Everyone’s got bad values and morals which isn’t a good thing for anybody. This essay goes over an article by John Leo and how it talks about what kind of bad morals people, especially students have. What the audience wants to know from this is why are they influenced to do this or where did they get influenced from. This article gives us some examples of bad morals and of solutions so we as students can understand what this article is trying to get at. This article also talks about character, and what importance and effectiveness it has on us as students. The article gives us information on which values we have been adapting ourselves with and which values and morals should be taught. It talks about student education, and how they should have good morals. George W. Bush has information and it expresses his ideas for why having bad morals are bad and how having good morals can be good. For example, in this article it talks about how a Massachusetts teacher could clarify her students have cheated or not. The reason she …show more content…
This is a good topic to focus in on because we want to know why they are influencing themselves to do bad things like copying work from others or why they want to cheat. A good quote from this article that supports this question reads “Then went into steep decline, mostly because the public concluded that no content clarification wasn’t offering much help with the tide of drugs, violence, and teen pregnancies.” (Leo 20). What this quote is telling us is that the schools from the mid 70’s to 80’s didn’t help that much to help kids that dealt with drugs, violence and teen pregnancies. This gives us an idea on why started to become more independant and try to find their own solutions and a easy way to do that is to find shortcuts. This strategy of finding shortcuts or finding a way to cheat had found its way into a student's life and their
Morals are set standards of right and wrong for society as a whole. One ’s self image of morals are what the individual thinks is right and wrong according to what he or she learns; however, this “Internal compass” can be influenced because society controls most of what they learn. One’s self image of morals allows an individual to provide compelling arguments, provides emotional stability and allows for an individual to have predetermined views of right and wrong; on account of the fact that said individuals choose to follow the revolutionary figures who provide a strong base for the creation of one’s self image of morals. In most cases, religion plays a major role in the creation of this aspect of identity; made evident in Martin Luther King’s “Letter from Birmingham Jail” in which, through use of historical and religious examples, Dr. King justifies his participation in a non-violent protest to expedite the process of integration. Also, “Young Goodman Brown” by Nathaniel Hawthorne shows how an individual’s self image of morals provide a strong emotional base and an unwavering sense of right and wrong. Even my own experiences have led me to believe that having a strong self image of morals allows an individual to be emotionally stable, and have a strong sense of right and wrong.
McNeel, S. (1994). College teaching and student moral development. In J. Rest, & D. Narvaez (Eds.), Moral development in the professions: Psychology and applied ethics (pp. 27-49). Hillsdale, NJ: Erlbaum.
...r that students’ thoughts and ideas about moral behavior may differ based on their cultural background.
Some of the key ideas that Hartman discussed about in this article were revolved around the concept of teaching and defining what a good character is. Hartman started off his article by talking about generosity, honesty, courage and respect. Hartman also talked about how business ethics courses can help improve students’ character by helping them think about their values (Hartman 69). Hartman also discussed about how many people are “sincere but they are not courageous” (Hartman 73). Moreover, Hartman’s goal was to help encourage students “to consider their strengths and limitations, their opportunities, and what they can and cannot learn to enjoy” (Hartman 72) and “help students understand the importance of that choice and not make it thoughtlessly” (Hartman 79). Hartman answered if good character is teachable throughout his article. As Hartman stated, “We can begin to teach our students the necessary self-knowledge and self-control by encouraging them to reflect on their assumptions about what will make them happy.” (Hartman 71). Hartman illustrated that an “important function is to provide help for students to understand the language of right and wrong, of virtues and vices” (Hartman 75). Hartman believes that a “good character is therefore a matter not only of doing the right thing but also having the right desires and emotions” (Hartman
It seems like everyone is always looking for an easy way out of everything. Its hard to handle school when you have other difficulties in your life. With work, family, and friends it seems like nothing can ever be completed on time. It's no wonder that in a recent reading from John Hickman in Cybercheats students are turning more and more to online plagiarism then they were years ago.
