Moral development in children Essay Example

Moral development in children Essay The purpose of this essay is to create a body of knowledge for follow-on research in the field of the impact of different factors on moral development of children. For this purpose information was gathered through the study and analysis of materials presented in books, research journals, and professional publications so as to determine: Who holds the responsibility for moral development of children? On initial consideration, the question posed here seemed to bracket nicely few main points of the subject, but that impression appeared to be wide of the mark, especially when it came to making judgments concerning the notions of morals and morality. Really, what is a morality? What does it mean to be a moral person? Our values, both moral and non-moral, were acquired along with our basic language and socialized behaviours when we were young children and come from some very strong traditions that are part of our societies and our cultures.Law, religion, our family and peer group all tell us what we ought to do, but following these more traditional oughts does not necessary constitute a moral life. A great number of people, however, do live long and useful lives without ever consciously defining or systematically considering the values or moral rules that guide their social, personal, and work lives. During most of our lives we simply decided what was right and did it. Websters Dictionary, Tenth Edition, defines morality as conformity to the ideals of right human conduct; virtue. The Oxford English Dictionary defines morality as the doctrine of right and wrong in human conduct; conformity to conventional rules by religion or other spiritual influences. However, the terms right or wrong and right human conduct are totally subjective: they have different meanings to different people. Who decides what is right or wrong? Is our moral decision just as simple as the proverbial coin toss? Who sets the standards and norms? Probably, there is no easy answer to any of these questions, neither is there a single universal definition of the notions.One of the most wide-ranging descriptions of morality, where words right and wrong are avoided, belongs to Russian psychologist Rubenstein, who believes that morality is conformity and devotion to a set of standards initiated and/or accepted by an individual; an individuals active adherence to his accepted standards for the duration of his existence. (Rubenstein, 1982, p. 129-130) As in many areas of educational research, the field of moral education is full of controversy, which is directly connected with the debate about the definition of morality.These debates are not lim ited to psychological accounts of the nature of morals, but also include the questions of childrens moral development, extending to their general development and to the very definition of educational aims in this area. Moral development should be related to all the fields that use the word development. In ways that are not easily measurable, moral development has some connection to physical, social, political, religious, and other kinds of development.And, of course, economics being so central to development, one must ask about the correlation of moral development and economic development. To ask about this relation may seem to be a silly question, but perhaps it is just an embarrassing one. (G. Moran) Children develop morality slowly, and in stages. Each stage, beginning from the preschool years and continuing even in the adult years, has its own theory and idea of what is good and right and different reasons why people should be good. Each stage brings a person closer to mature m oral development.These issues have been approached by many psychologists, but the most prominent input into this research was done by Jean Piaget and Lawrence Kohlberg. The purpose of Piagets studies was to investigate the growth of moral judgement in children. However, he did not merely seek to examine their moral behaviour, but tried to establish the degree to which children at any given age and stage can reason morally, so that we may know the framework within which we must operate when we seek to help them to develop the moral standards acceptable in our society. (Brearley, 1968, p. 120).Piaget discovered that young children have a much more primitive understanding of right and wrong behaviour than older children: they judge bad behaviour by the amount of damage caused by a persons behaviour. Kohlberg carried Piagets work into adolescence and adulthood. According to Kohlberg (1984, p. 67) there are three levels of moral development with two stages in each. During the first leve l (Pre-conventional) children are concerned with avoiding punishment (Stage 1: Punishment-Obedience) and getting ones own needs met (Stage 2: Individualism).This level and its stages fit into the framework of young children up to the age of ten years. During the second level (Conventional) children are more concerned with living up to the expectations of others (Stage 3: Interpersonal Conformity) and want to do the right thing because it is good for the group, family, or institution (Stage 4: Social System and Conscience). This level and its stages fit children over the age of ten years and on to adulthood. The third level is called Post-conventional. During this level individuals govern their behaviour by the relative values and opinions of the groups they live and interact with.Right behaviour is based on a social contract (Stage 5: Social Contract and Individual Rights) with others and in the validity of universal moral principles (Stage 6: Universal/Ethical Principles), which ma y or may not agree with societies laws. Laws that agree with universal moral principles are obeyed but when those laws violate these principles, the individual follows the principles instead. There are many other theories and approaches to this issue, but our question is about another aspect of the matter: who is responsible for moral development of children?To answer this question, first of all we need to determine the circle of possible relationships that can influence childs moral development. Of course, in the widest sense, all relationships may be regarded as part of social development, but the earlier, more personal relationships have a great impact on the process of moral development. Morality is not something that is practised in isolation. Morality is, among other things, an aspect of out relationship with other people. And anything which diminishes our ability to make such relationships successful diminishes also our capacity for moral actions. (Williams, 1970, p. 109) The moral development of a very young child brings out the interrelation of all ages. One cannot describe the moral development of infants without referring to the moral development of parents and grandparents. Parenting a child is one of lifes great moral adventures, and so is the childing of ones parents. (Rubenstein, 1982, p. 89) Moral life is shaped by our responses to a pattern of relations. The responses in the relation of adult and child are not equal, but the process can still have a degree of mutuality.We often underestimate the infants power of receptivity to moral influence. Robert Coles (1997, p. 45) states that character or moral development is an interaction between nature and nurture, which takes place in a very early age. It develops as a result of parental interaction, balanced discipline styles, and a childs own choices. Children learn about right from wrong from their earliest experiences. When they need nurturing or feeding and parents fulfil that need without exce ssive indulgence, then children develop characters that accept rules and tolerate frustrations later in life.The infant needs to know that he is merely a self among other selves, that he is not omnipotent, that other people have need and feelings too. (Williams, 1970, p. 37) There are two sides of discipline and the parents aim is to try balancing them. Too much love and a child becomes spoiled, expecting their every want and need to be met regardless of other peoples wants and needs. According to Huxley (1985, p. 17), this causes children to be stuck in the early stages of moral development based on selfish individualism.Thats fine for a two-year-old, tolerable in a six-year-old, and obnoxious in a twelve-year-old or older. Too many limits and the child develop a low sense of worth and a lack of self-control. This usually results in an overly rebellious child or an unhealthy submissive one. (ibid. ) Achieving this balance is difficult. But it is easier to do if discipline is viewe d not just as punishing wrong behaviour, but as a process of shaping character. Parents are not simply setting limits. They are teaching how to distinguish right from wrong.It is easier to say no when we know that we are guiding the childs moral development and eventually, his or her social success. As the later stages of moral development reveal, children can make a choice not to follow societys rules or laws. Parents must accept that reality. Thats part of parents on-going moral development. Understanding moral development allows parents to assess their children and have a better target for their individual development. Hopefully, the end result is that our child will be the one who will stop and wait for someone in need, regardless of what the crowd says he or she should do.The ideal is that the child will develop, as Kant put it as a law-making member of a kingdom of ends. He must not only come to know what is in general right or wrong; he must also go beyond this level, so that he sees why such rules are right or wrong and can revise rules and make new ones in the light of new knowledge and new circumstances. (Peters, 1981, p. 33) The described importance of parents influence leads us to the conclusion that a childs moral education is the primary responsibility of the family.Other aspects and factors, other religious and social organizations and institutions can each make their contributions to the process, yet none of them can replace the family. While the school cannot accept the primary responsibility for moral teaching, it still has a significant role to play in the reinforcement of a childs moral understanding and behaviour. The school is a community and should be characterized by courtesy and civility in all its activities, with instruction in specific subject matter informed by moral understanding.Today leading educators no longer see their job primarily to be the teaching only the curriculum subjects. The philosophy of education has undergone a f undamental change. Teachers now perceive their jobs to be the involvement in reshaping of the childs values, beliefs and morals. Teaching is now being viewed as a form of therapy, the classroom as a clinic, and the teacher as a therapist whose job it is to apply psychological techniques in the shaping of the childs personality and values. (G. Moran) We will write a custom essay sample on Moral development in children specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Moral development in children specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Moral development in children specifically for you FOR ONLY $16.38 $13.9/page Hire Writer

