1. Anne Hamilton
Hist. AZN Philo
Dr. Maitre
Redefining Education in America: Cultivating Ethical & Moral Leadership
The current state of American public education should be considered a crisis. Public
education in America has transformed from a traditional philosophical approach to a capitalistic
trade skill based education. This new education model is creating an army of workers to support
industry and to fuel the economy instead of cultivating morally rich and ethically sound leaders
for the future. The result is a world of amoral, unethical individuals lacking in spiritual richness
that suffer economically due to their extreme dependence on industry and government. We teach
our children that life includes working at least forty hours a week in a world where the dollar is
considered more valuable than human life. Modern youth have nothing to look forward to other
than a lifetime of financial struggle for an unattainable reward. To secure a bright future for our
leaders of tomorrow we must redefine American public education. Cultivating moral and ethical
leadership in our children via philosophies of great teachers of the past may be our last best
chance to change the outcome of our future.
A Nation at Risk: The Imperative for Educational Reform is the 1983 report of American
President Ronald Reagan's National Commission on Excellence in Education. In the report
information suggests that the concern for what makes a quality education goes well beyond
matters such as industry and commerce. It emphasizes the importance of intellectual, moral, and
spiritual strengths of our people which knit together the very fabric of our society. It expands on
the idea that the individuals in our society who do not possess the levels of skill, literacy, and
training essential to this new era will be effectively disenfranchised. This not only includes

2. material rewards but also from the chance to participate fully in the American lifestyle. In
addition, the report states that a high level of shared education is essential to a free, democratic
society by fostering of a common culture, especially in a country that prides itself on pluralism
and as well as individual freedom.
In America there are some groups that do not support the development of autonomous
individuals, for such folk can weaken a group from within by thinking for themselves and
challenging communal norms and beliefs. These groups have successfully diminished formal,
state-provided education in America. The tension between liberal philosophical education and
vocational skills based education share overlapping issues of which should be given priority
when evaluating the current state of American public education: the differences between
education and enculturation; the distinctions among educating versus teaching versus training
versus indoctrination and the relation between education and maintenance of the class structure
of society.
Ten short years after the Commission of Excellence in Education’s report, John Hood
wrote an article describing the failure of the American public education system. In the first
paragraph Hood says that many American critics believe that the major problem with public
education is a lack of focus on results. Students are not expected to meet high enough standards
and the process of education should not take precedence over analyzing education results for
policy-making1. Unfortunately, Hood’s vision of what the future of education should be has
manifested. We have completely eliminated philosophy from our children’s education by
supplementing it with propaganda; standardize-testing and less federal funding every year. It
1 Hood J. 1993 Feb 1. The failureof American public education [Internet].Foundation for Economic Education;
[cited 2015 April 18].Availablefrom: http://fee.org/freeman/detail/the-failure-of-american-public-education

3. turns out that there is actually a scholar, Robert Proctor, studying the phenomenon of the "the
cultural production of ignorance." FUD stands for Fear, Uncertainty, and Doubt. This is what is
being used against the public in order to rally support for the standardization and regulation of
public education. FUD was pioneered decades ago. Now public education is the target, and
privatizing it is the goal.2 At stake are rival understandings of what makes human lives and the
societies in which they unfold both good and just, and derivatively, competing conceptions of the
education needed for individual and social betterment. Every enduring community has a moral
code and it is the responsibility and the concern of its adults to instill this code in the hearts and
minds of the future generations. Since the advent of schooling, adults have expected the schools
to contribute positively to the moral education of children.
When the first common schools were founded in the New World [America], moral
education was the prime concern. During the eighteenth century education focused on
philosophy and as a result there was cherished progress in the modern world. This time period is
often referred to as the Enlightenment Age. The Enlightenment was not confined to the western
world but included a vibrant exchange of ideas between Asian and western philosophy. Entering
the nineteenth century the Industrial Revolution certainly changed the purpose of education
worldwide. Because the Industrial Revolution created more occupational fields, more people
were needed to be trained for their occupations. The purpose of institutionalized education was,
therefore, forced to modify in order to accommodate the need. Prior to the Industrial Revolution,
the educational concern was in humanistic studies, but in the post-Industrial Revolution scientific
training has become the queen of education.
2 Ravitch D. 2014. Understandingthe Propaganda Campaign againstPublic Education.The Huffington Post
[Internet]. [2014 May 11, cited 2015 April 26].Availablefrom:http://www.huffingtonpost.com/diane-
ravitch/public-education_b_4941678.html

