Moral Symmetry & Four Domains Of Moral Education Pres
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This document summarizes the key ideas from two of the author's publications about the role of anger, fear, and hate in undermining morality and moral education. It discusses the concept of "moral symmetry" - experiencing social harmony through a state of internal equanimity. Two ancient epics, the Iliad and Bhagavad-Gita, illustrate how their heroes overcome internal conflicts and regain a state of "internal harmony" that allows them to perceive moral symmetry. The document argues that cultivating this state through spiritual practices can help people make morally good decisions by reducing the influence of destructive emotions like anger and fear. It proposes addressing moral development through four interconnected domains: direct/indirect instruction and direct/indirect influences on
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Basic concepts and issues on human development
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Define the key biographical characteristics.
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Learning theories and their implications on educational technology
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A presentation I created sometime between 2000-2005 for training U.S. Army garrison staff on principles of youth development.
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2nd Lecture (HUMAN DEVELOPMENT - Meaning, Concepts and Approaches)
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Learning theories and their implications on educational technology
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Moral Symmetry & Four Domains Of Moral Education
1. The document discusses the concept of moral symmetry through examples from The Iliad and The Bhagavad-Gita, where heroes Achilles and Arjuna respectively face moral dilemmas that suspend their involvement in battle.
2. It states that in both epics, the heroes ultimately return to battle not through moral reasoning but by establishing internal harmony, illustrating a perennial way moral problems have been conceptualized.
3. The document also discusses how being unprepared for life's difficulties can disrupt one's internal equilibrium and hinder perceiving moral symmetry, and knowing when to raise moral issues shows a balanced personality.
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Unified Consciousness discusses various concepts related to the unity of mental states in consciousness. Philosophers generally agree that for mental states to be unified, they must be linked by phenomenology. However, philosophers differ in their specific theories of unity - for example, Bayne's view of a single total conscious state subsuming all other states, versus Prinz's Resonance Theory of Unity which emphasizes phenomenology. The document then provides examples from schizophrenia to illustrate challenges to unified consciousness.
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In this presentation, we will explore the fascinating realm of neo-Freudian psychology, a movement that emerged as a reaction to Sigmund Freud's psychoanalytic theories. Neo-Freudians sought to build upon Freud's groundbreaking ideas while also incorporating new perspectives and expanding upon his work.
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Philosophy of the human person
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Alexander Bain (Conscience Is Learned)
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UNDERSTANDING THE SELF.LESSON 1.pptx
The document discusses different philosophical views of the self throughout history. It addresses perspectives from Western philosophers like William James, Plato, Aristotle, Descartes, Locke, Hume, Kant, Freud, Ryle, Churchland, and Merleau-Ponty. It also covers Eastern notions of self from Confucius, Mencius, Buddha, Sun Tzu, Lao Tzu, and the Dalai Lama. Key ideas discussed include the self as a soul, thinking entity, pattern of behavior, product of experience, unification of consciousness, and an illusion according to Buddhism.
Chapter 7: EMOTIONS
This document discusses emotion and emotion regulation. It defines emotion as a complex experience involving physical, cognitive, and feeling elements that cause a readiness to act. The components of emotion are identified as cognitive appraisal, subjective experience, readiness to act, physiological changes, expression, and response. Theories of emotion proposed by Darwin, James, Lange, Cannon, Bard, and Schachter-Singer are summarized. Emotion regulation is defined as modifying emotional reactions to accomplish goals, and its development and strategies like diversion, disengagement, and distraction are outlined.
philosophy
Monism is the philosophy that there is only one fundamental substance or nature in the universe. There are two types of monism - one where only the physical is fundamental (physicalism/materialism) and one where only the mind is fundamental (idealism). Idealism asserts that reality is fundamentally mental or spiritual rather than physical. It holds that the world and objects can only be known through ideas, and that ultimately reality is in the mind. Occasionalism is the view that events are directly caused by God rather than physical causes, and God mediates all interaction between mind and body. Subjectivism is the belief that our mental experiences are the only certain facts and there is no objective truth independent of the mind.
George wilhelm friedrich hegel
This document provides an overview of the German philosopher Georg Wilhelm Friedrich Hegel. It discusses his life, major works, and philosophical ideas. Specifically:
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- His major works included Phenomenology of Mind, Phenomenology of Logic, and Philosophy of Right.
- He developed speculative philosophy and a novel theory of dialectic logic, rejecting Kant's view that contradictions should be avoided. Instead, Hegel believed contradictions were unavoidable and could be reconciled into a higher unity.
- For Hegel, reality embodies the contradictions of
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This document discusses parallels between the philosophical ideas of John Dewey and concepts from Eastern traditions like Taoism and Zen Buddhism. It argues that Dewey's ideas about experience, habit formation, and overcoming restrictive habits through paradoxical means are similar to concepts found in Taoist texts. Dewey believed that through cultivating flexible habits and engaging in reflective thought, people can avoid having their responses limited by rigid social customs and conventions. Like the Tao Te Ching advises, Dewey also thought that paradoxical "flank movements", rather than direct attempts to change, could help break undesirable habits.
