Albert Einstein once said “Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will spend its whole life thinking it 's stupid”. As stated by one of the greatest minds of all time, every individual has the capacity to be an intellectual, but the way society currently measures intellect purely based off of one’s “book smarts” not everyone’s genius is fully realized. As stated by Gerald Graff In his essay “Hidden Intellectualism” Graff states that our current system of teaching does by no means try to foster the intelligence of street smart people who account for many in our society. In Graff’s experience he thinks that a style of teaching incorporating street smarts would have benefitted him and would benefit people today. If we tried to teach street smart people using topics they are interested they would be able to understand…
All respondents at some point during the survey mentioned punishment, with one stating “the punishment is too great to risk (please see appendix). The consequences associated with breaking the academic integrity policy are failing a paper, failing the course, suspension, and in the most severe case expulsion from the University . Individuals in stage one of Kohlberg’s theory make moral decisions based on the consequences and punishments. Another observation made was that students did not internalize nor comprehend the need for an academic policy. Using the most basic level of moral thought, which Kohlberg associated with young children, respondents abided by the policy because they were told to do so by authority. Crain in his “Theories of Development” supports this stating morals are external at this stage with individuals abiding by the rules because they are told to do so by authoritative figures. The final observation was that academic advancement did not promote students’ moral development. A study conducted at Kuwait University, which examined the moral development of university students at different grades yielded the similar results. There is no indication that formal education improves students’ moral judgement. Instead, moral judgement is developed through experience and…
What can we expect from the future? . In our global society, many intellectuals are advocating to emit what the future should embody. Every era imagines a better future, but often not as easy to determine what types of advancement the future will manifest. Intellectuals can only research and study trends and from those trends possibly make a scholarly guess on what the outcome may be. Further, if we want a better future for our global society then we as individuals or collectively must insite new trends, philosophies and advancement. Today’s intellectuals have many different ideas of what needs to be done to evoke our species to want to invent a better tomorrow. In order to make society evolve our main way to change society for the better is to mainly perpetuate ideas or “self replicators” ,which Daniel Gilbert argues are ideas that contain a major goal of passing beliefs to other people to differentiate the way their brains operate and how they see the world. In my essay I will focus on the benefits of education after high school becoming free or costing less. I will justify my reasoning through the close examinations of articles relating to my topic , for or against, that will identify the cultural ideas, attitudes, and beliefs being explored in juxtaposition with Gilbert 's idea of a self replicator.…
Virtue, rather than being a teachable piece of knowledge, seems to be an innate understanding. Every person in the world, save perhaps psychopaths and sociopaths, naturally has a strong moral compass. An example that proves this idea is the innocence of children. I have never witnessed a child perform an action with solely malicious intent. Children always have some outside motivation for any hateful actions they perform, so they never do it only to hurt someone. At this point you might think that, yes, children do not do anything with only malicious purposes, but the fact remains that they continue to perform such actions. This is true, but honestly, how have children learned to do such hateful things? No child would consider cursing at anyone if they were angry, but since they observe others performing these actions, the children begin to develop the idea in their minds that doing so must relieve their suffering. It seems, then, that humans learn harmful…
“To be great is to be misunderstood,” a famous quote written by the transcendentalist, Emerson, in Self-Reliance. Going by the nickname “Mahatma” which truly means “great soul”, Ghandi was one of the most misunderstood people in history. Ghandi is characterized as a scrawny simplistic dressed man born in 1869 in India, however he is one of the most complex and contradictory characters in all of history (McGeary). Ghandi was raised under two religious parents who practiced Hinduism, and pushed for him to become a government minister, taking after his father (Adams). Being extremely shy, Ghandi did not suit the job of being a lawyer well a fled to India (McGeary). In South Africa Ghandi was quickly discriminated upon by the white British inhabitants,…
Mahatma Gandhi once said, “When I despair, I remember that all through history the way of truth and love has always won. There have been tyrants and murderers, and for a time, they can seem invincible, but in the end, they always fall. Think of it—always.” Gandhi’s words are true. There will always be murders and war, but in the end kindness will always win. In Mark Twain’s essay “The Lowest Animal,” he explains why he thinks humans are the lowest animals. He believes that “man is incurably foolish.” (650.) Humans are capable of being foolish and evil, but they are also capable of being kind and unselfish. People such as Oskar Schindler and Harriett Tubman show human’s best…