4. To counter this extreme shift towards vocational education the American public
education system should integrate the sound advice shared in Buddhism and Confucianism.
Asian philosophies share a common thread in the importance of moral character and ethical
leadership; qualities that have been significantly diminished in the American classroom. The
American Philosophical Association, which represents professional academic philosophers in the
critical tradition, characterizes the activities of philosophy this way: properly pursued,
philosophy enhances analytical, critical and interpretive capacities that are applicable to any
subject-matter, and in any human context. It cultivates the capacities and appetite for self-
expression and reflection, for exchange and debate of ideas, for life-long learning, and for
dealing with problems for which there are no easy answers. American youth today are faced with
some of the most complex issues in the history of the world, none of which have easy answers. A
world of 7 billion and counting that are consuming natural resources at an extremely
unsustainable rate is just one example of millions facing American youth today.
Currently American students are being forced to accept and transition further into the
occupational education system via the Common Core Standards. Bad science is being propagated
from their text books because corporate interests not only control American government policy
and decision making; they now are writing the texts books that educate our children. Common
Core claims to be able to enable students to transition “seamlessly” to college or work and
ultimately “compete in the global economy.” What this actually means is that students will be
trained for jobs. The new standards extend the “school to work” idea beyond the longstanding
practice of providing vocational education alternatives for students not inclined to pursue a four-
year college degree. Whether this experiment will achieve the goal designed is doubtful; whether

5. the goal itself is worthy seems not to have been considered.3 In the eyes of Zen Buddhism, the
student nowadays is an expert on finding the faults of others and societies in general, but fails to
reevaluate his own self. The modern educational system fails to educate students to learn to be
sensitive, caring, and even-minded individuals. In effect, modern education has become a mere
process, rather than a transformation of one's humanity.4
The men who carved out the United States from the British crown risked their fortunes,
their families, and their very lives with their seditious rebellion. Most of them were classically
educated in philosophy, theology, and political science. They knew that democracy contained
within itself the seeds of its own destruction and could degenerate into mobocracy with the many
preying on the few and with political leaders pandering to the citizenry's hunger for bread and
circuses. While the early leaders saw economic reasons for more and longer schooling, they were
convinced that the form of government they were adopting was, at heart, a moral compact among
people. Abraham Lincoln wrote, in his first political announcement (March 9, 1832), "I desire to
see a time when education, and by its means, morality, sobriety, enterprise and industry, shall
become much more general than at present." Horace Mann, the nineteenth-century champion of
the common schools, also strongly advocated for moral education. Buddha says for those
seriously pursing enlightenment, morality is essential; that immorality leads to anxiety and the
likelihood of conflict with others.5
3 Robbins J, Bauerlein M. 2013.The Common Core State Standards:Two Views. **Journal** (Spring2013)
[Internet]. [**Last Updated**, cited 2015 April 25] Academic Questions (volume 26); The journal of the National
Association of Scholars.Availablefrom:
http://www.nas.org/articles/the_common_core_state_standards_two_views
4 Mitsuda M. Zen BuddhistPerspectives on Modern Education. California Institute of Integral Studies [Internet].
[cited 2015 April 25] . Availablefrom: https://www.bu.edu/wcp/Papers/Asia/AsiaMits.htm
5 Kupperman J. Classic Asian philosophy:a guide to essential texts. Oxford ; New York (NY): Oxford University Press,
Inc; 2001,2007. P39.