To me passion is so essential

To me passion is so essential...it hurts any kind of dance when theres no artistry. There are just feats. Born in July 6th 1930 in New York City, Donald McKayle first gained an intense interest and admiration in dance more than half a century ago after a friend brought him to see Pearl Primus, a pioneer in African-American dance. A first-generation American and the son of Jamaican parents, McKayle grew up in Harlem. The McKayle family were part of the New York West Indian community which offered social interaction and cultural awareness to a young boy. McKayle first danced in public at a West Indian social activity. In 1947 Donald McKayle graduated from De Witt Clinton High School. While in high school, he showed a passion for both folk music and American and African-American history. McKayle belonged to a high school chapter of the Frederick Douglass Society and a youth group called Club L'Ouverture which held folk dances and "sings," and on weekends he went to hootenannies and danced Latin at the Grand Plaza. His choreography later drew from these early experiences and interests. McKayle received a scholarship to the New Dance Group. From 1947 to 1949 he attended City College of New York. McKayles professional debut was with the New Dance Group in 1948. McKayle continued as a performer in the companies of Sophie Maslow and Jean Erdman. Then he later danced with the companies of Martha Graham, Merce Cunningham, and Anna Sokolow. In the 1950's he founded and directed Donald McKayle and Company, creating such landmark works as Games, Rainbow 'Round My Shoulder, and District Storyville between 1951 and 1962. Donald McKayles continuing career ,spanning over five decades, includes performance in dance, choreography, direction, theater, film, television, and education. McKayle is best known for his use of dramatic tension and narrative to portray the black experience in his dan...

