Imparting Morality Lessons

In today's world, most of the children are not aware of morally teachings. They are lack of them.

The fourth and final element is belief (Simons, Simons, & Wallace, 2004, p. 21). Parents and teachers can play an important role in children’s lives by teaching them right from wrong, moral issues, and the basic rules and laws of society. How the child comes to understand, accept, and believe in these concepts will determine how he or she acts. If the child believes in these rules and laws and accepts them he or she is more likely to follow the law and less likely to partake in delinquent behavior, the opposite holds true if he or she does not believe in the rules or do not care or fear the

What is morality? Where does our sense of morality come from and why is it important for us to know? The cognitive scientist, psychologist, linguist, and scholar, Steven Pinker discusses this in his essay, “The Moral Instinct”. In this essay, Pinker claims that our morality sense is innate, it constantly changes, and it is universal among each culture. Pinker also explains that moral sense shapes our judgement as it is something that we value and seek in other people. The science of the moral sense is important since it shows how morality impacts our actions and it explains why we act in certain ways.

“Developing in students the desire for the good is the ideal in character development. In this way, students come to a place in which they choose to pursue morally good behaviors, rather than the alternative, as a matter of

| * Appreciation of wider rules and understanding in society * Consequence of actions understood * Interest in moral issues and

2.1/2.2. Explain how children and young people’s development is influenced by a range of personal & external factors.

In this case, Russell is in Mr. Willow’s eighth-grade biology class. After scoring a 72 percent on his first test, Russell’s dad threatens to take away his extracurricular activities. Worried that his dad will take away his social life, Russell decides that he is going to work extra hard on his genetics assignment so that he can improve his grade and get back on his dad’s good side. After hearing that Mr. Willow’s genetics assignment is extremely difficult, Russell is persuaded by his soccer teammate, Luis, to use his brother’s assignment that he turned in to Mr. Willow a few years back that had received a high grade. Thinking about pleasing his dad, keeping his social life, and not getting made fun of by his teammate, Russell turns in Luis’ brother’s assignment as his own. Mr. Willow notices that the paper is not Russell’s original work and embarrasses him in front of the entire class. Given Russell’s age and actions, Russell is in the conventional stage of Kohlberg’s Moral Development, more specifically the “Good boy/Good girl” stage because he is looking to meet other people’s expectations when he is making decisions. For example, Russell used Luis’s brother’s assignment because he wanted to get a good grade that would please his dad. Secondly, Russell knew that if Luis found out that he didn’t use his brother’s assignment, Luis would more than likely make fun of him.

Children in school are rarely questioned with such ferocity, but similar moral and pedagogical concerns arise—with particular urgency, in fact, precisely because they are younger: Should

In a world full of conformity, an outcast has the ability to present a different perspective and provoke deeper thinking, even amongst society’s most compliant characters. Brave New World author Aldous Huxley created the character, John, to juxtapose London’s futuristic culture. This misfit of a character not only gives the reader a different approach to the story, but sheds light on how harmful Huxley’s fictitious future really is. The Savage John’s inclusion in the novel assists in the identification of toxic morals, displays the importance of emotions, and pinpoints the necessities for human development.

Morality: it is a term that is questioned at every corner of every day. The moral idea ranges from something small such as helping an old women cross the street, to the extreme such as the recent actions taken by politicians to limit public union rights in Wisconsin. Dictating the difference between right and wrong has been an issue that dates to the times before Christ, where the idea of moral perfection was used to determine one’s right of passage into heaven. It was not until Benjamin Franklin, who published a guide within of his autobiography, describing thirteen steps to achieving moral perfection. Franklin used these morality milestones to thrive in living a successful life and eventually become one of the founding fathers of the

This course has helped me reflect on the foundational moral principles which God calls me to follow. It is easy to allow the world's increasingly relativistic mindset to creep into how I view morality. Being reminded of the fundamentals of Christian and Catholic morality has made me more eager to live them out in my own life, and also challenges me to stand up and defend morality in situations where things are unclear.

The theory of moral development, advanced by psychologist Lawrence Kohlberg is one of the most well-known persuasive theories in the field of cognitive science and stems from the work of Jean Piaget, which hypothesizes on the direct correlation that exists between moral and cognitive development. Kohlberg speaks of the appearance and understanding of what is right and wrong from childhood to adulthood and explains by this transition through the identification of various levels of morality known as pre-conventional, conventional and post conventional. People will make decisions based on the understanding of the possible outcome and through reasoning of morals. (Target Concept)

As children adapt to the environment in their early stages of development, they are normally not on their best behavior. Kohn (1993) described the cause of the behavior and values young children inhibit, and he provides ways to guide them to become self-disciplined. Effects on behavior and values include three major points pertaining to children's development. First, according to Kohn (1993), many adults believe that children need self-discipline. Children need rules, however, they may misbehave to avoid control from a teacher or parent. Teachers and parents should give children opportunities for independence and allow them to make their own discoveries. "The truth is that if we want children to take responsibility for their own behavior, we must give them responsibility, and plenty of it" (Kohn, 1993). Next, according to Kohn (1993), when teachers and parents put an emphasis on obedience, it normally does not work. Children need a role in creating rules make them feel included in the decision-making process. Also, children become more ambitious when they are given goals to continue improving. Lastly, children should learn about democracy for preparation into a democratic culture. By teaching children decision-making skills, they become more independent and make good choices.

Morality refers to the concept of proper human action in terms of "right and wrong," also referred to as "good and evil. According to Hobbes (1994:11), morality is simply a declaration of rules and beliefs that are considered absolute guides for human behaviour. According to Hare (1981:27), “Morality is a system of principles and judgments based on cultural, religious, and philosophical concepts and beliefs, by which humans determine whether given actions, are right or wrong.” Moral values and graciousness, in the past, were prominent in most teenagers. Every individual has capacity for growth. But a seed cannot grow without nurturing. And farmers don’t get to neglect their crops. So moral values has to be inculcated from infancy. Many years

Morality is an important component of a human being because it helps shape the ethical foundation that every human being has. Whether to be good, evil, honest, or deceitful are just some of the traits morality helps us develop. Thus, it is evident that morality is a crucial component of a human being. However, what ultimately drives moral action? This question is debated and investigated against many philosophers, a few of them being Thomas Hobbes, Frans de Waal, and David Hume.