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08 smp TIMD-IEF Philosophy 8

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  • Best of the 20th Century
  • Worst of the 20th Century
  • Strongest Influences on Students 1950 1. Home 2. School 3. Church 4. Peers 5. TV 1990 1. Peers 2. TV 3. Home 4. School 5. Church Source: Michigan State University study, 1990
  • Government Spending & Social Problems (U.S. from 1960Ð1990) 500% increase in spending on social problems ¥ Violent crime rose 500% ¥ Births outside marriage rose 400% ¥ Divorce rose 400% ¥ Children living in single parent homes rose 300% ¥ Teenage suicides rose 200% Source: William Bennett, speech ÒSearch for A New World CultureÓ to conference, Washington, D.C., Apr 23, 1997
  • Characteristics of ÒNon-DirectiveÓ Education 1. Emphasizes feelings and process over knowledge and content 2. Promotes self-determined standards and choices 3. Teacher as facilitator of studentsÕ personal choice
  • Characteristics of ÒNon-DirectiveÓ Education 4. Rejects the authority of traditional moral teaching 5. Undermines the parentsÕ role in education
  • Early Appeal of Non-Directive Education 1. Used interactive methodology 2. Supported by the science of its time 3. Coincided with the loss of confidence in traditional values 4. Seemed to promote tolerance
  • Limitations of Values Clarification 1. Does not teach standards of right and wrong ¥ No moral basis upon which to make wise choices 2. Encourages mediocrity and lack of commitment 3. Does not build good character
  • Myths 1. Self-esteem is a right 2. Self-esteem prevents moral and social problems 3. Self-esteem must be protected from guilt
  • Theorists of School Reform Later Disavow Non-Directive Education Declared their methods inappropriate for children and classrooms Source: William Kilpatrick, Why Johnny CanÕt Tell Right from Wrong, 1992
  • U.S. Policy Recognizes Limitations of Non-Directive Methods Rejects Òopen-ended decision-making, values clarification and therapeuticÉ strategiesÓ in drug abuse education Source: U.S. Dept. of Education guidelines for drug prevention education, 1988 Mandates federal funding for directive abstinence-oriented sex education Source: Act of Congress, 1996
  • Attempt to Foster Moral Development Ð The ÒMoral ReasoningÓ Approach Strengths Recognizes hierarchy of values & moral development Limitations 1. Tends to equate moral character with rationality 2. Neglects cultivation of moral feeling and will
  • Why Moral & Ethical Education Was Neglected 1. Rise of moral relativism ¥ All values subjective 2. Increasing pluralism ¥ Unclear whose values should be taught 3. Confusion that teaching values was promoting religion
  • Normal & healthy Controlling it is normal & healthy
  • Moral & Ethical Education Recognizes Universal Values
  • Criteria for Universal Values 1. Objective benefits for individuals and society 2. Universal validity ¥ Reversibility Ð Is good if another does it to oneself ¥ Generalizability Ð Is good if everyone does it 3. Compelling to the conscience 4. Transcending cultures
  • Ethics Ð Balance of Love & Rules Love Seeks harmony Compassionate Forgiving Rules Regulatory Fair Uncompromising
  • Morals Goal — Loving Relationships & Family Strong marriages Effective parenting Ethical practice living for higher purpose
  • Mastery Involves Morality & Ethics
  • Education for Mastery 1. Academic education 2. Technical education 3. Physical education
  • Mastery Involves Concern for the Environment
  • Family in Crisis ¥ Spouse and child abuse ¥ Infidelity ¥ Divorce
  • Priority of Moral & Ethical Education
  • Part 3. What Is a Balanced Education?
