Thank you for sharing. It depends. I believe strongly that the basis for the nurture of the children (including primary education, from one point of view) is family. Then, it comes school.

'To educate a person in the mind but not in morals is to educate a menace to society.'

-Theodore Roosevelt

Regards

Dear all Good morning...no doubt we are moving through value crisis.. various reports and researches evident the phenomenon.. the main reasons behind this may b many but some common are:

LPG .. where the education is in the hands of businessmen.

CAPITALISM in Education.

Life Style of us that has been totally changed and where there is no time for togetherness in the family.

Misuse of technology and without sense.

Govt. Policies.. like no one will be failed upto std. 8 whether he know something or not.

Role of teacher has been chaged or knowingly distorted... where the sacred relation of teacher and student is now totally formal. I.e. of give n take.

In the name of broadmindedness we have left our culture, heritage and social structure...

Even I dont have such values that my teachers have... n the new generations they are living in the value vaccum...

Thank you for sharing. It depends. I believe strongly that the basis for the nurture of the children (including primary education, from one point of view) is family. Then, it comes school.

'To educate a person in the mind but not in morals is to educate a menace to society.'

-Theodore Roosevelt

Regards

I agree with the statement of Dr.Aristidis, Today  Corporate sector play dominant  role in the education. So in every phase of the education they are giving less importance to the moral values and moral education. In turn students are not inculcated with good ideas and morals.  Media, TV channels and Movies are also equally responsible for the changed situation.Finally,  high percentage of  youth are without sufficient moral education.

Hello! Greetings for questioning. Surely all this is quite distorted, as young people come to college without many responsibilities, environmental reflection where they live and where they did their basic training. In Brazil, especially in the last thirty years subjects like Moral, ethics and civics were abolished the curriculum and this resulted in freedoms that today cause harm to society itself. In higher education, work with it and it is difficult to instill young people the constant practice of moral and ethical principles, starting with the efforts that they have in, for example, outwit the teacher in times of ratings! In my opinion, we have many challenges ahead in the subject.

Youths are serious lacking in moral values and I think the fault is majorly from the parents.

Dear Shahnaz:

I think that it depends to some extent on the situation of the particular society in which the young people live. On the other hand, due to globalization, interdependence and rapid economic and technological change, which reach to a greater or lesser extent to every country, most societies experiment a complex process of cultural change. This involves value changes, which people who hold traditional values may perceive as a "moral crisis". In my view, education should try to facilitate the coexistence of the old and new values and the transition from one cultural stage to the next. But I admit that this is very difficult.

The current problems with kids and youths may be due to the system of educations across the world. Decision makers have forgotten the role of moral issues when designing the education programs right from the schools. The emphasis is basically on learning just to handle the technical works and the moral aspects of the life of human being are mostly passed by without any concerned attentions. In this course of human life framework, the role of family is fading more and more day by day. Socially, it will turn into a catastrophic phenomenon, if any correct decision is not made, collectively globally . Wish all the family members a divine-bestowed patience and tolerances. 

Morality is something that school can better encouraged and forster but at the end of the day, moral learning is like all learning, the student has to be the one that decide to give it to himself/herself.  Superficial learning in knowledge and morality is easy but it does not sink in. As everything, it is learn more through following real moral examples at work than by following preaching.  Preaching and not doing is just teaching to preach without doing and so everybody pretend and do not really learn.

Dear Louis,

You are right, morality without action does not sink in. Just like other physical learning. the physical knowledge gets waste if no practical aspect of it is exercised in  a laboratory. The moral part of the education (primary and higher) "must" be exercised in a suitable manner for an effective result. 

Regards,

Faramarz

Moral learning is something which all societies, groups and sub-groups carry on doing as part of socialization. It is always present in some form, however subtle, in all groups. The problem with formal educational institutions carrying out specific moral lessons is in the relativity of moral values in a world which is both in reaction against the imposition of any one set of values and the diversity of values among groups of people themselves.

