A. Teaching Values
Questions arise about the very nature and possibility of moral education. Can we really teach
moral valuesS How is this to be done? Whose values? How is moral education distinguished
from indoctrination? Volumes have been written on such subjects. There is here no intent to
present a complete theory of moral education or to endorse specific methodologies. These are
matters lor concemed experts. However, a few straightforward observations are in order.
lt is obviously possible to teach moral values since they are in fact taught. Children are not born
with such values as honesty, self-control, industry and the like. The first and best teachers of
values are, of course, parents. From this it seems obvious that real-life situations, particularly in
the home. provide the best environment for moral education. It is also obvious that the best
teaching method is that of modeling or example. To some extent and in various ways other
agencies can and do teach moral values: church, school, peers, and the communications meda.
In fact, at certain times in a child's life, such outside agencies exercise greater influence than
parents. Here too, the power of example in the midst of actual life is the most effective teacher.
These observations. brief as they are, lead direetly to the realization that if society is to change
and children are to be taught the value of life in all its aspects, children themselves cannot be the
sole targets of such education. The educators must themselves be educated.
B. Whose Values?
Whose values are to be taught? Do we really know what's right and what's wrong in the midst ot
he contusing babble of contrary opinion nourished by our culture? First of all, this appeal to
universal relativism is frequently an escape from responsibility. Yes, there are different sets of
values in our society. Such differences are the basis of the disagreements detailed above at
considerable length. Still, there is broad agreement on the fundamental values necesary for a
good and productive life. The problem is that not even these are being effectively taughi today.
What values, then, are to be emphasized? Precisely th ose which will effectively counter the
dangerous and anti-social attitudes already described. Social responsibility and the common good
Over individualism and narcissism. Personal fulfillment through relationships of love and
Iriendship rather than through consumerism and the quest for power. Commitment and devotion
Over transient relationships which make objects of other persons. Sex as the expression of
committed love over sex as comnmodity or casual recreation.
For example, is it really impossible to teach the value of chastity? Many today, of course, laugh
at the very notion. We are told that young people cannot be chaste. Worse by far, they themselves are told that they cannot be chaste! Contraception and abortion are put torth as the
only "realistic" assistance in learning how to be responsible sexual beings. How hopeless we are
as teachers of moral value! All we can do is talk about "safe sex" and pass out pills and condoms.
It is likely that we adults have grown cynical with age and refuse to recognize the idealism and
potential of youth when challenged in the name of authentic human values. By way of curous
contrast, we are now engaged in a massive drug-cducation program which focuses not on safe
addiction" but on avoiding that condition in the first place. Why do we assume that our youth can
say "no" to drugs but not to sexual intercourse? Do we even try to teach anything other than the
mindless sexual behavior they see in films and on TV?
Similar soul-searching must take place with regard to education in all those values which support
human life. Nor should we shrink from the task for fear of being accused of "indoctrination. The
egregious failure of the once popular "values clarification" process should be a salutary lesson
for us. The idea was to present all alternatives and leave the young to make their own choices.
There was unjustified optimism that they would naturally make the "right" choices or else the
frank assertion that there are no right or wrong choices. When it comes to basic human values,
this approach simply will not do. There is nothing wrong with presenting alternatives while
clearly pointing out those which favor human life and growth and those which do not. It is all too
obvious that while teachers and parents were tip-tocing around the issues, "clarifying" values and
avoiding "indoctrination," the producers of films, songs and TV shows had no such seruples. In
the end, it is not a question of indoctrinating or not indoctrinating. It is only a question of who
will do it.
C. Who Teaches Who Learns?
The first recipients of a more effective moral education must be the members of those very
organizations and churches which claim to be pro- life. t can hardly be said that the citizens are
free of the excessive individualism, consumerism and irresponsibility so increasingly
characteristic of the rest of our society. Very much to the point here is the sad fact that the
abortion rate among Catholics is at least as high as it is in the general population. It is imperative
that teachers, preachers and parents begin to take a resolute stand against all those attitudes
which militate against human life and for all those authentic human values which are so much in
danger Within the ranks of our own membership. Only when we are seen to be making an honest
effort to live up to our own values can we credibly address the moral education of the rest ot ou
SOCiety.
When we do attempt to help the larger society establish its pro-life values on a firmer basis, we
must still recall that the best method for moral education is example. We must at every
opportunity speak out on behalf of human life but we must see to it that our own behavior
matches our words. Then let our words flow from calm conviction and from love for our
opponents as well as for human beings at all stages ot growth.Armed only with the courage of our convictions, we must confront our nation with the example
of a people dedicated to the promotion of authentic human values while with our minds and
voices we continue to follow the advice given to Timothy long ago: "Be urgent in scason and out
ol scason, convince, rebuke, and exhort, be unfailing in patience and in teaching 2 Tm 42
Abortion 1s the termination of pregnancy before birth, resulting in, or accompanied by, the death
of the foetus. Many young women decide to have an abortion because they believe it will be a
quick resolution of a dillicult situation
Some abortions oceur naturally because a foctus does not develop nomally or because th
mother has an injury or disorder that prevents her from carrying the pregnancy to tem This typ
of spontaneous abortion is commonly known as a miscarriage. Other abortions are indaced, that
1s done intentionally, because a pregnancy is unwanted or presents a risk to a woman's health
Most induced abortions are done by women who get pregnant before they are maried because
they usually do not want to live with the stigma of being an unmarricd mother.
Women who have had abortions are at a greater risk of suffering emotional and psychological
problems which may interfere with their ability to concentrate, make decisions and interact with
others thereby reducing their level of job skills and employment opportunities.
Those who have repeated abortions tend to have an increasing number of health problems and
greater personality integration which increases the likelihood of they nceding public assistance
In Ghana, abortion is permissible in certain situations such as rape, incest and when the mother's
health is at risk, in approved health facilities. However, widespread, cultural and religious
disapproval of pregnancy termination persists and unhygienie and seeretly induced abortions are common.