Boarding Schools and the Moral Community

Abstract

In this paper American boarding schools are examined in terms of their impact on students' moral development. It is argued that boarding school students undergo a specific "moral career"; as a consequence of this experience, boarding school graduates have a world view that is compatible with their most likely future statuses. Viewing boarding schools as total institutions or moral communities, the moral careers of students are traced. Through this process students are encouraged to accept the obligation of becoming "the best". Evidence for this study was derived from a review of the literature and from investigations undertaken by the author on two separate occasions.