Values in Conflict
VALUES IN CONFLICT
Introduction
Each day as young people attend school they are bombarded with various moral messages. These messages come in many forms. These differing forms may be categorized in either of two different areas, moral instruction or moral practice (Jackson, Boostrom, and Hansen, 1993). Moral instruction refers to both formal and informal methods. Formal instruction as part of the classroom curriculum is directed and intentional. Sometimes formal moral instruction is not quite so obvious however. Rituals and ceremonies such as pep rallies, graduations, and various assemblies may all be categorized as formal moral instruction. Visual displays with moral content are
also considered as formal instruction, although they are of a more passive approach. One can not walk the hallways of a typical middle school without seeing numerous examples of posters and signs which attempt to convey some sort of moral message. Perhaps the most subtle and least recognizable form of moral instruction is the interjection of moral commentary within an ongoing activity. Public recognition for doing exceptional work is just one example of such commentary.
Moral practice methods may also be either formal or informal. The rules and regulations within the school and classroom would be considered formal forms of moral practice. A more informal method of moral practice would be the expressive morality within the classroom. Expressive morality may be conveyed either intentionally or unintentionally. Everything a teacher does, from facial expression and body language to expressing personal beliefs, can have an effect of influencing the values of an adolescent. Hence teachers should be extremely aware of this possibility.
A Gallup (1980) public survey of attitudes towards schools showed that 79% of the respondents were in favor of some form of instruction which would concentrate on morals and the development of moral behaviors. Along with academic competence, character development is the most desired goal of educators (Wynne and Wahlberg, 1985). Many states actually mandate some form of character education by law. In Nebraska, state statutes 79-214 and 79-215 specifically outline this. Despite this apparent agreement between the public and educators, as well as its legitimacy under law, the teaching of moral beha...
... middle of paper ...
...irely.
References
Jackson, P., Boostrom, R., and Hansen, D. (1993) The moral life of schools. San
Francisco: Jossey-Bass.
Gallup, G. (1980, September) The twelfth annual Gallup Poll of public attitudes
toward public schools. Phi Delta Kappan. 62,39.
Wynne, E. and Wahlberg, H. (1985) The complimentary goals of character
development and academic excellence. Educational Leadership, 43(4). pp. 15-18.
Taylor, C. (1991) The ethics of authenticity. Cambridge: Harvard University Press.
McClelland, D. (1982) Education for values. New York: Irvington
Schaeffer, E. (March, 1998) Character education in the curriculum and beyond.
The education digest. pp. 15-17.
Berkowitz, M. and Grych, J. (1998) Fostering goodness. From internet,
http://www.uic.edu/lnucci/MoralEd/aotm/fosterin.htm
Rawls, J. (1971) A theory of justice. Cambridge: Harvard University Press
Power, F., Higgins, A., and Kohlberg, L. (1989) Lawrence Kohlberg’s approach to
moral education. New York: Columbia University Press.
Hinshaw, S. and Anderson, C. (1996) Conduct and oppositional defiant disorders.
In Marsh, E. and Barkley, R., Child psychopathology. pp. 113-154. New York
He explains that cognitive education would be a much easier method to work with than that of the moral one. He expresses his difficulty that moral education in teaching. "I have no idea how to get my students to build a self or become a soul. It isn't taught...we've never evaluated a candidate on how well he or she should accomplish it." (Pinker, 2014) Brooks observes the same problem. "…authority no longer feels compelled to define... moral, emotional, and spiritual growth...as Pinker put it, they don't know." (Brooks, 2014) Pinker and Brooks both agree that moral growth is a difficult task to teach an individual. This difficulty lies primarily in lack of knowledge and lack of focus in building a student's unique selves. Overcoming this problem would lead to the moral growth of students in higher
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.
It is imperative to remember that while all parts of practice may have suggestions which are moral, not all parts of practice include moral issues.
O'Donnell, Bro. Cornelius, O.P. "A Graham of Faith: Inquiring into the Life and Preaching of Rev. Billy Graham." 2 Nov. 1995. http://digidesk.p52s.hioslo.no/niwg/bgraham.htm (16 Apr 1997).
All the developed countries (developing countries are also in no way lagging behind) the incidence of the people being monitored under various surveillance systems is high of which closed circuit television system (CCTV) is gaining dominance. For instance, the UK has over 4.2 million of them, giving it a ratio of one for every 14 persons and the USA is reported to have been installing it on a rapid pace in every conceivable location as town centers, schools, public transportation systems etc with a spiraling budget estimated at $100 million. With the terrorists attacks looming large in the wake of 9/11 attacks and despite the killing of Osama Bin Laden, the trends are going towards more and more technology oriented surveillance methods. This has naturally caused widespread concerns about the privacy issues and necessitated more evidence based research to inform policy and practice.
