Moral Education - David Purpel

In the 17th and 18th Century, a new age erupted in Europe that shaped the world and it’s ideas to this day, called the Enlightenment Period or the Age of Reason. During the Enlightenment Period, hundreds of individual ideas were expressed between philosophers as well as the citizens of England and France. Interestingly enough, most of these ideas seemed to share one central theme together. This theme was around individual freedoms that people can and should have, and the natural rights they should also hold. In these discussions of individual freedoms, sprouted innovative ideas regarding politics, economics, religion, and social rights.

http://www.jstor.org/page/info/about/policies/terms.jsp . JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of

On Key Symbols Author(s): Sherry B. Ortner Reviewed work(s): Source: American Anthropologist, New Series, Vol. 75, No. 5 (Oct., 1973), pp. 1338-1346 Published by: Wiley-Blackwell on behalf of the American Anthropological Association Stable URL: http://www.jstor.org/stable/674036 . Accessed: 05/09/2012 09:42 Your use of the JSTOR archive indicates your acceptance of the Terms

Beyond Sophisticated Stereotyping: Cultural Sensemaking in Context [and Executive Commentaries] Author(s): Joyce S. Osland, Allan Bird, June Delano and Mathew Jacob Source: The Academy of Management Executive (1993-2005), Vol. 14, No. 1, Themes: Forming Impressions and Giving Feedback (Feb., 2000), pp. 65-79 Published by: Academy of Management Stable URL: http://www.jstor.org/stable/4165609 . Accessed: 05/08/2013 09:54 Your use of the

Morality is a virtue which must be embedded in a person's nature since childhood. However, there may be a multifarious of ways in which this can be done. Some may argue that morality must be impeached to children as a foundation to education. Indeed it is important to introduce the children to what is right and what is wrong. However, in order to help them discern better between right and wrong they must also be taught as to why it is so. I strongly believe that teaching a foundation of logical reasoning will do much more to produce a moral society than to simply impart morality lessons.

Ethics and Morals By Dominic Rheinberger Remembering Op 1 The four main ethical frameworks are Proportionalism, Utilitarianism, Situation Ethics and Natural Law. There many other ethical points of view besides these four, some only slightly different from one these and some very different from any of these, but most people will be

http://www.jstor.org/page/info/about/policies/terms.jsp . JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of

Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at http://www.jstor.org/page/info/about/policies/terms.jsp. JSTOR's Terms and Conditions of Use provides, in part, that unless you have obtained prior permission, you may not download an entire issue of a journal or multiple copies of articles, and you may use content in the JSTOR archive only for your personal, non-commercial use. Please

Values Debate NUR 542- Dynamics of Family Systems The controversy of whether values should be taught at home or at school has been a debate for many years. In fact, many states have already begun establishing boards to define what core values are most important and should be taught within the school system. This was and continues to be a topic of interest as many legislatures and school officials notice an exponential increase in students and young Americans that exhibit poor decision-making and lack character traits essential for success in today’s society. Cheating, substance abuse, interracial intolerance, poor sportsmanship, and malicious social behavior lead the list of concerns as lawmakers mull over a solution. In any case,

Soft Power Author(s): Joseph S. Nye, Jr. Source: Foreign Policy, No. 80, Twentieth Anniversary, (Autumn, 1990), pp. 153-171 Published by: Carnegie Endowment for International Peace Stable URL: http://www.jstor.org/stable/1148580 Accessed: 12/08/2008 12:33 Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at

Kohlberg's Moral Development Lawrence Kohlberg grew up in Bronxville, New York and attended handover Academy in Massachusetts. This is an academically demanding private high school. He did not go straight to college but instead went to help the Israeli cause, serving as the second engineer on an old freighter carrying European refugees through British blockades to Israel. After this Kohlberg enrolled at the University of Chicago where he scored so high on admission test that he only had to take a limited number of courses to earn his bachelor's degree. This he did in one year. He stayed on at Chicago for graduate work in psychology, at first thinking he would become a clinical psychologist. In this study he soon became

From the beginning of time, ancient philosophers and educators have taught different life developmental skills to aid people as they grow. Those educators often taught students how to develop ethical and moral character. With teaching those characteristics as a foundation they were able to teach students to branch out and understand a deeper meaning of authenticity, virtue and value. All three of these concepts are required to live a meaningful and balanced life in both the physical, mental and spiritual realms. I will be discussing how authenticity, virtue and values have affected my life, along with how they affect my future. Secondly, I will be discussing how these principles have helped guide me through my life. Values, authenticity, and virtues have an effect on a person from the time they were born and as they continue to age.

Rice University Sexuality/Textuality in Tristram Shandy Author(s): Dennis W. Allen Reviewed work(s): Source: Studies in English Literature, 1500-1900, Vol. 25, No. 3, Restoration and Eighteenth Century (Summer, 1985), pp. 651-670 Published by: Rice University Stable URL: http://www.jstor.org/stable/450501 . Accessed: 16/12/2012 06:30 Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at

http://www.jstor.org/about/terms.html. JSTOR 's Terms and Conditions of Use provides, in part, that unless you have obtained

Competition and Non-Competition and its Relationship to Individual and Group Productivity Author(s): Leo Keith Hammond and Morton Goldman Reviewed work(s): Source: Sociometry, Vol. 24, No. 1 (Mar., 1961), pp. 46-60 Published by: American Sociological Association Stable URL: http://www.jstor.org/stable/2785928 . Accessed: 04/11/2011 04:16 Your use of the JSTOR archive indicates your acceptance