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Science and morality essay
Understand child and young people development
Understand child and young people development
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Morals are the foundation of how people live their life. In order for morals to be the foundation, they first need to have a foundation themselves. Donna Frick-Horbury’s informative essay “Moral development” explains how people develop morals through thinking skills and various stages to reach different levels of moral development. William Shakespeare's Macbeth tells the life of the tyrant king, Macbeth, who is so blinded by his own ambition that he kills King Duncan, takes his throne, and gains so much power that he becomes careless of others. He eventually finds himself hopeless and is killed by Macduff with the help of the Duncan’s son, Malcolm. Unlike Macbeth, Leo Tolstoy's “Three Questions” tells the story of another king who seeks answers …show more content…
A human being, such as all organisms, learns to do things such as walking and talking at a very young age. After this time of physical development, the child will be ready to develop even more by strengthening other aspects such as the brain. Being able to think for oneself is essential for any human in order to become an active member of society. Once basic thinking is developed, it will be time to start learning how to develop the morals of a person. This kind of development is done in stages and “people cannot progress to higher stages of moral development until they have also progressed through higher stages of understanding how to think, reason, remember, and solve problems” (Frick-Horbury 1). The most effective way to achieve development is by role-playing and showing the child in undeveloped ways they would understand. “The person’s understanding of the situation must be actively charged by using situations within a person’s own experience and chaining them to the event at hand” (Frick-Horbury 4). For example, a child will not care if they take another child’s toy away, but once that toy is taken away from the first child, they will feel what the other child felt and have a better understanding of why snatching the toy was wrong. As the child grows, they will experience more of these kinds of situations, strengthening their moral
The most successful way to instill righteous and moral behavior and thoughts is by demonstrating our respectable interactions and honest problem solving approaches during difficult times of our lives. “As adults we should dare to be adults that we want our children to be”. They learn by watching and are quick to mimic our behavior with their peers outside of home. The author writes that “we should strive to raise children who: engage with the world from a place of worthiness, embrace their vulnerabilities and imperfections, feel a deep sense of love and compassion for themselves and others, value hard work, perseverance, and respect, and also move through our rapidly changing world with courage and a resilient spirit” (214, 218-219). All of these elements will help to transform the way we live, love, and
Morality, which is one’s general standards about right and wrong behavior, also includes prosocial behavior and other traits such as honesty, fairness, and concern about other people’s rights and welfare (Omrod, 2014). Both morality and prosocial behavior involve multiple parts of the brain, emotions and complex reasoning abilities. Some age-typical characteristics for preschool aged children include, some understanding that behaviors causing physical or psychological harm are morally wrong, a sense of guilt and shame about misbehaviors that cause harm to others, also display empathy and sympathy, and children at this age also show an appreciation for the need to be fair.
The tragedy Macbeth by William Shakespeare is based on a thane in whom is corrupted by greed and a negative ambition. The character Macbeth contradicts his moral responsibility in this play a great deal; many moral questions are brought forth to Macbeth. He questions himself and whether or not he should follow through with the evil deeds that he does. Macbeths ambition causes him to compromise his honour, he doesn’t take into consideration that he is being trusted and that every action that he takes will have a reaction. Macbeth attains his position as king unjustly. As is evident by the conclusion, justice prevails as usual and Macbeths demise is a result of his evil deeds.
Written by William Shakespeare in 1611, Macbeth is a tragic tale that dramatizes the acquisition of power by Macbeth, a Scottish Lord who becomes King, and documents the effects newfound power has on morality and values. A recurring theme that is demonstrated throughout the play is the idea that a change in status, a gain or loss of power, can have substantial effects on a personals moral standing. This ideology is see in the transition of Macbeth from a subservient lord to a ruthless king that abuses his limitless power. For instance, in the beginning of the play, Macbeth states: “ “We will proceed no further in this business.””(1.7.32), referring to carrying out the plot to murder King Duncan. While, at the the climax of the play, Macbeth’s exercise and power know no limits, as scene in Act 3, “ “For mine own good/ All causes shall give way. I am in blood/ Stepped in so far, that I wade no more,/ Returning were as tedious as go o'er.””(3.4.167-170). During this scene, Macbeth has proclaimed that he has come too far to fall back and will continue to abuse his power. Regarding the citations, Macbeth’s shift in morality can be lucidly seen through his transformation from a subordinate lord to a power hungry tyrant with limitless power. Previous to his coronation, Macbeth was an obedient servant to the King, by way of contrast, after Macbeth
For instance you find that when a child is prohibited from touching a certain object they hesitate when trying to touch to see whether there is any one observing them. Therefore, in such cases there is no need of teaching them because it is instinctive. Thus the child is able to make decision even later in life using his knowledge to do what is right or wrong. You find that the choices they make from child hood to adult hood are usually between acceptable and forbidden generous or selfish, and kind or
The character Macbeth in the story of Shakespeare’s Macbeth faces decisions that affect his morals. He begins as an innocent soul, dedicated to serve his kingdom and its king, Duncan. As time passes and opportunities present themselves combined with the deception of the evil witches, Macbeth begins his descent into madness. Macbeth’s innocence and loyalty are completely corrupted due to his over confidence, guilty conscience, and the inevitability of human nature. Macbeth looses sight of what is morally right to do in life because his logical choices are changed by these factors.