  • Goals of Education 1. Mature character 2. Ethical & loving relationships 3. Productive citizens
  • Romance by itself Insufficient foundation for the enduring love needed to sustain marriages and families
  • Good Character Inner disposition conducive to right conduct ¥ Attitudes and habits ¥ For the purpose of loving
  • Heart Ð Core of Character Pursues true love
  • Cultivation of Heart 1. Cultivation of moral feeling ¥ Empathy ¥ Loving motivation ¥ Love of goodness 2. Learning through experiences of love ¥ Gaining the capacity to love through family life 3. Training in good character ¥ Develop self-control ¥ Strengthen the conscience 4. Internalizing moral standards 5. Valuing people and respecting things
  • Moral Goal — Creating a Prosperous Society Technical mastery Community service Concern for the environment
  • Third Goal of Education Productive Citizens
  • Balanced Education Conventional Education Individualized
  • Home, School & School Ð Partners in Education
  • Dear Teacher, I am a survivor of a concentration camp. My eyes saw what no man should witness: gas chambers built by learned engineers, children poisoned by learned physicians, infants killed by trained nurses, women and babies shot and burned by high school and college graduates. So, I am suspicious of education.
  • My request is: Help your students become human. Your efforts must never produce learned monsters, skilled psychopaths, educated Eichmanns. Reading, writing, arithmetic are important only if they serve to make our children more human.
  • 1960s Ð Breakdown of Traditional Values 1. Decline of adult moral authority 2. Rise of selfish individualism and moral relativism
  • What Is the Crisis in American Education?
  • Traditional Role of Education 1. Passing on knowledge and cultural values 2. Teaching moral standards and social responsibilities 3. Preparing good citizens
  • Explosion of Destructive Youth Behavior Since 1940s 1940s School Problems 1. Talking out of turn 2. Chewing gum 3. Making noise 4. Running indoors 5. Getting out of line 6. Improper clothing 7. Littering 1990s School Problems 1. Drug abuse 2. Alcohol abuse 3. Pregnancy 4. Suicide 5. Rape 6. Robbery 7. Assault Source: William J. Bennett et al., Index of Leading Cultural indicators, Empower America, Mar. 1993
  • U.S. Education Ð Founded with Moral Purposes Morality and knowledge considered essential to a good society 1. Schools actively promoted good character and citizenship 2. Earliest universities Ð Established by religious organizations ¥ Harvard ¥ Yale ¥ Georgetown
  • Transcript

    • 1. Successful Marriage Preparation © 2002 International Educational Foundation IEF is responsible for the content of this presentation only if it has not been altered from the original. © IEF 1
    • 2. Loving Relationships &Family Are a Basic LifeGoal © IEF 2
    • 3. Personal Benefits ofMarriage  Longerlife  Health  Happiness  Innergrowth © IEF 3
    • 4. Personal Benefits ofMarriage  Wealth  Resilience  Productivity © IEF 4
    • 5. Best Environment forChildren “A nucl famil of father mot and ear y , her theirchil en …is stil today a chil dr l d’s bestguar antee forsuccess.” Brigitte Ber , Sociol ger ogist © IEF 5
    • 6. “I wo u l d g l a d l ygiveup my millionsforo n e m a r i ta ls u c c e s s .” J . PaulGe tty © IEF 6
    • 7. Are TheyBalanced? Career Marriage Preparatio Preparation n © IEF 7
    • 8. Real SuccessMeansGood Families  Rated most important source of satisfaction Sour Col ce: umbia Univer & sity NationalInstitutes of Health  Requires commitment and © IEF 8
    • 9. MarriageEducationPopularWorldwide  High school and university classes  Mandated by law © IEF 9
    • 10. MarriageEducation &CharacterEducation Preparation for lasting love — Rationale for adolescents to develop their character © IEF 10
    • 11. Strongly Desired  78% of teenagers consider m arriage and fam ily very im portant Source: 1 995 Survey, Institute forSocial Resear Univer of Michigan ch, sity © IEF 11
    • 12. “Forone human being to l ove another Thatis per : haps the mostdifficul of al ourtasks…” t l RainerMar Ril ia ke © IEF 12
