| Papers [1-15] of 100 :: [Page 1 of 7] | | Go to page : 1 2 3 4 5 6 7 —> | Search results on "MORAL DEVELOPMENT CHILDREN": |
|
|
Moral Development of Children, 2002.
A cross-cultural examinaiton of moral development of chldren in the U.S. and selected Asian countries.
4,500 words (approx. 18.0 pages), 16 sources, $ 135.95
»
Click here to show/hide summary
Abstract
A cross-cultural examination of moral development of children in the U.S. & selected Asian countries. Examines role of culture on moral development. Transmission of values from one generation to another. Role parents & other caretakers play. Cultural roles in determining values & beliefs. Contends cultural values of Americans & Asians are opposite from each other: individualism vs. collectivism. Discusses concepts of moral development. Characterization of American culture. Cultural attributes of Japan & China. Conflicts of values in American schools resulting from immigration & multi-culturalism.
From the Paper
"A Cross-Cultural Examination of the Moral Development of Children in the United States (Some Minorities) and Asian Countries
The cultures of different ethnic groups in various countries play a large part in influencing the moral development of the children of the respective societies. Culture in itself possesses a moral dimension because it provides every ethnic group with a "set of values, [a] network of beliefs that are institutionalized in a people's collective life and that govern their behavior. Culture, then, is the outward discipline in which inherited meanings and morality, beliefs and ways of behaving are preserved" (Mack, 1997, p. 167). Therefore, cultural institutions and traditions serve the purpose of defi
|
| Term Paper # 37583 |
temporarily unavailable
|
|
|
|
Moral Development in the Classroom, 2005.
A look at the importance of moral development in the classroom.
3,012 words (approx. 12.0 pages), 10 sources, MLA, $ 88.95
»
Click here to show/hide summary
Abstract
Moral development in the classroom remains a crucial component of our nation's educational system. With occurrences such as the Columbine school shooting, continual reports on student teacher affairs, issues such as teen pregnancy, and drug abuse, it is no surprise that America feels that children are lacking moral development in the classroom. This paper explains that although critics may argue that moral development begins at home, moral development should coincide in the classroom, as well. It concludes that since students spend a huge portion of their day in a classroom environment, it only makes sense that classrooms promote morality and ethicality.
Moral Development
What is Morality Good For?
Teachers
Three Classroom Settings
What Constitutes a Moral Environment?
What is meant by a Moral Child?
Philosophy of Morality
Virtue Ethics: Benefits and Drawbacks
What is Meant by Wrong?
Religion
Community
Who has the Final Say in Morality?
From the Paper
"What exactly is moral development? Well, basic human nature is naturally good. Human nature often leans toward the good in every situation and prefers the good to the bad, for the most part. Plato in his Symposium described his "Staircase of Love Theory," in which he formulated the notion that the notion that human beings are attracted to the good the same way the lover is attracted to the beloved. Just as physical limbs and mental and social capacities are developed, so is morality. Both individually and socially the human being matures his moral conscious and character (Reimer, 1979). "
| |
|
Moral Development, 2007.
This paper studies Lawrence Kohlberg's theory of moral development.
1,267 words (approx. 5.1 pages), 2 sources, MLA, $ 42.95
»
Click here to show/hide summary
Abstract
In this article, the writer maintains that Lawrence Kohlberg's theory of moral development is a cornerstone of our understanding of moral development. The writer notes that in the tradition of Piaget, Kohlberg proposed that children form their ways of thinking--including their moral reasoning--through their experiences during development. Thus, the writer relates that moral development and reasoning is a function of the usual childhood development and lies well within the realm of psychology. The writer concludes that Kohlberg's theory of moral development is a strong extension of work already conducted by Jean Piaget on the developmental process. However, the writer claims that it is severely limited in its applicability as Kohlberg imagines incorrectly it can function as a universal guide for moral reasoning.
From the Paper
"Kohlberg's theory of moral development is built on a foundation of Jean Piaget's own work on the question of moral judgment and development. Piaget's work on the subject divided moral judgment into two stages of development, with a stark division in ways of thinking between children aged more or less than ten or eleven. Younger children, Piaget argued, view morality and rules as fixed and absolute, while older children treat moral issues in more relativistic terms based on individual circumstances. Piaget found that a number of related changes occur at about the same time, when children are roughly ten or eleven. In addition to above mentioned change, when children pass this milestone they also shift from a focus on consequences to a focus on intentions. For a young child, the end result of a decision is the basis for the child's evaluation of the decision as moral or not. An older child will consider the intention of the act before making any strict judgments. Piaget's two stages of moral development are, however, quite limited and do not consider potential changes in moral reasoning that might occur as individuals pass other developmental milestones. Kohlberg recognized this deficiency and extended Piaget's work to develop a greater number of stages in moral reasoning. He argued for a more gradual, longer process of moral development that involved six distinct stages divided into three discrete levels of development. This extension of Piaget's work has been one of Kohlberg's greatest contributions to the study of moral development."
| |
|
The Moral Development Of Adolescents, 2006.