O Little Town of Bethlehem in Spanish

O Little Town of Bethlehem in Spanish Here is a Spanish version of the popular Christmas hymn O Little Town of Bethlehem. It was originally written in English by American clergyman Phillips Brooks. Oh pueblecito de Belà ©n Oh pueblecito de Belà ©n, cun quieto tà º ests.Los astros en silencio dan su bella luz en paz.Mas en tus calles brilla la luz de redencià ³nque da a todo hombre la eterna salvacià ³n. Nacido el Mesà ­as ha, y en Su derredor,los santos ngeles de Dios vigilan con amor.Albenlo los astros; las nuevas proclamadque a los hombres dan la paz y buena voluntad. Oh, cun inmenso el amor que nuestro Dios mostrà ³al enviar un Salvador; Su Hijo nos mandà ³.Aunque Su nacimiento pasà ³ sin atencià ³n,aà ºn lo puede recibir el manso corazà ³n. O, santo Nià ±o de Belà ©n, sà © nuestro SalvadorPerdona nuestras faltas hoy y danos tu amor.Los ngeles anuncian la prometida luz.Ven con nosotros a morar, oh Cristo, Rey Jesà ºs. English Translation of Spanish Lyrics O little town of Bethlehem, how quiet your are.The stars silently give their beautiful light peacefully.But in your streets shines the light of redemptionWhich gives everyone eternal salvation. He was born the Messiah, and in his surroundingsGods holy angels lovingly keep watch.Stars, praise him; proclaim the newsThat they bring peace and goodwill to people. Oh, how great is the love that our God demonstratesby sending a Savior; He sent His Son.Even though His birth occurred without receiving attention,the quiet heart can still receive him. O holy Child of Bethlehem, I know our SaviorForgives our faults today and gives us His love.The angels announce the promised birth.Come dwell with us, oh Christ, King Jesus. Translation Notes Pueblecito is not capitalized in the title. It is the practice in Spanish to capitalize only the first word and proper nouns in composition titles. The interjection oh is less common in Spanish than in English but usually has similar meaning. Although their sound is the same, it should not be confused with the conjunction o nor the letter O. Pueblecito is a diminutive variation of pueblo, a word meaning people or, in this context, town. A diminutive can indicate not only that something is small, but also that something is the object of affection. So pueblecito might be thought of as meaning dear little down or sweet little town. Belà ©n is the Spanish name for Bethlehem. It isnt unusual for names of cities, particularly those well-known centuries ago, to have different names in different languages. Interestingly, in Spanish the word belà ©n (not capitalized) has come to refer to a nativity scene or a crib. It also has a colloquial use referring to confusion or a confusing problem. Note how in the translation many prepositional phrases have been translated as English adverbs. For example, en silencio becomes silently and con amor becomes lovingly. Although most such phrases can be translated word for word to English, it often sounds more natural to use adverbs in English. Astros can refer to stars or other celestial bodies. Estrella is a more common word for star. Beautiful light could be rendered as either bella luz or luz bella. With the adjective (bella) before the noun (luz), the phrase is given a more emotional quality than it might have otherwise, although the difference between the two isnt readily translatable to English. Mas is a somewhat old-fashioned word meaning but. More common today is pero. It shouldnt not be confused with ms, which usually means more. Although hombre normally refers to an adult human male, it can also refer to humanity in general, especially in literary use. In this way, it is much like the English man. Use of cun instead of quà © to mean how is infrequent in everyday speech and is limited mostly to poetic use. Manso isnt a particularly common word. It is often used to refer to docility in animals. Prometida luz is translated here as promised birth. Out of context, the phrase normally would be translated as promised light. But the phrase dar a luz (literally, to give to light) means to give birth, and prometida luz here is probably poetic reference to that meaning. Parts of this song use an unusual word order to maintain the correct rhythm for the music. Most notably, Nacido el Mesà ­as ha (the equivalent of something like born the Messiah has been) would typically be written as Ha nacido el Mesà ­as. It is extremely unusual to separate ha and other forms of haber from a past participle when forming the  perfect tense.

