Similarities Between Malaysian And Japanese Moral Curriculum

In Aldous Huxley’s 1932 novel Brave New World, John (referred to as “the savage”) is the voice of freedom in a society ruled by an inexorable pursuit of superficial happiness. In the dystopian setting, the world controllers maintain public satisfaction “but at a very high price—the sacrifice of freedom, individuality, truth, beauty, a sense of purpose, and the concept of God” (Neilson). John’s unorthodox beliefs about monogamy, God, drugs, and freedom clash with that of the overwhelming majority of people in the totalitarian London utopia. This barrier is rooted in John’s natural moral development as opposed to the artificial conditioning of the rest of society and it leads to John’s complete isolation from the people of London.

This is a study about one’s ethical and moral behavior and Christian World View as related to personal and professional growth and development. This study examines my personal views of moral behavior and Christian World View as it relates to my expectation of what a manager in a leadership position should posses and why. Growing up in a African-American Baptist church and ultimately landing in a diverse Christian Church has shaped my life and viewpoint when it comes to values and beliefs. There are 5 characteristics that I believe a Manager should possess: Authenticity, transparency, empowering, trustworthy and competence. These five characteristics help to build rapport and trust in a manager, which are good qualities to possess when leading a team.

Many students come to school without a solid moral and ethical foundation because it has not been a priority at home. The lack thereof must not be used as an excuse. Educators must assume the responsibility to be effective caregivers, moral models, and ethical mentors. Successful character education is an integral part of a school’s culture, most effective when the virtues are integrated into the academic curriculum (Dean, 2014).

This question falls into level III postconventional cognitive moral development. The postconventional level is premised on the idea that a person can evaluate a scenario based on more than what is wanted of them or what does the law require. Rather they can look at the scenario and ask what is morally right, and ask if the laws are in need of improvement. Additional, in the later stage which is only theoretical, the ability to ascertain principles of justice and rights is obtained. Ultimately they can ask and determine what is best for society. Because this question is asking “what action would be best for society in the long term” It best fits level III cognitive moral development.

Cultural relativism refers to the view that ethical systems or moral actions that are perceived to vary across cultural diversity are all equal and valid and as such, no one culture is better than the other is. For instance, by taking how words are used in one culture to mean a thing, the same words may be employed in a different culture to mean another thing. Another example is prayer announcements in Saudi Arabia can be heard from far distance which legal. Even if that may disturb your neighbors who are not Muslims. However, in United States such thing is illegal and consider a noise violation.

Moral and values is some of the things we learn as we grow up and these morals and values we learn from our parents and friends and also from our cultures and some of them you get to develop them as you grow up. The is so many ways to develop ones morals and values and cultural relativism and ethical subjectivism is of those ways that are used to develop morals and values.

Recently, those within education have begun to focus on not only teaching content, but also helping children to develop socially, emotionally and morally. Many teachers use activities in the classroom can help to improve students ability to develop their social identity, their emotional recognition, and their moral values. Furthermore, these types of activities can be useful for teachers in helping to establish an open, safe classroom environment where students can expand on their values and beliefs in a comfortable way. One activity that has commonly been used to improve these abilities is morality based questioning.

Ethnocentrism is difficult to overcome in trying to understand the ways of others cultures. It usually leads people to believe that their own culture’s way of life is in some ways better or more natural than that of others. It is also hard to avoid this perspective because people are socialized to think in ways consistent with their cultural values and to evaluate practices in terms of how well they fit with a culture's views on what is good or bad. In general, cultures tend to value more those characteristics for which their own culture is particularly accomplished. The cultural variation in moral reasoning, described next would seem to behoove one to be slow to pass judgement on other cultures and first consider why the carious cultural differences exist as they do.

Moral Relativism is generally used to describe the differences among various cultures that influence their morality and ethics. According to James Rachels, because of moral relativism there typically is no right and wrong and briefly states : “Different cultures have different moral codes.” (Rachels, 18) Various cultures perceive right and wrong differently. What is considered right in one society could be considered wrong in another, but altogether all cultures have some values in common.

Since Japan’s exit from isolation and entrance into global, cross cultural exchange, many aspects of the Japanese culture have been shaped and changed from their original traditionalism. Despite Western influence, however, Japan has been able to maintain a sense of cultural identity through unique practices that are rooted in the original culture. A prime example of this autonomy can be found when observing Japanese business culture and ethics, especially when the United States is used as a cornerstone of comparison. In observing the modern business practices of both nations one is immediately drawn to the manner in which business is both discussed and

They teach us what we should and should not do, what is right and wrong and the moral values that are deep rooted in their mind. “You should respect your family’s senior members”, “You should be obedient”. These are some common Chinese traditional values that I have learned in my childhood. To please our parents and avoid punishments, we would rather obey their rules and be a “good” girl than argue with our parents. We start to put up our own masks to protect us from danger and to get reward. In particular, we pretend not to be interested in playing video games to prevent scolding from our parents. We also pretend to be a hardworking student to delight our parents. We even accept their moral teachings such as the unique sayings we must use to greet our seniors. “Even if we the knowing also find words in our mouths twisted by the ingrained moral hypocrisy that is now part of our insuperable ‘flesh and blood’” (Nietzsche, p.25), through family socialization, each teachings from our parents thicken our masks and we become less

The comparison between Japanese and North American educational systems is often used. The Japanese system, along with other Asian cultures, places importance on the group and the interdependence of its members (Cole & Cole, 2001, p. 541). The North American model, in contrast, focuses on the ideals of individuality and independence (Cole & Cole, 2001, p.541). This contrast is due to a conflicting cultural/social structure and outlook of the world. Japanese look at the development of self as doubled sided: the inner self and the social or public self (Hoffman, 2000, p.307). Within the Japanese education system, the teacher's goal is to develop and cultivate both layers.

By reflecting the importance and challenges of blending ethics in education, steps can be further taken to improve education in the future. Although it is tough to ensure that ethics is being taught completely to the students, but the efforts in teaching ethics still need to be taken seriously. Despite the challenges of infusing ethics in education, ethical education plays a part in developing well-rounded students, the building blocks of our nation. Last but not least, we hope that ethical education shapes a better

Meaning of the phrases �the ends justifies the means’ The phrase �the ends justifies the means’ is a very popular in many fields and is also used in our day to day living. However, it is more used when talking about morality issues whereby it means that the morality of an action or behavior depends entirely on the result of that action and not the behavior or action itself. This is phrase that can be viewed different by proponent of different moral theories. A consequentialist theorist will agree with this phrase. For example, if one tells a lie to save the other person from grief, the action of telling the eye is viewed as good. Another example is whereby a person kills the other in order to save the others.

Moral education is a programme of study which teaches the pupil about behaving in accordance with what is good while rejecting the bad. It is a holistic approach to stimulate character building and moral development (Okoh;