An analysis of the factors contributing to the moral development of adolescents.
1,850 words (approx. 7.4 pages), 8 sources, APA, $ 59.95
»
Click here to show/hide summary
Abstract
This study emphasizes the role of faith on the moral development of adolescence. The paper discusses early studies suggesting that faith has a profound impact on young adults' conceptualization of values and beliefs, and subsequent moral development. It debates whether religion has a positive or negative impact. The paper then discusses what other factors may influence moral development including familial factors and school.
Table of Contents:
Introduction
Faith in the Moral Development of Adolescents
Analysis of Literature
From the Paper
"The research available is lacking in some respects with respect to the exact effects faith has on adolescent moral development. Much of the theories presented examine whether religion influences young adolescences formation of self identity and values or belief systems. This research also links faith based practices to children's social environment, selection of peers and familial environment. The literature presented by Zern (1997) suggests that clergy may be influential in moral development, but not as influential as familial or school related influences. School related influences include the values and beliefs held by peers and the teachings available in an educational setting. This suggests that an adolescent attending a religious based academy is more likely to adopt the values and beliefs supported in the educational environment than those that might be widely accepted in the community at large."
| |
|
Moral Development in Different Genders, 2002.
An examination of the different manner in which morals develop in males and females.
1,650 words (approx. 6.6 pages), 3 sources, MLA, $ 53.95
»
Click here to show/hide summary
Abstract
This paper presents a detailed examination of the moral development of females and males. The writer discusses moral development including stages, reasoning, similarities and differences between females and males. The writer also discusses aggression in both genders and the impact on moral development.
From the Paper
'Today?s society faces many acts of violence against its members. Shootings such as Columbine, date rape drugs being slipped into sodas, gang style murders, rapes and robberies seem to be more common place with each passing year. This calls to question the morals of societal members and whether or not young boys and girls are being taught morals and values. Morals include things such as honesty, respect of others and leading one?s life in a fashion that is not harmful to others. Morals are something that is taught in the home, in the school and in social settings. Teaching morals is the teaching or expression of a conception of right behavior according to Webster dictionary. The internal ability to weigh the choices and choose the one that is right by societal standards as well as human decency provides the basics of morals. Within the last few decades there have been questions about differences in the genders. Boys and girls share many similarities and they also have many differences. The development of moral thinking and moral behavior is done in both genders, however there are measurable differences in the beliefs about how the moral development occurs between the two genders. There is a difference in the genders when it comes to the moral development and the influences on that development."
| |
|
Moral Development and Gender Roles, 2005.
Examines L. Kohlberg's six stages of moral development and discusses how a teacher can address the issues that surround gender bias in the classroom.
1,604 words (approx. 6.4 pages), 7 sources, APA, $ 52.95
»
Click here to show/hide summary
Abstract
This paper is an analysis and brief review of L. Kohlberg's six stages of moral development which include punishment and obedience orientation; individualism, instrumental purpose and exchange; mutual interpersonal expectations, relationships, and interpersonal conformity; social system and conscience; social contract or utility; and individual rights and universal ethical principals. In addition to the stages of moral development, this paper presents suggestions on how teachers can avoid bias, especially gender bias, in the classroom.
From the Paper
"Lastly, there is level 3, stage 6; the universal ethical principles orientation which also occurs in the stage of adolescence. Here the individual is searching for and in turn living in a way that is consistent with the deepest set of moral principles possible. Adolescents who reason in this way assume personal responsibility for their own actions on the basis of fundamental and universal principles, such as justice and basic respect for persons (Kohlberg, 1978: Kohlberg et al. , 1990). These ethnical principles are part of an articulated, integrated, carefully thought-out, and consistently followed system of values and principles (Bee, 2002)."
| |
|
Moral Development in Relation to Adolescents, 2004.
An examination of factors that affect the moral development of adolescents, written from a Christian caregiver's perspective.
1,375 words (approx. 5.5 pages), 8 sources, MLA, $ 45.95
»
Click here to show/hide summary
Abstract
This paper looks into the minds of adolescents and identifies the stimuli one faces in the process of moral development. As parents, mentors, and teachers attempt to instill beneficial, moral values (preferably Christian morals) in adolescents, what must be considered? What can be assumed about the development of these values in the future generation? This paper answers these questions in order to inform both young and old of the development of morals in adolescents.
