A fellow citizen is irked by the kids who tramp down the grass as they cut across the lawn of her family's new home. She gets even more steamed when she fears chastising those teenage trespassers, because trouble may ensue. She also fumes over a kid punching loaves of bread in the supermarket and over his mother spewing expletives when a stranger suggests he stop (Healy). Something has gone very wrong to cause such a poor appearance in the character of today's youth. Teaching morals in public school could only result in the betterment of our society.
American public schools started walking away from their moral educators about a generation ago, around the 1960's. They feared possibilities of being accused of imposing religion or "indoctrinating" children, so they left moral instruction to parents and the community, and stuck strictly to academics (Smith). Teaching morals has been misconceived as a violation of the First Amendment's separation of church and state. However, according to America's Children (Opposing Viewpoints) , "Moral education is whatever schools do to influence how students think, feel, and act regarding issues of right and wrong (America's)." This statement does not necessarily violate the First Amendment as long as "whatever it does" does not involve matters better left to be taught in church.
In the 1950's, schools were expected to reflect the best values of their communities. In the traditional approach to "character development," teachers explained with certainty the difference between right and wrong. They told stories "illustrating the virtues of hard work and loyalty," and "unself-consciously preached the superiority of the American way of life (Smith)." Text books, as well, stressed high moral...
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America's Children (Opposing Viewpoints) . San Diego, CA: Greenhaven Press, Inc., 1991. p. 46.
Coles, Robert. "On Raising Moral Children." (excerpt) Time . January 20, 1997, pp. 50- 51.
Csongradi, Carolyn. Why the Topic of Bioethics in Science Classes? [online] November 11, 1997. Available: http://www.gene.com/
Grant, Gerald. "Bringing the 'Moral' Back In." NEA Today . January, 1989, pp. 54-59.
Healy, Melissa. "Liberty vs. Morality: America's Search for Common Values Fighting to Fill the Values Gap." Los Angeles Times . May 26, 1996. pp. A1+ [SIRS]
Herbert, Wray. "The Moral Child." U.S. News & World Report . June 3, 1996, pp. 52- 59.
Schools Should Teach Values Found in Constitution. [online] November 11, 1997. Available: http://www.fac.org/
Smith, Eleanor. "The New Moral Classroom." Psychology Today . May, 1989, pp. 32- 36.
Often times in today's society, we stumble upon instances of racism and oppression. About 60 years ago, innocent civilians were poorly treated and ridiculed on a day to day basis during the time of segregation. The courage and strength of those men and women was indescribable. So now we ask ourselves, what was it like? In Maya Angelou's “I Know Why The Caged Bird Sings” Maya effectively uses multiple writing strategies to bring awareness to the prominently apparent issues of racism and oppression that still exist in our society using imagery, pathos, and strong diction to craft her overall message.
Herbert Spencer was born in England, he is best known for developing and applying the
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.
The novel, "I Know Why the Caged Bird Sings", by Maya Angelou is the first series of five autobiographical novels. This novel tells about her life in rural Stamps, Arkansas with her religious grandmother and St. Louis, Missouri, where her worldly and glamorous mother resides. At the age of three Maya and her four-year old brother, Bailey, are turned over to the care of their paternal grandmother in Stamps, Arkansas. Southern life in Stamps, Arkansas was filled with humiliation, violation, and displacement. These actions were exemplified for blacks by the fear of the Ku Klux Klan, racial separation of the town, and the many incidents in belittling blacks.
Mary Anne Warren’s “On the Moral and Legal Status of Abortion” describes her justification that abortion is not a fundamentally wrong action for a mother to undertake. By forming a distinction between being genetically human and being a fully developed “person” and member of the “moral community” that encompasses humanity, Warren argues that it must be proven that fetuses are human beings in the morally relevant sense in order for their termination to be considered morally wrong. Warren’s rationale of defining moral personhood as showcasing a combination of five qualities such as “consciousness, reasoning, self-motivated activity, capacity of communication, and self-awareness” forms the basis of her argument that a fetus displays none of these elements that would justify its classification as a person and member of the morally relevant community (Timmons 386).