The reaction to which I refer to has old roots but one period, and a relatively recent one, is the period of the Enlightenment in Europe in which the values and the doctrines on which they were ultimately based were questioned and contested. The second aspect, that of diversity of values, is pronounced in a globalized world in which Muslims, Christians, Agnostics, Jews, Hindus and people with other belief systems live in restricted urban spaces and have electronic means to express their opinions. Any set of values espoused as being worthy of being part of a formal curriculum will inevitably be contested as some part of it may offend one group or the other.

Under the circumstances it is difficult to prescribe any core moral syllabus. All I can say is that there are universal values not contested much which can be taught. Of course there are group-specific values too which may be contested but these can be left to the groups themselves. Among the universal ones not contested, in my opinion, are traffic rules, the sanctity of human life, the provision of first aid to all in an emergency, the necessity of keeping the environment fit for the continuation of life, non-violence towards all human beings with special care for women, children and anyone who may be in one's power and courtesy in pubic life. The ones which may be contested are womens' rights including mobility and sexuality and the declaration of war. In keeping with the United Nations charter, however, these too may be emphasized universally though, I fear, there will be groups contesting them on grounds of culture, tradition, religion, nationalism, the right to preemptive attacks for defense and so on. However, whatever disagreements there may be, some form of the debate can go on and many school children will agree with such values.

In short, I fully support the teaching of what I have called universal moral values even if some of them are contested by certain groups. Without them the human race cannot survive in peace. The idea that we should not judge, however valid for parochial group values, is not relevant for universal values. We would be at the mercy of cruel dictators, psychopaths with zero-empathy and bullies of all kinds if we were never to judge anybody for being wrong. But, in practice, we human beings do judge. Let us just teach our children to judge less on the basis of group-specific values and more on the more stable basis of universal human values.

Youths are really lacking moral values in modern education. Religion, society, school, friends, and social upbringing are main sources of moral values. In Applied Science University, we have many courses regarding values, such as Ethics in Islam, Ethics in University Life. 

There is a lack of ethics within youth. As it was already stated, instilling ethics starts in family. There is shared responsibility (family, school, community...).

Unfortunately, as we are often role models to our students, bad practice of some teachers reflects on moral and ethics of his students. How to cope with this problem?

Moral values should be part of our education system.

Holistic development of an individual is incomplete if moral values are neglected

I do agree with @Wafaa about fact that ethics should be included in education.

Ethical decision-making should be included as a 21st century skill (overused term but don’t know of an alternative). Some would profess that ethical decision-making has always been a needed skill. But we are living in the most complex era of human history. Information access and abundance, and emerging technologies are advancing, and being developed and disseminated at rates that the human mind often cannot comprehend. Now more than ever ethics should be integrated into young people’s educations...

https://usergeneratededucation.wordpress.com/2014/03/20/teaching-ethics-in-the-age-of-technology/

No moral values in today's youth.

The youth is the best we have. Youth are intelligent and has an enormous capacity of learning. They are or can be our geniuses. A person cannot give what s/he does not have or has not learned. The problem resides in some older persons with their vices, particularly with a culture of mediocrity, arrogance and bad character. Unfortunately, is much easier to follow bad examples than the good ones, given that gives much less work and effort.

See “Moral Education - A Brief History of Moral Education, The Return of Character Education, Current Approaches to Moral Education” in the link below.

A little excerpt: “… Historically, the mission of schools has been to develop in the young both the intellectual and the moral virtues. Concern for the moral virtues, such as honesty, responsibility, and respect for others, is the domain of moral education.

Moral education, then, refers to helping children acquire those virtues or moral habits that will help them individually live good lives and at the same time become productive, contributing members of their communities. In this view, moral education should contribute not only to the students as individuals, but also to the social cohesion of a community…”

http://education.stateuniversity.com/pages/2246/Moral-Education.html

It depend on the education system, and also on society where they are growing.

It depend on reality and circumstances of society

We can understand it in two ways:

1. Younger generations grew up influenced primarily by their parents, their immediate family and their immediate neighbors. Thus, they continued the older generation's traditions and ideals. 