6. An education should not be based on economic interests; a sound education is unbiased,
multicultural in nature and encouraging of moral and ethical decision making. Buddha taught his
disciples [ in groups known as the sangha ] – that the skills and knowledge most worth learning
would be those things that accomplish two goals: 1.) to lead a person to enlightenment; 2.) to
end all suffering, bringing one into a state of unconditional peace or nirvana. Buddha’s platform,
the Middle Way, suggests that overdoing anything in life cannot guide one to happiness, which is
what he continuously expounded to his followers throughout his teachings.6 If we applied
Buddha’s Eight-Fold-Path [mindfulness] to modern needs in education, our children would not
just be receiving a higher quality education that cultivates knowledge; but would also be
receiving sound life guidance on how to be a good human being in a world going awry.
The Eight-fold Path as advocated by Buddha as a way to extinguish the sufferings are
right views, right resolve/aspiration, right speech, right action/conduct, right livelihood, right
effort right mindfulness and right concentration. These qualities encompass the definition of
living mindfully; to intentionally live not merely exist. To prevent religious misconception of the
idea of an Eight-Fold-Path based education system, it will now be referred to as Mindfulness
education. The University of California at Berkley has already begun researching the effects of a
Mindfulness based education in a project called Greater Good Education. The GGE’s focus is to
bring gratitude back into practice: educationally, emotionally and scientifically. Dr. Giocomo
Bono has spearheaded this project with UC-Berkley and claims that if there was a new wonder
drug on the market that got kids to behave better, improve their grades, feel happier, and avoid
risky behaviors, many parents around the world would be willing to empty their bank accounts to
acquire it. This miracle cure is gratitude and does not cost a dime. Gratitude is related to a more
6 Clarici L.2011.The educational theory of Siddhartha Gautama Buddha [Internet].New Foundations;[2014 April
30, cited 2015 April 18].Availablefrom: http://www.newfoundations.com/GALLERY/Buddha.html

7. positive and appreciative outlook toward life, and involves a positive bias in interpreting social
situations. Gratitude is perhaps the quintessential positive psychological trait, as it involves a life
orientation toward the positive in the world.7
Over the past decade, science has shown that gratitude is one of the most valuable and
important emotions we possess, and it is a virtue that anyone can cultivate. In fact, researchers
have developed many different methods people can use to foster an attitude of gratitude, and the
science shows that many of them really work. This unique, scientifically-based approach for
producing grateful youth has the potential to work whether these kids are very young elementary
school students or troubled teenagers. Not only does the purposeful practice of gratitude increase
their happiness, but the research indicates that grateful kids also report more self-discipline, have
fulfilling relationships, and engagement with their schools and communities when compared to
their less grateful counterparts.8 For education to take place the mind must be prepared; such
preparation is currently being practiced in universities across the nation. It is time we share this
bit of wisdom with our children; it is easier to build strong children than it is to repair broken
men. Mindfulness is an essential aspect to providing a sound and lasting educational experience.
In the first verse of the Dhammapada Buddha says our life is shaped by our mind; we
become what we think, supporting the idea that we must teach our children to appreciate the
power of thought and intention. Buddha goes on to tell his disciples to choose the path that leads
to nirvana; avoid the road to profit and pleasure. Remember to always strive for wisdom.9 In
7 Wood A, Maltby J, Gillette R. 2008. The roleof gratitude in the development of social support,stress,and
depression:Two longitudinal studies.Journal of Research & Personality [Internet]. [cited 2015 April 26] Vol. 42
(2008) 854–871. Availablefrom: https://www2.le.ac.uk/Members/rtg/pdf/GratitudeLongitudinalWood2008.pdf
8 Bono G, Froh J. 2014.Makinggrateful kids:the scienceof buildingcharacter [Internet].(CA):Templeton Press;
[cited 2015 April 18] Availablefrom:http://greatergood.berkeley.
9 Baird F, Heimbeck R. Asian philosophy:philosophical classics.Vol VI.Pearson Education Inc. UpsaddleRiver (NJ).
2006.P98.

