather than assuming a direct relationship between
the two factors. It is possible for individuals with lower levels of education to possess strong moral values, just as it is possible for highly educated individuals to act immorally, it is important to recognize that morality is shaped by a multitude of factors beyond just one's level of education.

Bibliography:
1) Beyond the blackboard.dir.Jeff Bleckner.US.2011
2)Immanuel, Kant. The foundations of metaphysics of morals. New York: Bobbs Man.1959.
3)Peters, R.S. Reason and habit: the paradox of moral education. Psychology and ethical
development. London: George Allen and Unwin Ltd.1974.
4) Archambault, Reginald. Philosophical analysis and education (ed.). London: Routledge and Kegan
Paul.1966.
5) Schofield, H. The philosophy of education: An introduction. London: George Allen &
Unwin,1972.
6) Blatt, M., and Kohlberg, L,. The effects of classroom moral discussion upon children’s level of
moral judgment. Journal of Moral Education, 4, 169–172.1975.
7)Duncan B. Forrester "Education and Moral Values: Who Educates?'',1997.
8) Aronfreed, J., 1976. Moral development from the standpoint of a general psychological theory. In
T. Lickona (Ed.), Moral development and behavior: Theory, research, and social issues. New York:
Holt, pp. 54–69.
9) Jerome, Brunner (1962). The process of education. Harvard: University Press