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    Moral Journal

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    fits101
    This journal discusses the various theories of moral and character development that have been debated by psychologists and philosophers for centuries. These theories focus on different aspects like moral judgment, sensitivity, values, emotion, reasoning, intention, and action. Each theory corresponds to a school of thought about human nature and how best to educate children. The purpose of the paper is to survey these theories without endorsement, but some broad guidelines are suggested for character education programs, including experiential learning, internal processes like thinking and feeling, committing to values, and putting values into action. Children learn from the adult world, so that culture must consider its impact on youth.

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    Moral Journal

    Uploaded by

    fits101
    167 views2 pages
    This journal discusses the various theories of moral and character development that have been debated by psychologists and philosophers for centuries. These theories focus on different aspects like moral judgment, sensitivity, values, emotion, reasoning, intention, and action. Each theory corresponds to a school of thought about human nature and how best to educate children. The purpose of the paper is to survey these theories without endorsement, but some broad guidelines are suggested for character education programs, including experiential learning, internal processes like thinking and feeling, committing to values, and putting values into action. Children learn from the adult world, so that culture must consider its impact on youth.

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    This journal discusses the various theories of moral and character development that have been debated by psychologists and philosophers for centuries. These theories focus on different aspects like moral judgment, sensitivity, values, emotion, reasoning, intention, and action. Each theory corresponds to a school of thought about human nature and how best to educate children. The purpose of the paper is to survey these theories without endorsement, but some broad guidelines are suggested for character education programs, including experiential learning, internal processes like thinking and feeling, committing to values, and putting values into action. Children learn from the adult world, so that culture must consider its impact on youth.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    167 views2 pages

    Moral Journal

    Uploaded by

    fits101
    This journal discusses the various theories of moral and character development that have been debated by psychologists and philosophers for centuries. These theories focus on different aspects like moral judgment, sensitivity, values, emotion, reasoning, intention, and action. Each theory corresponds to a school of thought about human nature and how best to educate children. The purpose of the paper is to survey these theories without endorsement, but some broad guidelines are suggested for character education programs, including experiential learning, internal processes like thinking and feeling, committing to values, and putting values into action. Children learn from the adult world, so that culture must consider its impact on youth.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    of 2

    Journal: MORAL AND CHARACTER DEVELOPMENT

    by: Gordon Vassels and William Huitt

    Summary

    This journal is discussed about the theories and also opinions of psychologist and also
    the member of philosophies around the world. These is considered as a debate because they
    have been debating over which theory is better for centuries, so that they could determine
    what are moral education and character education. Library shelves are filled with persuasive
    arguments about the proper focus: moral judgment, moral sensitivity, moral values, moral
    emotion, moral reasoning, moral intention, and moral action. Each focus corresponds to a
    “school of thought” or cluster of psychological and philosophical explanations of morality
    and/or moral development. Each has a basic assumption about human nature (good, bad,
    neither good nor bad) and related prescriptions for social action and educating children.

    Reflection

    The purpose of this paper has been to be suggestive and open-ended rather than
    definitive and conclusive. It is not the author’s intention to describe in detail all aspects of
    theories of moral and character development or suggest a best approach to its maturation.
    However, we do believe there are some broad guidelines that can be followed and specific
    programs that can be emulated.

    We must agree and share the opinions drawn by other researchers that experiential
    learning opportunities for moral action must be available to youth of all ages within schools
    and communities where all adults provide moral guidance. At a minimum we believe that
    character education programs should focus on the internal processes of knowing, thinking,
    and judging; feeling and expressing empathy and valuing; planning and committing to a set of
    ethical values or moral decisions; and explicitly putting knowledge, values, and commitments
    into action. We also suggest that encouraging a sense of moral identity, especially seeing
    oneself as a virtuous person, is important.

    A values education program, or a moral judgment program, or a values analysis


    program isolated by it is likely to be a disappointment to project developers. Merely
    incorporating a word of the week activity into a curriculum exclusively focused on raising test
    scores is to unlikely to have an impact unless the virtue is considered, valued, intentioned, and
    practiced. Working diligently on modifying student’s behavior without considering the
    operation of the student’s interaction with the adult world of the family, school, religious
    organization, and community is both naïve and counterproductive. Children and youth imitate
    and want to be a part of the adult world and that culture must consider that young people are
    watching and learning

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