The first lesson is that being a good person is more important than having wealth. Pip is concerned more about being a gentleman than being a good person. The most important moral lessons from the book are:
March Volume 60 Number 6 Creating Caring Schools Pages Moral Teachers, Moral Students Rick Weissbourd Schools can best support students' moral development by helping teachers manage the stresses of their profession and by increasing teachers' capacity for reflection and empathy.
Once again, the public frets about whether children are becoming good people. Both conservative commentators, such as William Bennettand researchers, such as William Damondecry a steady rise in greed, delinquency, and disrespect. And once again, the public holds schools largely responsible for remedying these troubles.
There is value in these solutions. Students surely benefit from performing community service, being reminded of important virtues, and practicing good habits. But we have been wringing our hands and trying these solutions for decades, in some cases for two centuries, without fundamentally changing students' moral prospects.
The moral development of students does not depend primarily on explicit character education efforts but on the maturity and ethical capacities of the adults with whom they interact—especially parents, but also teachers, coaches, and other community adults.
Educators influence students' moral development not simply by being good role models—important as that is—but also by what they bring to their relationships with students day to day: That level of influence makes being an adult in a school a profound moral challenge. And it means that we will never greatly improve students' moral development in schools without taking on the complex task of developing adults' maturity and ethical capacities.
We need to rethink the nature of moral development itself. Guiding Students' Moral and Emotional Growth During the past decade, I have spent much time in schools and talked to many students.
They assert that each person makes moral judgments at varying levels of maturity, depending on individual's current context and motivations. - Kohlberg's stages explains moral understanding in adolescents/adult more than childhood. Flint proposes that Great Expectations is best seen in terms of the broad form of fictional autobiography. This is in line with her overall emphasis upon the novel's dramatization of ‘the issue of identity’, by means of which it participates in mid-Victorian attempts to show that work, loyalty and compassion are their own reward, while leaving ‘uncertain how . The moral theme of “Great Expectations” is very basic. It is an old moral theme that has been around as long as man has walked on this earth. Pip, and the reader, learns that affection, loyalty, and conscience are more important than social advancement, wealth, and .
I have observed again and again students' exquisite sensitivity to the qualities of their teachers—both their fierce loyalty to the teachers they trust and their keen alertness to hypocrisy, injustice, and indifference.
Research shows that even when schools are massively restructured, students often remain strangely oblivious to new structures and practices. When asked about the strengths and weaknesses of their schools after these reforms, students focus on the strengths and weaknesses of individual teachers Warren Little, In these relationships, moral qualities are shaped.
Adults do not simply transmit moral qualities and beliefs to children. These qualities and beliefs emerge and continually evolve in the wide array of relationships that every child has with both adults and peers starting nearly at birth, and in children's felt knowledge of what is harmful, true, or right.
In these relationships, children continually sort out, for example, what they owe others, what they should stand for, what traditions are worth keeping, whether to follow rules, how to contribute to their family, classroom, and community—in other words, how to be a decent human being.
Should I tell my teacher when I know another student is lying to her? Do I have to say yes to the girl who invited me over and who doesn't have friends, when I would rather play with another girl I like more?
Should I speak my mind about an issue that's important to me, even though I may lose friends?
Fair, generous, caring, and empathetic educators model these qualities and can effectively guide students in sorting out these questions. Often adults are also effective when they express how their own moral questions are related to children's moral questions and when they model how to think through moral issues and dilemmas.
Teacher-student relationships shape students' moral development in another sense—through their influence on students' emotional development. Most of the talk about moral development in school assumes that we can teach students to behave morally by instilling in them virtues and standards, a clear sense of right and wrong.
This assumption ignores the fact that emotions are often the horse, values and virtues the rider trying to hang on.
Research suggests that such emotions as shame, anger, and cynicism in particular eat away at caring, a sense of responsibility, and other important moral qualities Gilligan, ; Rozin et al. When people's moral beliefs conflict with their immoral actions, many will change their beliefs to accommodate their actions, not vice versa.
For example, Randall, a 7th grader who gets under everyone's skin, finds himself in a common kind of escalating war with adults. Randall is spinning out of his school community.
When I ask him whom he trusts, he holds up a piece of paper that is totally blank. Often a chain of complex interactions among home, school, and peers shapes students' moral qualities and behavior. Consider Sally, a year-old with Attention Deficit Disorder. Sally has a highly anxious mother and a father prone to spikes of anger.
According to her psychologist, Sally is furious with them and isolates herself at home. At school, she has become increasingly disruptive and rude: She wrote on the chalkboard that her teacher is a bitch.Stages of Moral Development According to Kohlberg Stages of Moral Development by Lawrence Kohlberg () I.
Pre-conventional Level At this level, the child is responsive to cultural rules and labels of good and bad, right or wrong, but he interprets the labels in.
LitCharts assigns a color and icon to each theme in Great Expectations, which you can use to track the themes throughout the work. A "pip" is a small seed, something that starts off tiny and then grows and develops into something new. The moral development of students does not depend primarily on explicit character education efforts but on the maturity and ethical capacities of the adults with whom they interact—especially parents, but also teachers, coaches, and other community adults.
Business Ethics Chapter 1 study guide by lone includes questions covering vocabulary, terms and more. responsibility, moral maturity. conscience. the human ability to understand the nature of good and evil and to apply this knowledge to ethical decisions about right and wrong principles of morality and expectations of the.
Later research shows that moral development does not necessarily follow the gender lines that she suggests, but rather that both boys and girls reach moral maturity based on justice and care. The importance of Gilligan’s work is in the new awareness that “care is an integral component of moral reasoning” (Nucci, , para.
41). In Study 1, 87 high school seniors & 98 college undergraduates, divided between those who judged prototypical issues negatively or positively, were asked to evaluate 1 nonprototypical issue, 1 moral issue, & 1 personal issue.