From the Paper
"The moral issue is one that is not entirely black and white. There have been many differing opinions throughout history that have contributed to the confusion of where to find one?s moral standard (if one is found at all). Joseph Fletcher, in his book Situational Ethics, outlines three different avenues to making moral decisions. ?They are: (1) the legalistic; (2) the antinomian, the opposite extreme - i.e., a lawless and unprincipled approach; and (3) the situational? (Fletcher, 17). These three avenues have reproduced themselves throughout history, and all three are still apparent in today?s society. Legalism is the most common, with situational in a close second. Yet society, as a whole, seems to be leaning heavily toward the situational approach. Yet, this poses a problem for the evangelical community, who hold to the authority of God, and the foundational beliefs in absolutes (17-18)."
| |
|
Moral Theory Development, 2002.
A look at moral development theory in regard to life support.
650 words (approx. 2.6 pages), 3 sources, $ 26.95
»
Click here to show/hide summary
Abstract
This paper presents a discussion about the moral development theory for the decision to withhold life support. The theory developed by Lawrence Kohlberg has proven to be important to this type of problem.
| |
|
Moral Development through the Use of Multimedia, 2005.
This paper is a detailed curriculum work unit, which involves the use of multimedia as a significant element in the teaching of character education in public schools.
2,805 words (approx. 11.2 pages), 13 sources, APA, $ 83.95
»
Click here to show/hide summary
Abstract
This paper explains that using multimedia to teach moral development satisfies two educational objectives: (1) Teaching character education, which fosters responsible, ethical and caring young people by modeling and teaching good character through emphasis on universal values and (2) teaching children multimedia skills. The author points out that many of the activities, included in this unit, require the students to have access to a variety of multimedia, such as video equipment, word processing, a computer and Internet access. The paper relates that the unit will be evaluated by monitoring student behavior in comparison to behavior prior to the implementation of the unit in and out of the classroom and assessing student and teacher attitudes regarding the implementation of such a program through surveys. Chart.
Table of Contents
Introduction
Rationale
Aims and Objectives
Principles of Effective Character Education
Principles of Effectively Using Multimedia to Teach Character Education
Resources Required
Unit and Lesson Outline
Character Education Unit: Outline of Lessons
Lesson 1: Introduction to Class
Lesson 2: Self Esteem
Lesson 3: Identifying Respectful Behavior Activity
Lesson 4: Doing One's Share in the Community
Lesson 5: Big Brothers and Sisters Activity
Lesson 6: Bully Busting
Lesson 7: Community Calendar Activity
Lesson 8: Care Packages for Foster Children
Lesson 9: Guest Speakers
Lesson 10: Good Citizen Interviews
Assessment Activities
Listening Skills
Links to Relevant Curriculum Documents
Evaluation
From the Paper
"Educators must provide learning opportunities to students that will teach character skills in this arena that they can carry with then throughout life into all of their interactions, beyond the conventional methods of interaction to which we are accustomed.Today, our youth faces many difficulties and dangers unknown to earlier generations. These skills are often not taught at home because there are more day-to-day pressures impinging on the time that parents and children spend together. Much of time has been traded in for those more non-traditional ways of communicating, like the use of multimedia methods such as text and video conferencing. Since children spend a majority of their time in schools, it is imperative that schools resume a proactive role in assisting families and communities by developing caring respectful environments where students learn core ethical values."
| |
|
Moral Development, 2008.
A discussion of whether acts can be considered just, when they may not be moral.
2,873 words (approx. 11.5 pages), 14 sources, APA, $ 85.95
»
Click here to show/hide summary
Abstract
This paper discusses moral development and whether acts can be categorized as just or unjust. The paper presents examples of particular acts, such as stealing medication to save a dying person and discusses them in terms of morality and justice. The paper suggests that each act must be looked at on an individual basis and extenuating circumstances should be taken into account.
From the Paper
"In examining these teachings, we examine Heinz's moral dilemma: if Heinz did not steal the medications from the pharmacy, then his wife is at risk of dying. Would it then be justifiable to steal the medications instead? The religious teachings tell us that there is no room for actions that are outright immoral: stealing certainly inflicts injustice to the pharmacist. However, one should realise that Heinz and his wife are in a state of injustice themselves. Poverty is a state of injustice. Deprivation is a form of inequality in our society. Moreover, the fact that they are poor and have no immediate means to obtain the medication deprives them of their basic right to health and life. These are two of the natural rights of humans emphasised by Locke. On the other hand, there is nothing in the situation that states if Heinz has asked his government for help: has his government failed to help him by not providing him with whatever medicine his wife can use? Has he asked for help from other people or institutions that may be able to help?"
| |
|
Culture and Child Development, 2002.
