By Roger Straughan
The it seems that ordinary query 'Can we train little ones to be good?' can't be effectively understood and not using a good deal of cautious considering the philosophical concerns concerned. academics and oldsters frequently imagine that what the query skill and the way it may be responded are self-evidently concerns of simple 'commonsense', however the risks of such assumptions are laid naked by way of the probing procedure of this publication. After reflecting at the phrases 'goodness' and 'teaching' it proceeds to explain and severely learn a couple of makes an attempt to outline the character of morality by way of its shape or its content material, thereby teasing out the numerous conflicting perspectives of ethical schooling which persist with from those theories. not anyone account of morality or 'moral schooling' is located to be thoroughly passable and a synthesis is on the market within the ultimate bankruptcy, which implies a number of useful educating strategies.Review‘The very genuine caliber and usability of the publication as an introductory textual content, and its brilliant portrayal of logical priorities, is to be admired.’ *Cambridge magazine of schooling * [C:\Users\Microsoft\Documents\Calibre Library]
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Extra resources for Can We Teach Children to Be Good?
She never skips her homework. (h) Jim is a good boy. He's always so upset if anyone else is unhappy. (i) June is a good girl. She always does what's right without having to think about it. (j) James is a good boy. He means well - though he often gets led astray. (k) Janine is a good girl. If she believes something ought to be done, she'll not rest until she's done it. What do these accounts of children's moral goodness have in common? Not much, as far as the detailed justifications are concerned, but at a more general level they are all telling us some facts about the child in question, attributing (implicitly) moral value or virtue to those facts, and drawing the conclusion that the child is, therefore, 'good'.
She always does as she's told. (b) John is a good boy. He never argues or answers back. (c) Jill is a good girl. She's always ready to help anyone in trouble. (d) Jonathan is a good boy. He's always so worried if he feels he's done anything wrong. (e) Jean is a good girl. She never misses a Sunday school class. (f) Jason is a good boy. He's never been in trouble with the police. (g) Joan is a good girl. She never skips her homework. (h) Jim is a good boy. He's always so upset if anyone else is unhappy.
Much use is made of games, simulation exercises and discussion. A typical example of a values-clarification activity would be for the teacher to say: Take out three things from your wallet (or purse) that show three different things you value. These three items can be anything at all; the mere fact that you carry them in your wallet says something. Place the three items on your desk and begin thinking about what you will tell us about what any or all of them mean to you and your value system. (Simon, Howe and Kirschenbaum 1972, p.
Can We Teach Children to Be Good? by Roger Straughan