8. today’s classroom the intention is the opposite. One is encouraged to seek the most profitable
avenue, reward equals pleasure, follow instruction, and do not deviate from the norm. Fourteen
studies of programs that directly train students in mindfulness have collectively demonstrated a
range of cognitive, social, and psychological benefits to both elementary (six studies) and high
school (eight studies) students. These include improvements in working memory, attention,
academic skills, social skills, emotional regulation, and self-esteem, as well as self-reported
improvements in mood and decreases in anxiety, stress, and fatigue.10
Children today face a world overwhelmed with war, poverty and natural resource
scarcity. It is our duty to offer them a fighting chance in a world that we are so diligently
destroying. We must look back to the great teachers in history for guidance on how to
revolutionize our education system; Confucius being another excellent example. Confucius (551-
479 B.C.) has been revered as Wan-shih Shih-piao (the teacher of all ages) in China.11
Confucius’ method of teaching encourages logic, problem solving and creativity in students. He
is on the record saying that the kind of student he wants will be able, presented with one corner
of a subject, to come back with the other three.12 What he is saying is that the best way for a
student to learn is by piecing the puzzle together bit by bit; opposite of the current Common Core
Standards.
10 Meiklejohn J, PhillipsC, Griffin M. 2010.Integrating mindfulness traininginto K-12 education: fosteringthe
resilienceof teachers and students. Springer Science+ Business +Media, LLC [Internet]. [cited 2015 April 18] DOI
10.1007/s12671-012-0094-5.Availablefrom:
http://www.mindfulnessinstitute.ca/Portals/15/pdf/Integrating_Mindfulness_Training_Into_K-12_Education.pdf
11 Cheng HL. 1985. Confucianismand zen (Ch'an) philosophy of education.Journal of Chinese Philosophy
[Internet].[cited 2015 April 18] Vol (12). Availablefrom: http://buddhism.lib.ntu.edu.tw/FULLTEXT/JR-
JOCP/jc26595.htm
12 Kupperman J. Classic Asian philosophy:a guide to essential texts. Oxford ; New York (NY): Oxford University
Press,Inc; 2001,2007.P86.

9. We are currently requiring students to memorize a certain methodology. The students
must then regurgitate that information back on an exam whose sole purpose is for results analysis
and supporting industry; not education. Joanne Weiss, former chief of staff and head of the Race
to the Top grant program, is who effectively made the adoption of the Common Core, a
condition for federal grants. Weiss describes how it is opening up huge new markets for
commercial exploitation. The development of common standards and shared assessments
radically alters the market for innovation in curriculum development, professional development,
and formative assessments. Previously, these markets operated on a state-by-state basis, and
often on a district-by-district basis. But the adoption of common standards and shared
assessments means that education entrepreneurs will enjoy national markets where the best
products can be taken to scale.13 Education entrepreneurs are the investors privatizing education
and the products being taken to scale are our children, further dehumanizing the education of our
youth.
The evolution of American public education has been significantly influenced by
corporate and political interests that share a common goal: to maximize profit, growth, and
marketability. The shift towards a business model of education delivery impedes our collective
ability to preserve and promote a democratic way of life. As in so many other arenas in our
society today where democratic interests are pitted against economic ones, democracy seems to
be losing. The issues stemming from the pursuit of a corporate model of education pose threats
not only to the historic ideal of a liberal philosophical education but also to the future of
democratic thinking itself. Corporate modeled education is eliminating critical thinking and a
13 Karp S. 2013.The Problems with the Common Core. Rethinking Schools (**Edition**) [Internet]. [Last upated:
Sept 2014, cited 2015 April 26] Volume 28 No.2 - Winter 2013/14.Availablefrom:
http://www.rethinkingschools.org/archive/28_02/28_02_karp.shtml