    • 13. Value of Integrity  Basis of keeping marriage commitments  Foundation for self–confidence © IEF 13
    • 14. Integrity  Clear moral values  Living up to them  Self-discipline © IEF 14
    • 15. PersonalDevelopment  Cultivating interests and talents  Building self- respect  Managing one’ s feelings  Fostering peace with oneself © IEF 15
    • 16. Take PersonalResponsibility  For one’s circumstances  For one’s strengths and weaknesses © IEF 16
    • 17. “The mostimpor char tant acteristic of a mar iageabl per is the r e son habitof happiness.” J u d d a n d Ma r y La n d i s , Building a SuccessfulMarriage © IEF 17
    • 18. Respect forParents Emulating parents’ strength  Adopting their good values © IEF 18
    • 19. Learn from ParentsAbout the OppositeSex  Seeking advice concerning a mate © IEF 19
    • 20. Value ofAbstinence  Supports personal development  Protects against physical, mental and relational risks  Context for © IEF 20
    • 21. Honor Sexual Boundaries Arous al Relatio Se xual n- ship Male Female change Beginnin Peak Genital Genital s g Hand SimpleProlonged Mutual Sexual Necking Petting Sex PlayHolding Kiss Kiss Intercour se © IEF 21
    • 22. Sexual Desire & Self–ControlSexual Desires Sexual Activity Controlling it isNormal & healthy normal & healthy © IEF 22
    • 23. Support AbstinencethroughMedia Discernment  Recognize profit motive  Check against reality © IEF 23
    • 24. Make theCommitmentto Abstinence © IEF 24
    • 25. RelationalResources  Healthy friendships  Conflict resolution skills  Service © IEF 25
    • 26. Healthy FriendshipsReduce Love Problems Unhealthy attachments Poor relationships with elders and peers © IEF 26
    • 27. Invest in FriendshipsOver Time  Regular shared activity and conversation © IEF 27
    • 28. Same Gender Friends © IEF 28
    • 29. Opposite GenderFriends  Relating with modesty and respect © IEF 29
    • 30. Lasting Love – Art to BeLearned Requires virtues, insights and © IEF 30
    • 31. Knowledge  Insight into love  Information about marriage © IEF 31
    • 32. Insight Into Love Love is an active verb  Not just a state or feeling © IEF 32
    • 33. Discerning True Love True Love Infatuation  Internal  External focus focus  Deepened  Weakened by conflicts by conflicts & & separation separation  Productive  Distracting © IEF 33
    • 34. “ Falling In Love”Overvalued by PopularCulture Romance by itself – Not enough to sustain marriages and families © IEF 34
    • 35. Value of InformationAbout Marriage  Comprehend marriage commitment  Anticipate challenges and rewards © IEF 35
    • 36. RecognizeComponents ofRelationships  Compatibil ity  Commitme nt  Intimacy  Passion © IEF 36
    • 37. Anticipate Phases ofMarriage 1. Infatuation 2. Conflict 3. Recommitment and cooperation 4. Creativity and service © IEF 37
    • 38. Learn GoodCommunication  Listening and speaking effectively © IEF 38
    • 39. Value ofConflict Resolution Skills Marriage is stressful  Destroyed by unresolved conflicts © IEF 39
    • 40. Avoid RelationshipPoisons 1. Criticism 2. Contempt 3. Defensivenes s 4. Stonewalling © IEF 40
    • 41. Foster Reconciliation  Make amends  Practice forgiveness  Find gratitude © IEF 41
    • 42. Service Broadens the experience of giving © IEF 42
    • 43. Lessons ofService  Love requires effort  To give is to receive © IEF 43
    • 44. Strengthen Relationshipsthrough Service  Value of higher purpose © IEF 44
    • 45. Selecting a MarriagePartnerLess Successful More — Successful — Focus on Focus on Outer Traits  Attractiveness Inner Traits  Character  Wealth  Beliefs  Status  Ability to love © IEF 45
    • 46. Qualities MostValued byThose SeekingPartners  Physical attractiveness  Economic potential  Status © IEF 46
    • 47. Qualities MostValued byMarried Couples  Caring  Honesty  Trust  Fidelity  Commitment  Willingness to sacrifice  Sense of humor © IEF 47
    • 48. To Find a Good MarriageProspect — Become OneYourself “To be loved, be lovable.” Ov i d © IEF 48
    • 49. Character —Foundation for StrongMarriage © IEF 49
    • 50. MarriagePreparationEducation HasBenefits  Individual happiness  Family stability  National strength © IEF 50
    • 51. © IEF 51