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John Dewey, Eros, Ideals And A Descriptive Model Of The Exemplary Teacher
This document summarizes John Dewey's perspective on the role of ideals and emotion in teaching. It discusses three main points:
1. Dewey believed that the goal of education should be growth, both intellectual and moral, for students and teachers. Exemplary teachers are committed to their own growth and model this for students.
2. Teachers can foster growth in students through both direct instruction about ideals and indirectly by serving as models of ideal-driven growth themselves. Their passion and commitment to ideals has a profound, if subtle, influence on students.
3. According to Dewey, much of a teacher's influence occurs through "collateral learning" - indirect lessons conveyed by their character and qualities they bring
Formation & Transformation
The document could not be summarized as it did not contain any substantive information, only repeated notices that reproduction was prohibited without permission of the copyright owner.
Educating For Self Transendence
1) The document discusses the importance of developing a pluralistic identity that integrates the three levels of human identity - unique individual identity, shared ethnic/cultural identity, and common human identity.
2) It argues that a pluralistic identity is necessary for social harmony in a diverse democratic society, as it allows individuals to understand different perspectives and find common ground.
3) The document proposes that educational institutions should aim to cultivate a pluralistic identity in students, as it constitutes an important skill for democratic living. It discusses theories of self-transcendence that could provide a foundation for developing such an educational philosophy.
Dewey & Collateral Learning
This document summarizes John Dewey's perspective on the role of ideals and emotion in teaching. It discusses three main points:
1. Dewey believed that the goal of education should be growth, both intellectual and moral, for students and teachers. Exemplary teachers are committed to their own growth and that of their students.
2. Teachers play an important indirect role in nurturing ideals and emotion (eros) in students through their own passion and commitment to ideals. This occurs through "collateral learning" - the subtle and unwitting influence teachers have.
3. Ideals guide emotion and growth. Teachers best foster growth by being models of intellectual and moral ideals themselves, through both their direct teaching and
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みなさんこんにちはこれ何文字まで入るの？40文字以下不可とか本当に意味わからないけどこれ限界文字数書いてないからマジでやばい文字数いけるんじゃないの？えこ...
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Moral Symmetry & Four Domains Of Moral Education Pres
- 2. Moral Symmetry Rediscovering the aesthetic dimension of morality and uncovering the Four Domains of Moral Education
- 5. These images illustrate the concept of balance or symmetry: aesthetic and moral symmetry.
- 6. Aesthetic symmetry is not necessarily perfect or bilateral with the exact same image on both sides. Balance is proportional.
- 8. Internal and External Harmony: Our individual sense of moral symmetry, or our path toward external, social harmony is dependent upon a state of internal equanimity and harmony: not reasoning.
- 9. Two Heroes Both are true heroes: noble individuals, great in spirit and character despite human weaknesses In the epic stories in which they play central roles, each hero is confronted by a conflict, a dilemma which suspends the heroes involvement in a battle—each refuses to fight. Yet, each ultimately return to the battlefield. Achilles from The Iliad Arjuna from The Bhagavad-Gita It is in the examination of the conditions under which they return to battle that we gain our insights into the aesthetic dimension of moral development—moral symmetry—since resolution of their conflict does not come about through the hero’s recourse to moral reasoning, but rather through the establishment of a state of internal harmony or equilibrium which makes the apprehension of moral symmetry possible.
- 11. The examples provided by the Iliad and the Bhagavad-Gita are illustrative of a perennial dimension to the way in which moral problems may be conceptualized— not how they are resolved.
- 23. When unprepared for the vicissitudes of life, our life experiences may be disruptive to our equilibrium and thus not evoke positive transformations in our capacity for apprehending moral symmetry. (See Victor Frankl’s Man’s Search For Meaning ).
- 24. Perceiving symmetry: our perspective is everything. The analogy to visual symmetry is just that: only an analogy. This is a dimension of tacit knowledge which lies within our subsidiary, not our focal awareness.
- 26. “ There is no better evidence of a well formed moral character than knowledge of when to raise the moral issue and when not. It implies a sensitiveness to values which is the token of a balanced personality” John Dewey Knowing when to, and when not to raise the moral issue is itself an art. It is an art which portrays our sense of moral symmetry, as well as a sense of when moral growth can be optimized in a timely fashion.
- 29. Four Domains of Moral Education A chicken is more than a collection of parts. The same is true about the four domains of moral education. Any one or two, by itself, is inadequate to the task.
- 30. The Four Domains Of Moral Education INDIRECT DIRECT EXTERNAL INTERNAL DIRECT EXTERNAL INDIRECT EXTERNAL DIRECT INTERNAL INDIRECT INTERNAL