10. culture of criticism while weakening intellectual independence. Confucius said the welfare of the
people should be the first concern of the state, not increasing the power and wealth of its leaders
or their perpetuation in office.
America is currently facing this exact predicament in order to prevent history from
repeating itself; we must take heed to these words. To learn without thinking is considered labor
in vain. To think without learning is desolation. This is the travesty we are committing against
our children. Teaching them to sit quietly, follow instructions or face penalties, memorize
information but not absorb it; never showing them how to effectively apply knowledge to life.
Confucius’ philosophy is a vision of the individual as enmeshed in society.14 His belief in an
educated and morally committed leadership should be essential guidelines for the restructuring of
American public education. Without determination, there can be no revelation [of knowledge],
without anxiety to express convictions, there can be no illumination. To have one corner [of a
square] identified and not be able to revert by identifying the other three: there can be nothing
further. 15
Integrating these philosophical ideas into American public education is necessary if we
are to remain a democratic society with strong moral leadership. We must not allow the influence
of corporate and political economic interests to influence how we cultivate our leaders of the
future. Mencius regards the educational process as the prompting of the overall awakening of the
learner’s subjectivity; or essential human nature. Moreover, he considers that the human mind-
heart is the creator of values and that human life is endowed with innate capacity to make moral
14 Kupperman J. Classic Asian philosophy:a guide to essential texts. Oxford ; New York (NY): Oxford University
Press,Inc; 2001,2007. P92.
15 Baird F, Heimbeck R. Asian philosophy:philosophical classics.Vol VI.Pearson Education Inc. UpsaddleRiver (NJ).
2006.P 312.

11. judgments. Mencius, a proponent of Confucius, holds that the most effective educational
methodology is a sort of cultivation of the mind-heart through internal self-reflection. Insisting
that the principles of teaching are to be according to the student’s talent and that the teacher has
to make oneself as a paradigm.16 Mencius emphasized the fact that in order to have a benevolent
leader, it was first necessary to provide a good education.
The objectives that Mencius assigned to education are filial piety, respect for one’s
elders, and teaching people to conduct themselves decently towards others; which highlights
another major discrepancy between modern day American education and a traditional
philosophical education. We often hear in the public arena, “the school is not here to raise your
children” reaffirming its intention or lack thereof. Our teachers are the cultivators tasked with the
responsibility of raising our children’s awareness, opening their minds and exposing them to
information they would otherwise not be privy to. American philosophers, such as John Dewey,
and others who seek enlightenment through the ancient practices of yoga embrace the notion that
knowledge is without limit, constructed in the individual by the individual and simultaneously
connected to all other things in the universe. True knowledge and learning cannot be
standardized or controlled. Rather, knowledge opens many doors with endless possibilities.17
Beyond the lack philosophy in American education is a lack of moral and ethical deicion
making. A lack of morals in American education is a factor which has not been seriously
considered among modern educational authorities, though it is one that should be addressed. If
we are not teaching our children to practice moral and ethical behavior in school, how can we
16 Huanga CC. 2014.Mencius’ educational philosophy and its contemporary relevance. Taylor & Francis Group
[Internet]. [ cited 2015 April 18] Volume 46, Issue13.Availablefrom:
http://www.tandfonline.com/doi/full/10.1080/00131857.2014.965651#abstract
17 Bevel M. 2008. EMPATHY: A DIFFICULT JOURNEY THROUGH PUBLIC EDUCATION IN 2008.JOURNAL OF
PHILOSOPHY AND HISTORY OF EDUCATION[Internet].[ cited 2015 April 25] VOLUME(58). Availablefrom:
http://www.journalofphilosophyandhistoryofeducation.com/jophe58.pdf

12. ever expect them to practice it at all? Is school not the place where millions of American children
go to engage with the information necessary to the success of a civil society? Otherwise it would
not be such an integral part of the American existence; unless of course, its purpose has evolved
from promoting an ethically educated and morally sound society to merely a training camp for
supporting economic global interests. If the American public education model were reformed to
include a more philosophical approach, there may be a glimmer of hope for our children’s
children in regards to moral leadership, ethical governance, and policy. By cultivating gratitude
and practicing mindfulness in our educational approach we can begin to transform a nation of
over medicated, amoral consumer slaves into a nation of thinkers and innovators and morally
sound leadership. If we continue to allow corrupt interests to manipulate our education system
there will be no hope for our own futures, let alone those of our grandchildren.