A cross-cultural examination of the moral development of children in the United States and Asian countries.
5,210 words (approx. 20.8 pages), 16 sources, MLA, $ 129.95
»
Click here to show/hide summary
Abstract
This paper examines how the cultures of different ethnic groups in various countries play a large part in influencing the moral development of the children of the respective societies. It discusses how children from different cultures possess different values and beliefs and how, as they grow up and attend school, they are exposed to other belief systems in their environment from peers and teachers. It looks at the concept of moral development and provides a comparative analysis of the effect of culture in Asian countries and in the U.S (including minority groups).
Outline
Concept of Moral Development
American Culture
Asian Culture
Culture of Minorities in the U.S.
Interactive Cultural Effects on Individuals from the U.S. and Asia
Directions for Future Research
From the Paper
"Ironically, it is the celebration of the American freedom of and individuality that has allowed popular culture to take over the moral upbringing that was once the responsibility of families and local churches. Another characteristic of American culture that has sabotaged the moral development of the children is the promotion of change, progress and innovation in American society. Within this context, popular culture has established a powerful position with its plethora of offerings that titillate the imagination and seemingly extends the limits of what is permissible. Popular culture offers the very concepts that challenge the idea of cultural traditions that were once used to shape the moral development of American children (Myers, 2000). "
| |
|
Moral, Behavioral, and Emotional Development, 2004.
A look at different perspectives on human moral, behavioral, and emotional development.
1,094 words (approx. 4.4 pages), 1 source, APA, $ 38.95
»
Click here to show/hide summary
Abstract
This paper outlines Eric Erikson's theories on human development, the environmental perspective of human development, and Thorndike's law about human development and motivation, and examines how each approach defines human moral, behavioral, and emotional development in terms of social interaction.
From the Paper
"The theories concerning human psychological and cognitive development are seen as dichotomized between 'nature' and 'nurture' or between innate (born within the individual) and, or, external social forces. The question of how deviant behavior originates, whether it naturally occurs according to a person's characteristics or whether it is a matter of environmental influences has never been completely answered."
| |
|
Moral Standards and Moral Consistency, 2008.
This paper explores the moral standards in the associations of Eberhard Faber, Incorporated.
1,049 words (approx. 4.2 pages), 3 sources, APA, $ 36.95
»
Click here to show/hide summary
Abstract
The paper examines the decision to allow Eberhard Faber to associate with known bribe-givers. The paper is of the opinion that this association seems like an affront to the moral consistency requirement demanded of any credible moral standard. The paper contends that respecting the law in some, but not in all, circumstances makes a mockery of the organization's avowed commitment to legal dictates and therefore is inherently immoral.
From the Paper
"Before going too far, the stakeholders in this situation need to be listed. Obviously, the share-holders of Eberhard Faber are one significant stake-holder; so too is the Board of Directors and, especially, the key principals (Mr. Faber and Mr. Carey) who offer widely divergent views on how to approach this matter. Not to be forgotten, the other company involved is a stake-holder as it could lose a major deal with an American company - a deal it would seem to covet. Lastly, IRS and legal consultants who convinced Mr. Faber that the deal was above-board and breached no US laws are stake-holders with credibility on the line (for a lengthier discussion on all of these parties, please see "Eberhard Faber, Inc.," n.d.). In the end, many people stand to win - or lose."
| |
|
Adolescent Social Development, 1990.
This paper reveiws the developmental theories of Jean Piaget, Laurence Kohlberg and Erik Erikson about adolescent stages of moral and psychosocial development and its impact on adulthood.
1,800 words (approx. 7.2 pages), 3 sources, $ 63.95
»
Click here to show/hide summary
From the Paper
"Intellectual growth from birth to old age is now known as cognition. The Swiss psychologist Jean Piaget (b. 1896) was the first to develop a method to study the way in which infants and children see and understand the world. He was also the first to offer the conclusion that these ways of seeing and understanding are quite different in the infant and child than they are in the adult. His was also the first account of the process of mental growth from infancy to adulthood. This paper will briefly discuss Piaget's theories as a way of leading into the work of Laurence Kohlberg and Erik Erikson. An analysis of Kohlberg's moral reasoning theories and Erikson's eight stages of human development theory will be rendered with a focus on adolescent social development.
Piaget believed that mental growth involves major qualitative changes. Previously, both the empiricists and nativists saw the child as being similar to the adult: the first saw him as an adult-in-training; the latter as an adult-in-miniature. Piaget used qualitative differences to try and map the orderly progression of human intellect as the child grows into an adult. Piaget argued that "mental development is characterized by qualitative changes." He proposed four main stages of
|
|
|