creativity, purpose, and the nature and origin of religious belief. We encourage informed, open-minded dialogue between scientists and theologians as they apply themselves to the most profound issues in their particular disciplines. And, in a more practical vein, we seek to stimulate new thinking about wealth creation in the developing world, character is booklet neatly embodies our approach to the Big Questions: the contributors are education in schools and universities, and programs for cultivating the talents of the gifted. scholars and thinkers of the first rank, they address a perennial and much-disputed subject, and they bring to bear—in civil, elegant prose—a range of different perspectives. By assembling this “conversation” and inviting the public to join in, we intend to promote a dialogue that transcends familiar rhetoric and stock answers. We aim to turn discourse booklet will be a lasting resource for students, teachers, parents, scientists, clergy, and anyone else engaged with the great issues of human nature and purpose. contributed a piece of…
* stressed the importance of education for moral development and the ideal operation of society…
After viewing the films Remember the Titans and Seven in class it made me realize all of the things in the media swirling around vice and virtue. Nearly everything we use as entertainment in the media revolves around these seven cardinal sins, the vices, and the seven cardinal virtues. The truth is our society today thrives on these things; many times we will not watch or listen to something that is all good, the evil is needed to supplement the entertainment factor. Our society enjoys watching struggle and violence.…
Many individuals surmise that now, in this century, the human is edified due to the abnormal state of innovation and learning that we have. In any case, those individuals don't have the foggiest idea about that this innovation and learning could be utilized as a part of an awful way, for example, making crushing atomic bombs that are against any ethical esteem, for example, resistance for the other individuals' life or even endure a man to give an average dead (that is additionally unsatisfactory, however in any event better). Also, it is against to any religion, similar to the catholic religion and its precepts, for example, the one that says that "you won't…
ideology, “that education is the solution to most social problems; Education paves the road to…
Character development ultimately is a parent’s responsibility. However, some students do not receive the necessary character development lessons from their parents that other students may be receiving. This is where teachers enter the equation. Teachers not only have the right, but the obligation to provide an education for their students that helps them develop into successful, moral adults. Though academics should be the primary focus of a teacher’s responsibility, some degree of character education should be integrated into every child’s education. When public schools were established in the United States in the 18th and 19th centuries, one of their stated missions was to teach moral virtues. (“Teachers as Role Models”, 2008) Teachers in the 18th and 19th centuries were expected to be moral individuals who displayed good character. Today, it still seems to go without saying that teachers are role models for their students. Teachers are individuals students look up to and learn a great deal just by watching.…
Virtue: Virtue is a theory describing the character of a moral agent, as a driving force for ethical behavior rather than rules. Moral actions we can internalize, moral principles simply by doing the morally good deeds rather than be selfish in thought and actions. Through the action itself and come to understand it’s value. What is the proper limitation on virtue theory? To distinguish moral epistemology from moral psychology and moral anthropology, how must we determine what the moral actions or value is to the theory of knowledge. I think that Virtue theory offers allot to moral psychology and anthropology, it shows how our morals are learned…
The field of moral education is, of course, vast. We can here only take up a few issues and make a few practical suggestions. In particular, the focus in the final three sections of this chapter will be on thestudy of moral issues, rather than moral education in general. This narrowing of focus to study activities is because of limitations of space alone, and does not reflect on the importance of the rest of the moral education program of the school. The "integrative model" of the person and of moral education developed in the present volume is one I endorse: all aspects of the person--thoughts, feelings, behavior--must be attended to in moral education.1…
Now-a-days, students fail to come to terms with morals because they are not aware of any. The first thing that comes to the mind is the increasingly bad behaviour of students. The frequent outbursts of defiance against parent authority a lack of respect for elders is all inductive of weak moral character. A great crime rate amongst the younger people who come within the range of 18 to 25 years is…