Why Johnny Can't Tell Right from Wrong: And What We Can Do about It

by William Kilpatrick

Book Overview

In Why Johnny Can't Tell Right from Wrong: And What We Can Do About It, Kilpatrick shows how we can correct this problem by providing our youngsters with the stories, models, and inspirations they need in order to lead good lives.

Kilpatrick shows how we can correct this problem by providing our youngsters with the stories, models, and inspirations they need in order to lead good lives.

• Format: Paperback
• Language: English
• ISBN: 0671870734
• ISBN13: 9780671870737
• Release Date: September 1993
• Publisher: Simon & Schuster
• Length: 368 Pages
• Weight: 0.57 lbs.
• Dimensions: 0.9" x 5.5" x 8.5"

Customer Reviews

An Answer to What's wrong with our Education System!

This is a great book and should be required reading for elementary educators. The basic theme is simple.....instead of plopping kids down in front of a computer, gameboy, videos, etc., lets get back to the number one basic - reading! Sounds simple enough. I loved this book. Values, morals, ethics are learned and if Johnny sees nothing but violent video games and reads nothing of virtue and heroes that's how he'll develop.

a clarion call to teach a moral culture

Train a child in the way he should go, and when he is old he will not turn from it. Proverbs 22:6In recent years, a plethora of books, many of them excellent reading, have been published on the decline of moral ethics and intellectual knowledge, both in our educational establishment and within society at large. However, if one wants to focus specifically on the decline of moral discipline on the modern American scene, one could do worse than to read _Why_Johnny_Can't_Tell_Right_from_Wrong_ by William Kilpatrick . Kilpatrick is (oddly enough) a professor of education at Boston College. (At least that strikes me as peculiar because I have difficulty envisioning any sensible person working in Boston.) He uncovers in detail the history of moral relativism's introduction into the curriculum, the rationalizations for the implementation of various programs, and the philosophical mindset or what Germans call _Weltanschauung _(worldview) of their respective proponents. These are dissected and discredited tartly but without rancor within the limited confines (not including notes and index) of 315 pages. _Why_Johnny_Can't_Tell_Right_from_Wrong_ begins by describing pedagogic techniques, comparing those methods proven by experience and fashionable fads that stir up a brief flutter of excitement only to be discarded or renamed. Just as phonics was replaced by look-say methods with corresponding deterioration in scholastic achievement, so "character education" has been supplanted by approaches called variously "decision making" or "moral reasoning" to name two. The objective in this switch was ostensibly to enable children to make moral decisions with greater understanding and self-discovery rather than to learn them by rote. Much of the methodology focuses on "New Age" quasi-religious sensibilities and intimidation techniques designed to break down family bonds and loosen cultural inhibitions. The result has been instead, the raising of a generation that is unable to distinguish reasonable moral arguments from mere rationalizations. These future citizens are aware of their own "feelings" but are wholly ignorant and often contemptuous of concepts of absolute right and wrong. Kilpatrick illustrates these points in subsequent chapters. Narcotics awareness education, for example, situates students in a "bull session" in which those having engaged in drug usage describe their experiences. This gives classroom dominance to the users and places nonusers in an awkward and unresponsive position. Sex education has demonstrated tremendous propensity to encourage sexual activity among unmarried school-age adolescents and by so doing transforming a deeply personal and intimate sharing between couples into a casual recreation. In a still later chapter, the devolution of contemporary "music" receives its share of deserved criticism.The author goes on to describe two schools of thought currently enamored in schools: one emphasizing personal feelings, the oth

A Valuable Reference

While I originally borrowed this book, I had to buy it to keep it's valuable list of recommended readings on hand. I am a child psychologist who, like Dr. Kilpatrick, is totally disillusioned with the misapplication of "expert psychotherapeutic principles" to our school-aged children. The problems that most children exhibit are not due to "blocked feelings" or an overly strict conscience. Rather, by virtue of their age, most children have underdeveloped consciences. It is our job, as adults, to strengthen children's characters, rather than assume they have some "innate wisdom" that will automatically lead them to do what is right. I have successfully used story-telling in my work as a child psycholgist because it gets messages across in a compelling, easily digested way. As a parent, I will look forward to exposing my daughters to the recommended readings in the extensive bibliography. (I can use some inspiration by re-reading many of these books too.)

One of the most important books on education

I saw the author of this book speak on C-SPAN, and also this book was recommended to me, as I am researching educational issues. This book explained so many things that I heretofore did not understand. If you are disturbed by the erosion of morality in this country, then read this book. Do you wonder about the effectiveness of drug prevention programs? Do you suspect that sex education actually increases sexual activity and pregnancy among teens? Well, it does, and the author tells how and why, in an objective, clear way. Does your child have a "psychologized classroom," with unearned self-esteem as the main goal? This book will tell you the full details on educational theory and practice in this country and the far-reaching consequences. Funny thing--social science supports many of the things traditionalists have been saying. I warn you, though, after reading this you may want to put your child in a private or home school, instead of allowing him or her to be at the mercy of educational experimenters who use our children to try out the latest intellectual fashions, with diasatrous results.

Excellent guide for teaching virtue through song, art, lit.

This book makes its point without self-righeousness or preaching of any kind. The author argues that the mission of schools has changed from building character and citizenship to addressing social problems (i.e. drug and sex education, multi-culturalism), and the focus has changed from conveying a shared culture to a focus on the process of learning itself. The author argues that virtues can be taught by offering up heroes to emulate through classics, song, and story, as an antidote to relative values. The last section of the book contains suggested children's literature, by age group. I found this book to be riveting and profound, offering a unique perspective, evenly and logically presented with no trace of fanatacism (religious or otherwise) such as might be expected in a book of this sort.