Wait a second!
More handpicked essays just for you.
More handpicked essays just for you.
Importances of parenting
Parenting influence child development
The importance of integrity essay by steven carter
Don’t take our word for it - see why 10 million students trust us with their essay needs.
Recommended: Importances of parenting
Stephen L. Carter proposes that integrity and honesty among other virtues and morals were unintentionally taught to our society via religious scriptures, nonacademic lessons in public schools, and child rearing methods used by parents are in the “curriculum” of “character education”. Despite the differences of virtues in areas such as sectionalism, prejudice, and racism, "nurture" or rearing of a society with virtues such as honesty and integrity is best understood as "monkey-see monkey-do"-the “source of growth in children's cognitive, language, and social skills” (Kessenich, Maureen, et al. "Developmental Theory.").
In various religious scriptures there is a list of virtues and morals one is required to live by. For instance in Christianity, the Bible encompasses the “Ten Commandments” which by definition are “the divine rules of conduct given by God to Moses on Mount Sinai” (Merriam-Webster.com). For thousands of years the Ten Commandments were used as a list of such morals and virtues teaching each succeeding generation the importance of honesty, and integrity among others. They are such one example of a religion teaching principles of right and wrong behavior and the goodness or badness of human character.
One can say, "Character education is as old as education itself." There is some truth into that statement as teaching character extends into prehistory itself. In Western philosophy, early Greek philosophers such as Socrates, Plato, and Aristotle believed that happiness requires virtue; hence a person who wanted to be happy needed “virtuous amounts of character”. Socrates identifies happiness with pleasure and explains “various virtues as instrumental means to pleasure.” Plato on the other hand expands on Socrates’ theo...
... middle of paper ...
...20 Aug. 2011.
"Moral Character (Stanford Encyclopedia of Philosophy)." Stanford Encyclopedia of Philosophy. Stanford Encyclopedia of Philosophy, 15 Jan. 2003. Web. 20 Aug. 2011. .
"Moral Education: Information from Answers.com." Answers.com: Wiki Q&A Combined with Free Online Dictionary, Thesaurus, and Encyclopedias. Encyclopedia of Education, by the Gale Group, Inc. Read More: Http://www.answers.com/library/Education+Encyclopedia-letter-1M-first-51#ixzz1VcmyE2YF. Web. 20 Aug. 2011. .
“Ten Commandments." Merriam-Webster.com. Merriam-Webster, 2011.Web. 19 August 2011.
"Taoism (Stanford Encyclopedia of Philosophy)." Stanford Encyclopedia of Philosophy. Standford Encyclopedia of Philosophy, 19 Feb. 2003. Web. 20 Aug. 2011. .
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.
Robinson, B.A. "History of Taoism." Taoism. March 21, 2002. http://religioustolerance.org/taoism.html Velasquez, Manuel. Philosophy: A Text With Readings. 8th Edition. Belmont, CA: Wadsworth/Thomson Learning, 2002.
Kaltenmark, Max. Lao Tzu and Taoism. Translated by Roger Greaves. Stanford: Stanford University Press. 1969.
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
Cahn, Steven M. and Peter Markie, Ethics: History, Theory and Contemporary Issues. 4th Edition. New York: Oxford University Press, 2009.
Groundwork of the Metaphysic of Morals. Trans. H. J. Paton. 1964. Reprint. New York: Harper Perennial Modern Thought, 2009.
Hursthouse, R. (2003, July 18). Virtue Ethics. Stanford University. Retrieved March 6, 2014, from http://plato.stanford.edu/archives/fall2013/entries/ethics-virtue
(2012). Vygotsky from ZPD to ZCD in moral education: reshaping Western theory and practices in local context. Journal Of Moral Education, 41(2), 225-243. doi:10
Kant, Immanuel, and Mary J. Gregor. The Metaphysics of Morals. Cambridge: Cambridge UP, 1996. Print.
Today I will be interviewing Baumeister, Gilligan, and Piaget who are some of the most influential psychologists in the field of moral development. I will be interviewing these three so and I have three critical questions in the field of moral development that I would like each to answer. I will then conclude with a brief summary of the similarities and differences between the psychologists I have interviewed.
To prosper as individuals, it is essential to control a sense of honesty, in simple hopes of maintaining humane, respectable standards and boundaries. This honesty, however, is often asked of extension, now presumed to mature into a component well known as integrity. Learning, consequently, is inhabited through these expectations of strict dedication and independence. And although learning is accomplished abundantly, there is only a certain extent of upholding this righteous behavior. Though teachers, bosses, parents, or companions may be satisfied with the efforts of their lesser, they fail to realize that the request of integrity has not been fulfilled. Integrity, being the unflawed ability to completely dedicate one’s personally believed morals is a specific, well-rounded trait, difficult to be entirely possessed by a faulty being.
Ryan, Kevin, and Karen E. Bohlin. Building Character InSchools:Practical Ways to Bring Moral Instruction to Life. San Francisco: Jossey-Bass, 1999. 25-40. Print.
The Ten Commandments, Seven Deadly Sins, Seven Virtues, and the Attitudes are the sets of laws that people base their lives around in becoming good Christians. Each set of the laws affect a Christian individual, more than any other because of the laws are rooted to the bible and Christian beliefs. So, a Christian individuals knowingly or unknowingly bases what they do in life around these sets of law. The Ten Commandments and seven deadly sins tell an individual on what they are not supposed to do. The Seven Virtues and the attitudes tell an individual on what they must do and how they can combat the deadly sins. However, even though some of the laws are outdated they still play a role in how we act. Each set of laws has its own distinct characteristic, for example some tell people what not to do in their lives and some tell people what to do in their lives and how to live their lives.
It was then when the school systems began to develop teachers by having them acquainted with and deliberately teaching good character and moral values, as well as modeling them, within and outside of their classroom with the expectation that their students would carry those lessons out into society. Character education has and continues to impact the world of education and helps define the social morays of the local community. While the lines of where parenting ends and schools should pick up are sometimes blurry, I believe society would be different today if education had not begun to incorporate character into its lessons to offer a supplement for when parents and society may have fallen short. Not every student has the benefit of strong guidance within their home life or positive role models. Beachum, McCray, Obiaker, and Yawn (2013) conducted a study which determined that when teachers get certified on how to teach lessons with character education concepts intertwined, their students have been shown to have a positive influence
Goodlad, J. I., Sirotnik, K. A., & Soder, R. (1990). The moral dimensions of teaching. San Francisco: Jossey-Bass