ভূমিকা

Shiavault - a Vault of Shia Islamic Books Social and Moral Responsibility Higher Education and Social and Moral Development In HEIs the development of social and moral responsibility through the transmission of values has been seen as problematical since the certainties of religious doctrine have diminished since the nineteenth century.

Sandolow (1991) states that ‘contemporary notions of morality are likely to regard it as a human construct’, suggesting that the current debate focuses not so much on absolutes about what is moral or not, but on how we deal with questions about what has been constructed. With little consensus about what is morality, educationalists are left with the unenviable task of supporting the development of social and moral responsibility without a certain framework on which to base this process.

However, some believe that the role of HEIs in this process has become central because of that very uncertainty. Sandolow (1991) argues that as both large influential conglomerates and as centres of education, HEIs have a role in supporting moral development. Sandolow adopts Feinberg’s (1968) view that collective social responsibility is the concern of large institutions and that while their primary purpose may not be to pursue social justice, it is still part of their role.

In addition, the view that HEIs should be concerned with moral issues persists, implying that students need to be viewed as members of a community and not just as customers. Wilcox and Ebbs (1992) echo this view, stating that, as HEIs are a source of knowledge they are also powerful and capable of influencing social and economic life. Harkavy (2006), however, suggests that often the rhetoric of HEIs does not match outcomes.

While HEIs may support the promotion of citizenship values and practices, the commercialisation of higher education ‘powerfully legitimises and reinforces the pursuit of economic self-interest by students’ (Harkavy, 2006:14). This begs the question as to whether higher education has moved in purpose from the ethical, social and character development that was evident in the past, to a focus on discipline-led training for specific employment purposes (Holland, 1991).

This implies that students may have ‘utilitarian’ purposes for entering higher education, focusing on achieving qualifications for a career, rather than a broader educational experience (Jones and Thomas, 2005).