Moral Education (নৈতিক শিক্ষা)

Moral education starts early but proceeds at very different speeds according to the domestic circumstances of the small child. It gathers momentum when the sphere is enlarged, or divides, and as this process is repeated throughout life. It evolves for each new sphere of society (e. g. family, education, and religion) and circumstances encountered there. The inhabitants of these spheres play a very important role in the moral education of the child, whether they intend to or not. This does not change throughout a person's life.

The deviation of our education system from ethics and morality has not occurred in a day. In fact, if we shed light on history, it will reveal that since the imposition of colonial education system on the sub-continent, the era of decaying ethics and morality- the major objectivity of education has been initiated.

Perhaps the dangerous implication of British colonial education system is the orientation of education towards jobs.

As our education system has lost its vision, it leads most of the educated people towards corruption. Especially, in the country of low literacy rate like ours, society puts the educated people in a privileged class. Being members of this privileged class, many of the educated persons do not hesitate to exploit the 'uneducated' poor class for their materialistic gain.

In conclusion, it may be stated that if we want to minimize the corruption in the society, we must set the objectivity of our education in a right direction. For this, we must reformulate our education policy. Of course the new education policy will emphasize on the materialistic development of both individuals and the society but it should not be the sole objective.