2. In the present day, the influences grow larger with every passing decade. By the time children reach adulthood, they have come into contact with a myriad of ideas and cultures, shaping and influencing their thought process.

 I agree with Antonio, children are born perfect ready to learn, then comes lack of good parenting, lack of exciting teachers. As a result children are basically drifting around on their own picking up what ever comes around. Cities are full of them.

I recall picking up two toddlers walking on their pyjamas in early morning in snow-covered streets around minus 15 degrees. They were making a 1 km trip to their (separated) father. They will be a problem to society when they grow up, but they were born perfect.

I agree with colleagues that family has the primary role in developing moral values in the children and young. But what happens when family itself is dissociated. How a dissociated family will associate thinking and morals of a child. 

The world is transforming and now no family members are around us in schools and work places as earlier. Families taught to live, to earn, to work, to be associated to the society in the past. Husbands and wives worked together their family jobs. That was a time of family culture.

Now work places are in the centre for jobs and schools for learning. Families are being dissociated, distorted. The world has been mechanized. And we also are behaving like parts of a machine.

We depend now on money and S&T (skills). When money matters, culture disappears. We learn from Google. We stick to facebook. Morals are taught by elders, not by Internet sources.

Our consciousness is to improve our life standards. We do not hear rhythms of nature, we do not hear sound of moving streams. Why then, are making noise to develop morals in our children.

Is culture and social life so important to us, as it was in previous times -  we have to think on that.

That is my opinion.

I do not think so. There are wonderful young people. Many of my students also make me proud of them. We can learn many things from them. Not only for computers but also for tolerance, empathy, friendship, courage to follow the dreams... These young people are my “positive control” in our troubled world. I do believe that they will not change in the future and will educate in the same way their own children. Precious metals do not rust…

Yes .. youth  is lacking  moral values..

Main reason is relationship n time.

Relationship of parents  and children has  been changed or we can say distorted.. same is with relationship of teacher and student.. it is becoming more formal more mechanical based only on knowledge give n take and skill oriented.. the affective domain suffers drastically.. to which the values are totally related..

Time is another factor.. where the time with parents and grandparents is switched over to the virtual  world including mobile, tv, internet etc... 

These gaps in relationship and time leads to mechanical humans without values where  the sufferers are not only children but the parents  and grandparents also...

DECLINE OF MORAL VALUES AMONG TODAY'S YOUTHS!

Childhood is the time at which moral standards begin to develop in a process that often extends well into adulthood. Understanding all forms of social awareness are important in the development of a child’s moral sense. Some psychologists are of the theory that people's development of moral standards passes through stages that can be grouped into three moral levels.

(a) At the early level of pre-established moral reasoning, the child uses external and physical events (such as pleasure, pain or happenings around) as the source for decisions about moral rightness or wrongness; his standards are based strictly on what will avoid punishment or bring pleasure.

(b) At the intermediate level of established moral reasoning, the adolescent child views moral standards as a way of maintaining the approval of authority figures, chiefly his/her parents, and acts in accordance with their guideline or instruction.

Moral standards at this level are on a positive evaluation of authority, rather than on a simple fear of punishment.

(c) At the third level of post-established moral reasoning, the adult child bases his/her moral standards on principles (rules) that he/she has evaluated and accepted as naturally suitable, regardless of society's opinion.

He/She thinks that social standards and rules (morals) which he/she regards as relative rather than supreme in authority are subjective in nature....

Morals are influenced by family, society, culture and social values etc; the extents to which these values are kept or discarded depend on these influences.

The agents of education i.e. the family, school, church and the society are to play a role in ensuring that moral values are passed on to the child as he/she comes in contact with them.

The child fitting into the expected norms of the society depends on the way he/she has been brought up by his first point of contact (the parents) with the world.

Unfortunately, due to several social and economic factors, many families are disoriented, disorganized and confused and therefore have failed woefully to play this vital role....

http://makusoshanaw.blogspot.rs/2011/10/decline-of-moral-values-among-todays.html