Recent high school graduates are not well prepared to face society as it really is cruel, confusing, and tough. In school students are not taught skills they will need out of the classroom, what they are taught is memorization, and multiple choice test taking in which they can guess their way through or just simply cheat. In the article “For Once, Blame the Students” by the author Patrick Welsh he states that “Failure in the classroom is often tied to lack of funding, poor teachers or other skills. Here 's a thought: Maybe it 's the failed work ethic of today’s kids” (Welsh). When teachers teach a new lesson they make students take notes on their textbook and then, they give them multiple choice tests to see if they learned anything. Learning
Crimes of moral turpitude include fraud, reckless behavior, putting other peoples’ life at risk unjustly, soliciting for prostitutes, selling narcotics theft and violent crimes. Educators are expected to be people of sound morals, and they are also role models for their students. The job of educating and raising future leaders should be entrusted to professionals of sound moral judgements, after all, teachers are supposed to lead by
Situations of cheating have seemed to become more and more commonplace when the student is bored by the subject material, poor teaching and or feels they have no use for the knowledge. Kohn even states in his article, “cheating is more common when students experience the academic tasks they’ve been given as boring, irrelevant, or overwhelming.” This infers that if a student were attending a school interested in learning about art, the student maybe more inclined to cheat in a business accounting class due to the fact the student would find the subject material irrelevant to them and their future. Students seem to be less inclined to cheat and it “is relatively rare in classrooms where the learning is genuinely engaging and meaningful to students and where a commitment to exploring significant ideas hasn’t been eclipsed by a single-minded emphasis on “rigor”” (Kohn). To simplify everything mentioned above; students are inclined to cheat in school when they are disinterested in the subject material and or are overwhelmed by in assignment or finally the result in a poor teacher. Everyone who has attended school can relate to this in some way or another, most people do not want to retain knowledge they have no interest in or use for in their
However, in order to further argue the importance of morality, a formal definition is needed. Just what is meant by morality? Any number of people can look at it and perceive its identity differently. Two writers Barry L.Chazan and Jonas F.Soltis talk define the significance of a moral situation in education as follows,
There is an epidemic of cheating in American universities. Students are finding easier and more efficient ways to cheat. Morals and morality are changing. Students, members of the younger generation, and teachers, members of the older generation, differ on what is cheating. Morality even differs amongst students. Some students still adhere to the traditional sense of morality, and find what other students do an abhorration of morality. This essay is a mostly a pathos and ethos argument that attempts to appeal to the reader’s sense of right and wrong by using so-called “authorities.”
The first cause as to why students cheat is because they are lazy. It happens all the time, where students go home from school, have a snack, watch television, take a nap, play some video games, and just keep saying that they will do their homework later. The next thing they know it eleven o’clock at night and time to go to bed, but no homework was accomplished. The student keeps pushing back the assignment until the last minute and the last minute is not enough time. This is also known as procrastination. The student does not want to fail, but they were too lazy to do their own work, so they ask to copy the work from a friend that did the work. I once said something to a guy about how this was cheating and he told me that he was, “using his resources wisely”. Another time I asked a student next to me to stop copying my answers in class and he told, “Then you shouldn’t let me see your answers”, he blamed his cheating on me. One time when I was in seventh grade in my ecology class we had to put together a presentation with a partner. My partner was a close friend at the time, and our topic was solar power. I ended up doing all of the research and put together the presentation a...
Bonevac, Daniel A. Today's Moral Issues: Classic and Contemporary Perspectives. Mountain View, CA: Mayfield Pub., 1992. Print.
Modern students face many pressures for academic success. They are often unwilling to disappoint their parents or spouses. Some fear that not cheating will weaken a student’s ability to compete with their peers. They rationalize their unethical behavior, unwilling to accept a poor grade, consequently justifying cheating as the only means to that end.
Goodlad, J. I., Sirotnik, K. A., & Soder, R. (1990). The moral dimensions of teaching. San Francisco: Jossey-Bass, Inc. Gushee, M. (1984). The Species of the World Student discipline policies, p. 12. 5.
The major reason which leads to popularity of cheating is that students always desire to have good marks. Today’s academic system is generally based on grade point average or some other alphabetical or numerical representation of academic skill. If students notice that many classmates have high marks, they also want the fame of having good grades. Therefore, this pressure unintentionally causes students to value their goods marks much more than their knowledge. Eventually, students do anything to achieve good marks, even cheating in exams.