Macbeth’s righteous mind is most clearly visible in his first soliloquy in which he debates whether or not to kill the old king Duncan. Macbeth distinctly reveals his tragic flaw as “Vaulting ambition, which overleaps itself/And falls on the other.”(I, vii, 27-28). Macbeth’s decisions are continuously influenced by Lady Macbeth and her overdriving ambition to become Queen of Scotland. Macbeth knows that in the past he has had spurts of motivation that were fueled by his wife’s encouragement, but when left alone he could piece together his thoughts and discover what was right. Macbeth evokes empathy from the audience during his moral debate becaus...
Morals are a big part of childhood, because there are so many of them. What the difference between right and wrong is. If stealing is alright. We are not born with these inbeded into our heads. We get them from watching people. Just like how we learn to talk, we mimic our parents behavior. Parents are our biggest influence on us. They should show us their good morals. Of course everyone isn’t perfect, and we all make mistakes, yet when we do something wrong in front of a child we say something a long the lines as “What you just saw, don’t ever do it.” because we don’t want our children to do what we think is wrong. Morals dictate a lot of our lives Our jobs, what we learn in school and what we learn from people revolve around our morals. If we don’t believe that something isn’t right, then we don’t do it, and we learn that from our parents. That’s why morals are a big part of childhood.
Compared to the difference between moral and non-moral creatures, the differences between human individuals are insignificant. This, however, does not imply that infants and disabled individuals should be given greater consideration as they do not possess any moral capacity. However, they possess potential to develop it. While the application is clearer for the case of infants, the disabled also qualify for it. It is possible that if some kind of treatment is applied to the individuals with severe brain damage, they will start to recover and will eventually regain their normal moral and intellectual capacities.
For a moment Macbeth’s ambition takes over, when the thought of killing Duncan comes across his mind, however morality takes over. “Why do I yield to such suggestion whose horrid image doth unfix my hair... If chance will have me king, why, chance may crown me, without my stir” In spite of this, Macbeth’s moral decision is clouded by his ambition once again when he hears of Malcolm’s succession to the throne.
Carol Gilligan is one of the first to address gender differences in psychology. She argued that the sexes think differently, notably when dealing with moral problems.Her most popular addition to modern psychology was her rework of Lawrence Kohlberg 's theory of moral development. Gilligan challenged that differences were based on social influences and gender attitude, this often disesteemed women 's way of thinking. With her theories of female moral development and decision-making, she focused on studies in both children and college students. While there has been criticism of her works, Carol Gilligan has changed the modern psychology with her feminist views. She has paved the women in the field and the research of psychology
As human beings grow, we somehow develop the ability to assess what is right or wrong, called Stages of the Ethics of Care. To clarify that, we develop morality and individual behavior used to evaluate situations and behavior as good or bad. Gilligan found that morality develops by looking at much more than justice.
Lawrence Kohlberg conducted research on the moral development of children. He wanted to understand how they develop a sense of right or wrong and how justice is served. Kohlberg used surveys in which he included moral dilemmas where he asked the subjects to evaluate a moral conflict. Through his studies, Kohlberg observed that moral growth and development precedes through stages such as those of Piaget’s stages of cognitive development. He theorized that moral growth begins at the beginning of life and continues until the day one dies. He believed that people proceed through each stage of moral development consecutively without skipping or going back to a previous stage. The stages of thought processing, implying qualitatively different modes of thinking and of problem solving are included in the three levels of pre-conventional, conventional and post conventional development. (2)
A person's ability to develop is due to two factors, maturation and learning. Although maturation, or the biological development of genes, is important, it is the learning - the process through which we develop through our experiences, which make us who we are (Shaffer, 8). In pre-modern times, a child was not treated like they are today. The child was dressed like and worked along side adults, in hope that they would become them, yet more modern times the child's need to play and be treated differently than adults has become recognized. Along with these notions of pre-modern children and their developmental skills came the ideas of original sin and innate purity. These philosophical ideas about children were the views that children were either born "good" or "bad" and that these were the basis for what would come of their life.
Kohlberg, L. (1984). The psychology of moral development: the nature and validity of moral stages. San Francisco: Harper & Row.