The idea of moral education is one that may be frowned upon by those who seek a values-free, non-indoctrinative approach to schooling. Simon skillfully shows the fault in such simplistic notions. Moral and existential questions are at the heart of true intellectual inquiry. The life of the mind is fueled by questions that matter to the heart. The curriculum is vitalized by the integration of the deep concerns of real life into the disciplines.

Spanning the gap between heart and mind may be an endeavor that we can conceive of happening primarily in religion classes at religious schools taught by religious instructors. Simon shows, however, that the investigation of moral and existential issues can occur just as effectively in the more pluralistic world of public education. Her writing is not imprisoned in the impersonal world of theory though; the transcripts of actual classroom teaching and her subsequent analysis are helpful to the practitioner. While there may be some substance to the appraisal that her work is that of a "Monday morning quarterback," her scrutiny and reflective insight has certainly inspired my work with junior high age scholars.

The influence of Nel Noddings and John Dewey are clear in Simon's writing (something that she is careful to acknowledge). I sense the spirit of Stanford's Elliot Eisner in her work as well, especially in the way she conducts what he calls "educational criticism." Moral Questions in the Classroom is recommended for teachers of middle and high school students, curriculum committees, and students of moral education.

Thank you to Katherine Simon for suggesting ways that education can be meaningful both for students and teachers. This beautifully written and well argued book argues that teachers are systemically limited in their ability to ask meaningful questions, the ones that students most want to talk about and teachers most want to teach. "Moral" or "existential" questions are what liberal education should be about, Simon argues, and this university professor frankly agrees.

Finally, an academic and educator is forcing us to ask what price we are paying by making standardized tests the measure of learning, and she charts a path for bringing meaning back into education. This book is a MUST READ for anyone interested in children's education.
I plan on asking my university colleagues to read it, because although Simon focuses on K-12 education, her lessons are applicable to all levels of learning.

Kudos to Dr. Simon

It discusses some obvious things about high schools--including some high schools are bad and some are good-- and makes a lot of general statements about how high schools should be run.
I would have liked something a little more positive happening, something more inspiring and less like laying down what's good. Indeed the moral importance in high schools that runs through the book is a positive thing, but there was something judgemental or negative about it. I'm not sure why I dont feel compeled by the advice given. More suggestions which are actually ideas, at least to get the creative juices flowing would be a good thing also.

Rated as excellent in 6/19/00 U. S. News & World Reports, I am pursuing research on this book while attempting to locate a library or preview copy to read myself!

quote from The Students are Watching: "School exists to change young people. The young people should be different--better--for their experience there. They should know some important things, they should know how to learn additional important things, and they should be in the habit of wanting to learn such important things. They should have a reasoned, but individual point of view. They should be judicious, aware of the complexity of the world. They should be thoughtful, respectful of thought and of ideas which are the furniture of thought." The Students are Watching is about teaching morals through example and treating students with respect while delivering education in an ethical manner. I don't really view this as a "how to teach morals" book, but as a guide to running an ethical school.