Where Men Win Glory by Jon Krakauer Essay Example | Topics and Well Written Essays - 1000 words

Where Men Win Glory by Jon Krakauer - Essay Example According to the author, Tillman was an ambitious, driven and complex individual who decided to enlist in the US Armed forces despite his lucrative May 2002 $3.6 million NFL contract offer. The September 11 terror attack on the US influenced this decision. While serving on his second tour in Afghanistan, Tillman died while trying to save members of his platoon. Initially, army officials informed his family that his death occurred during crossfire between the platoon and enemy combatants. This information was soon negated by investigations done after the army revealed that a ranger within the Tillman’s platoon shot him. Through Tillman’s story, Krakaeur hoped to shed light on real, behind the scenes experiences of men and war. The public viewed Tillman as a national hero for his selfless decision to enlist in spite of his lucrative contract. Tillman was at the peak of his American Football career when he joined the army. The Cardinals team had offered him a $ 3.6 million, three-year contract, an offer that would cater for all his financial needs and keep him out of harm’s way. On the contrary, enlisting into the army would result in adverse physiological and psychological consequences. The US was recovering from the September 11 terrorist attack, which exposed weaknesses in the country’s counterintelligence mechanisms and sparked a full-fledged war against countries in the Middle East. Choosing to enlist during this time meant that Tillman would be in the frontlines fighting for his life sooner compared to those who enlisted during peaceful times. The country’s former President George W. Bush capitalized on Tillman’s decision to join the army. He used Tillman as a poster-boy to encourage other citizens to enlist and serve their country. Even in death, Tillman proved that he was a national hero. He died in the line of duty in spite of the marred

Principles of Metal Manufacturing Processes Lab Report

Principles of Metal Manufacturing Processes - Lab Report Example The present research has identified that when more loads are applied the specimen breaks at the centre. The data of load versus extension of the specimen is collected and used in calculation of stress and strain. The values are plotted on an X-Y graph and yield a typical graph. From the graph several material properties could be calculated and observe. The following experiment investigates the Young’s Modulus of a piece of wire subjected to tension. To get the Young’s Modulus, stress and strain of the wire must be calculated from the recorded results. The linear section of the graph is referred to as the yield strength where the material shows elastic behavior and it is used in the calculation of E. On the other hand, the other part of the graph is referred to as the non linear section. The yield point is the transition between the linear and the non-linear sections, and the magnitude of stress at this section is termed as the yield strength (ÏÆ'Y). The slope of the li near section of the curve gives the material’s Young’s modulus, given in GPa. The formula for calculating Young's modulus is shown below. Â  The slope of the linear section of the curve gives the material’s Young’s modulus, given in GPa. The formula for calculating Young's modulus is shown below. The objective of this experiment is to determine the Young’s Modulus when a piece of wire is subjected to varying forces. Apparatus The following apparatus were used during the experiment: 1 x G-clamp, approximately 10 cm jaw 1 x 2 wooden blocks 1 x single pulley placed on a bench clamp 1 x meter rule 1 x Adhesive tape 2 x cardboard bridges 1 x mass hanger with 8 slotted masses, 100g each 2 x lengths of copper wire 1 x safety spectacles Wire rolls and threads Procedure The experiment set up was as shown in figure 3 below. Figure 3: Experimental setup 1. After the set up was made, a copper wire was stretched and fixed horizontally along the bench as shown in figure 3 above 2. A maker was made from the adhesive tape and it was attached to the wire to make it less 2 m from the clamp and approximately 5 cm from the pulley. The marker was set to line up with the meter rule so that it could be used to measure the extension of the wire. A loop was made in the end of the wire for loading 3. The original length of the wire was measured and recorded. This was the length from the clamp to the marker. A small mass of 100g was then placed to stretch the wire and the length recorded. 4. The masses were increased gradually in steps of 200g while the force and the corresponding extension was recorded in each case.