Welfare is a public assistance program that provides at least a minimum amount of economic security to people whose incomes are insufficient to maintain an adequate standard of living. These programs generally include such benefits as financial aid to individuals, subsidized medical care, and stamps that are used to purchase food. The modern U.S. welfare system dates back to the Great Depression of the 1930’s. During the worst parts of the Depression, about one-fourth of the labor force was without work. More than two-thirds of all households would have been considered poor by today's standards. With a majority of the capable adult population experiencing severe financial misfortune, many Americans turned to the government for answers. In response, U.S. President Franklin D. Roosevelt led a social and economic reform movement attacking the Depression. Part of his newly enacted “New Deal” program was the Social Security Act, enacted by Congress in 1935. This act and established a number of social welfare programs, each designed to provide support for different segments of the population.
James, A. (1998). From the child's point of view: Issues in the social construction of
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
Mary Anne Warren was a philosophy professor and distinguished by her beliefs on the topic of abortion. Warren’s thoughts on the morality of abortion were formed based on who is included in the ‘moral community’. Her thoughts on who should be included in the moral community are based on ‘personhood’.
Powell, Bill. "Meet The Parents." Newsweek Global 169, no. 7, September 2017, 16-23. MasterFILE Elite, EBSCOhost (accessed December 2, 2017). http://eds.b.ebscohost.com.proxy.kennesaw.edu/eds/pdfviewer/pdfviewer?vid=3&sid=62e2d339-8ec2-493a-adf2-5e2a20b75989%40sessionmgr101
...e open to all women at any point of pregnancy, and that the woman reserves the right as a fully conscious member of the moral community to choose to carry the child or not. She argues that fetuses are not persons or members of the moral community because they don’t fulfill the five qualities of personhood she has fashioned. Warren’s arguments are valid, mostly sound, and cover just about all aspects of the overall topic. However much she was inconsistent on the topic of infanticide, her overall writing was well done and consistent. Warren rejects emotional appeal in a very Vulcan like manner; devout to reason and logic and in doing so has created a well-written paper based solely on this rational mindset.
In Karl Marx's early writing on "estranged labour" there is a clear and prevailing focus on
Karl Marx’s article titled Estranged Labor as found in his 1844 Economic and Philosophical Manuscripts pays significant attention to the political economic system, which is commonly referred to capitalism. He further delves into nature of the political economy with a keen focus on how it has negatively impacted the worker or laborer. Therefore, the laborer forms the subject of his critical and detailed analysis as tries demonstrates the ill nature of the political economy. To start with Karl Marx portrays how the political economy as presented by its proponents has led to emergence of two distinct classes in society; the class of property owners and on the other hand, the class of property less workers. According to Karl Marx (2004), proponents of the political economy have introduced concepts such as private property and competition indicating without providing any form of analytical explanation but rather just expecting the society to embrace and apply such concepts. In particular, political economists have failed to provide a comprehensive explanation for division that has been established between capital and labor. Estranged Labor clearly depicts Marx’s dissatisfaction as well as disapproval towards the political economy indicating that proponents of such a system want the masses to blindly follow it without any form of intellectual or practical explanation. One area that Karl Marx demonstrates his distaste and disappointment in the article is worker or the laborer and how the worker sinks to not just a commodity but rather a wretched commodity (Marx, 2004). This is critical analysis of Karl Marx concept or phenomenon on the alienation of the worker as predicted in Estranged Labor in several aspects and how these concepts are ...
Kohlberg, L. (1984). The psychology of moral development: the nature and validity of moral stages. San Francisco: Harper & Row.
Goodlad, J. I., Sirotnik, K. A., & Soder, R. (1990). The moral dimensions of teaching. San Francisco: Jossey-Bass