This is how I feel the issue of teaching morals and ethics to today's children should be dealt with in America. There must be a complete overhaul of the school system we have in place, or a remarkable change of heart of many people whom have been fighting for centuries over minor differences in religious teachings. Otherwise, there will be no other way to ensure that children in America are growing up with a sense of values, which will allow them to make a difference in tomorrow's world.
Former secretary of the Department of Homeland Security, Chertoff says in his newspaper article that video evidence would help the public and police in sorting out allegations that have come up in today’s world. He feels that video is a great record of facts that are unbiased. There is better evidence of crimes with video. Also, he states police would have greater accountability. He gives the example of one police officer’s recordings from a body camera would be a terabyte of data within a year. Times that by state and local police officers would mean a huge amount of data to be stored. Chertoff also discussed the
The need for ethics and morality in education is more important now than ever before. The emergence of the single and two working parent family have led to the rise of the "latch key" child: the child who basically raises himself due to the absence of parents. Ethics and morality are also necessary in our schools to create individuals who are compassionate towards one another and of the world surrounding them.
"This is the Hour of Decision with Billy Graham, coming to you from Minneapolis Minnesota" Billy Graham, has preached to more than 210 million people through a live audience, more than anyone else in history. Not only that, but Mr. Graham has reached millions more through live televison, video and film. This has led Billy to be on the "Ten Most Admired Men in the World" from the Gallup Poll since 1955 a total of thirty-nine times. This includes thirty-two consecutive more than any other individual in the world, placing him as the most popular American for about forty years. This essay is going to talk about Graham's personal life, and what kind of family he grew up in and im also going to talk in detail about how he became an evangelist, because I feel it is very important yet interesting. His accomplishments in the fifties are uncomparable, so I will be including a considerable amount of information concerning that topic. Finally I will be talking about his personal achievements, books written, and how he has been a companion to some of the American Presidents. William Franklin Graham Jr. was born in Charlotte, North Carolina on November 17, 1918. Graham was raised on a dairy farm by William Franklin (deceased 1962) and Morrow Coffey Graham (deceased 1981). In 1943 he married his wife Ruth McCue Bell, and had four children Virginia 1945, Anne Morrow 1948, Ruth Bell 1950, William Franklin, Jr. 1952, and Nelson Edman 1958. At age eighty, he keeps fit by swimming, playing with is nineteen grand children, and from aerobic walking, in the mountains of North Carolina, where he currently lives. (Billy Graham Best Sellers, 1999) Billy Graham told Time Magazine in one article about his life before becoming a preacher. "I lived on a farm. The only difference was I had to get up early in the morning and go milk cows. When I came back from school that day, I had to milk those same cows. There were about twenty cows I had to milk. By hand. That was before they had those machines. I loved being a farmer. But God called me to this work that I'm in now. I knew it was God calling. I said, "Yes. I will follow what God wants me to do." And so I went to two or three schools to get education.
...main a widely respected evangelical preacher for more than 50 years because he avoided misinterpretations of the bible and financial scandals (Hall). What will count most to the lives that Billy Graham effected, will be the day those people die. Graham has led to eternal life that Jesus gave us. Those people will no longer perish but join Graham in Heaven one day.
“The moral quality of education is inevitably affected by the moral character of educational institutions.
Kohlberg, L. (1984). The psychology of moral development: the nature and validity of moral stages. San Francisco: Harper & Row.
In Milton’s Paradise Lost, the readers are presented the perspective side of Satan to the biblical story, Adam and Eve. Over the past centuries, there have been numerous stories about Adam and Eve, but there was never a view from the devil himself, Satan. Satan started as a confused and angry person in the beginning. As the story progressed, Satan’s character became stronger and powerful. Toward the middle of the story, Satan acted almost as a political figure; he knew when and what to say to persuade other angels to follow him. Some reader suggests that Satan is the protagonist of the story because he struggled to combat his mistrusts and weaknesses. Nonetheless this goal was evil and Adam and Eve turned out to be the pure heroes at the end of the story while they help begin to fix humankind’s evil fate. There are several reasons why Milton focused so much Satan and gave him all the good lines.
Teacher Ethics “Ethics are defined as a set of principles of right conduct; the rules or standards governing the conduct of a person or the members of a profession” (Dictionary of the Human Language, 2000). Teachers are often put in situations that require more than just knowing the basic school rules. It is within these situations, that the ethical dilemmas occur. There is not always a right way to deal with the many daily problems that face educators, but there are ways to handle situations that are better than others. Teachers should follow and refer to a code of ethics to help teach in the most appropriate and ethical way as well as a guide to help deal with dilemmas.
Values, norms and culture are essential to society’s survival. Roles and standards give groups within a society structure and allow members to know what’s expected of them, socially. As a teacher, parent or leader of a group, you’re expected to teach the group to be conventional and conform to society. It is basic human nature to have the desire to pass on our own values, norms and culture to our kids and/or those we are in command of. We often resort to educating them based on values we’ve been taught by society.