Why does the author believe Moral Studies should be scrapped?

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The author says Moral Studies should be scrapped because it cannot be taught effectively and nobody in the school system takes it seriously
The author argues that Moral Studies should be removed from the national syllabus because teaching morals in a textbook-driven, school-calendar format is inherently difficult and produces little to no impact on forming morally transformed students. They add that getting an “A” in the subject has “absolute zero” value for producing character, and that students do not care about the class in the first place. The author also contends that the education system does not create the kind of sustained, absorbing experience or crisis-based learning that, in their view, helps moral lessons “stick”.
Moral lessons do not translate into exam grades
The author’s core claim is that moral formation cannot be captured through formal schooling and measured through academic performance. They say that earning an “A” in Moral Studies has no bearing on producing a morally transformed character, describing it as having “absolute zero” impact. In their view, moral learning does not work like subjects from the cognitive domain that can be administered over 30 to 40 weeks of an academic calendar in 40-minute weekly sessions.
Students lack the motivation needed for moral learning
The author points out that “nobody in school even CARES,” treating student indifference as a direct obstacle to any kind of moral learning. They describe morality as something that is “caught not taught,” meaning it depends on gradual absorption over a lifetime (like language or culture) or on experiences that “jump” at a person, such as a sudden car accident that changes behaviour. They argue the education system does not provide these conditions, so moral lessons do not stick well.
The subject is not treated as important by schools, tuition centres, or students
The author says Moral Studies is not an entrance requirement for colleges or universities beyond a “passing nod” for grades, and that tuition centres do not charge to help students score well. They also state that students do not compete to excel in the subject for bragging rights. This lack of external incentives, in the author’s framing, reinforces why the class remains pointless.
The teaching approach is portrayed as boring and ineffective
The author argues that even attempts to revitalise Moral Studies through stimulating instruction or by infusing morality into other subjects are unlikely within the national education system. They characterise the teaching as relying on boring rote memorisation, which they say becomes the “final nail” in students’ interest. The author concludes that, because the system does not care, people do not care, and teaching quality is poor, students end up between indifference and outright annoyance, making continued classes a waste of time.

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Why does the author believe Moral Studies should be scrapped?

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