The Concept of Transcendence in Heidegger :: God Religion Theology Essays

The Concept of Transcendence in Heidegger ABSTRACT: The history of Heideggerian commentaries confront us with a string of parallel concepts: metaphysics and theology, onto-theology and Christian theology, thought and faith, Being and God, and so on. It should also be noted that these different dual concepts have served, in various ways, several strategies for the interpretation of Heidegger. These various strategies are summarized as follows: the relation between philosophy and theology in the thought of Heidegger is threefold and should be read to the rhythm of his thinking according to the themes of facticity and transcendence. History of heideggerian commentaries confronts us with a series of parallel notions : "Metaphysics and Theology", "Onto-Theology and Christian Theology", "Theology and Faith" and finally "Being and God". I should also point out that these different dual concepts organise several strategies to interpret Heidegger. These strategies can be gathered under four grand points. First of all, a diagnosis in terms of "secularised Theology" coupled with an exitentialisation of the fundamental concepts presiding over the duality of the Dasein. According to this diagnosis, Heidegger's work is seen, in the best case, as a veiled revival of christian Theology. In this perspective it is appropriate to recapture the existential analysis and to open it up towards the theological language, since he has never really been far from it. A second way of reading the relation between Philosophy and Theology in Heidegger's work consist in organising a "theological deconstruction" within christian Theology. A third strategy prefers to read the link between Philosophy and Theology in terms of territorial delimitation, a sort of epistemological "Yalta" between two speculative exercises. Finally, I should mention a fourth type of strategy which finds its origin in the "ontological difference" and wants to renew the terms of proximity to the divine. The recent publication of some of Heidegger's unpublished works pleads for a renewed reading and gives credit to the hypothesis which I summarise as follows : the relation between Philosophy and Theology in Heidegger's thought is threefold and coextensive with Heidegger's thinking itself, according to the two themes of "facticity" and "transcendence". (1) I. THREE TOPICS The different meanings of the concept of Philosophy and Theology point to three topics concerning the relation of Philosophy and Theology as such. These topics should be formulated as follows : first of all as the relation between "Philosophy and Scriptural Theology". Ontology, as a science, while distanciating itself from whatever "Weltanschauung", happens in rigorous fidelity to the philosophical adventure.

Florence Nightingale: Her life and dedication Essay

Florence Nightingale was born in Florence, Italy, May of 1820 and was named after this city. She was home schooled by her father, a highly educated man. Both Florence’s parents were wealthy and loved to travel. Although Florence’s family wanted her to marry, she knew from an early age that this was not for her. She had many callings from God, her first being when she was 17. In 1843, a man who tutored Florence asked her to marry him. She turned him down then and two years later, turned him down again. In 1842 Florence had her first thoughts about nursing. She became aware of hungry people in towns and villages and was aware of workhouses, hospitals and prisons that were completely overfilled. Florence became concerned for the poor and sick of villages that contained agriculture workers and weavers. She asked her mother for food, bedding and clothes and usually her mother would have helped her out, but not this time. Florence became unhappy with her life and felt that getting married like her mother wanted would not satisfy her. At the age of 24, she received another calling from God and decided to follow it. She felt she belonged in hospitals caring for the sick. When she asked her parents to learn more about nursing, they were not suitable with the idea and did not agree with it. In 1846, she decided that she might receive training in Germany at a hospital run by deacons and pastors where discipline and supervision was strictly enforced. Florence traveled to Kaiserwerth where she worked with the children in the hospital and attended an operation. Although there was no nurse training at kaiserwerth, she was happy to be helpful assistance to the patients. In March of 1854, England and France declared war on Russia known as the Crimean war. Sidney Herbert who was Secretary at War contacted Florence regarding her taking a party of nurses to the hospitals of the British Army. An article was written and published in October of 1854 stating that there was much anger that there were no sufficient medical preparations for the proper care of the wounded. Along with Florence, there were 14 other professional nurses and a number of people from religious institutions. When Florence returned from the Crimea, she was very much in demand, and received many social invitations, but refused them all. Although tired, she still wanted to continue with her work. She was concentrating on working for the reform of the Army Medical Services where she wanted to set up a Royal Commission. Although she had become tired and slightly ill, she still managed to work hard and turned all her attention to the Nightingale Training School. While she had to go back home to care for her parents and her sister, she still worked on the reconstruction of the Nightingale School. Her parent’s sickness became worse and the only way for her to keep control of the school was by writing letters or paying visits when she could. Nightingale was now left to enjoy her old age. She received an award which was a great honor because it was the first time it had been given to a woman. When people read about this great victory, she received many letters of congratulations and flowers. August of 1910, Florence Nightingale passed. She requested to not have a National funeral and to be buried alongside her parents at East Wellow. Florence Nightingale was an extremely important leader during the Crimean war and long after as well. What many might not know about this highly dedicated woman is there is an unusual part about her. Florence once noted â€Å"A small pet animal is often an excellent companion for the sick†¦Ã¢â‚¬  Since then, the medical profession has encouraged the use of animal companionship as a means to improve human health. Florence has been reported to carry a small owl with her that she named â€Å"Athena.† She carried the owl for years during the Crimean War. She also kept a pet tortoise in her pocket that she named â€Å"Jimmy† and took around with her when she traveled. This is weird because most people leave their pets at home, however Florence kept it with her for luck.