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Moral Education Essays and Research Papers

Instructions for Moral Education College Essay Examples

Title: moral education

Total Pages: 1 Words: 453 Sources: 0 Citation Style: APA Document Type: Essay

Essay Instructions: Write an essay in which you compare Plato's and Aristotle's ideas about moral education. Plato's ideas are found chiefly from the last half of Book II through Book VII of the Republic and in the digression of the Theaetetus; Aristotle's ideas are in Book I and II of Nicomachean Ethics; though many relevant passages can be found in other parts of these philosophers' writings.

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Title: final paper

Total Pages: 13 Words: 5286 References: 9 Citation Style: None Document Type: Research Paper

Essay Instructions: II. Discuss the following selections from the Cahn volume in
the order presented here:

1. What Is Teaching? by Paul Hirst
2. Democratic Education by Amy Gutmann
3. Moral Education and the Democratic Ideal by Israel
Scheffler
4. Caring by Nel Noddings
5. The Philosophy of Childhood by Gareth B. Matthews
6. The Passion of Pluralism by Maxine Greene
7. Pedagogy of the Oppressed by Paulo Freire
8. Traditionalist and Their Challengers by John R. Searle

Create an Introduction to the paper as a whole and have a Conclusion for the paper as a whole. For discussion of each reading, include subheadings for Major Ideas, Elaboration and Analysis (including what you agree with, disagree with and why), and Implications for Today’s Educators and Teachers.
Details: Paper should be done with title, subtitles, and citation from the material given.
APA style please.

Thank you for your help
There are faxes for this order.

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Essay Instructions: Option A. Lisa?s case

Lisa was a student at Scarsdale Alternative School, which was a school that used Kohlberg?s Just Community Approach to moral education. This school is located in a separate building near the traditional Scarsdale High School. People have to apply to join the community in this school, and the current students review applications, along with the teachers, to decide who gets into the school.

Selection for inclusion in the school is based upon a distribution of race, ethnicity, SES, academic achievement, academic talent, behavior. That is, not only the best, and not only the worst students were to be admitted to the school. It was a school with a diversity of perspectives and talents and behaviors. It was not a school specifically for students with behavioral problems or learning disabilities, though some of the students had these. This was designed to be a ?microcosm? of the larger school, with a difference: the commitment to representative democracy in the running of the Alternative school, and a commitment to community and ethical responsibility.

Lisa, like every other student in the school, was accepted by the Admission Committee (a group of students and a faculty advisor) after they examined all applications, and all acceptances were subject to approval by a majority vote of the community. Lisa was a sophomore. While in the Alternative school, as was the case in the regular high school, she had been a student who had been in trouble frequently for talking back to and swearing at teachers, skipping class, not doing homework, hanging out after school and violating many of the community rules that were established by the group including smoking on school grounds, lying, being late for classes, and doing drugs. She hung out with what teachers called ?the wrong crowd? after school: kids from a nearby community that were not as well off, and were part of a street gang. Lisa was white, but many of her friends were black, and the kids in this gang were vocally resistant to the inequalities that they saw in wealthy Scarsdale that were not in their poor community. Some of her afterschool friends were dropping out, and others were fighting to stay in school, but all were involved in drugs and alcohol. Lisa was very smart; particularly adept at mathematics, and was a relative genius in that area. She had many similarities to Christopher, in The Curious Incident of a dog in the Night, but did not have such extreme autism. She was diagnosed along the lines of the Asperger syndrome?classified as an autism spectrum disorder at that time.

After many violations and discussions within the community, with small sanctions along the way being meted out by members of the school?s Discipline Committee (DC?a committee of her peers plus two teachers that hears discipline cases), Lisa?s negative in-school behavior kept getting worse, and her grades were falling. Lisa was again brought before the DC and the community to decide whether or not she would be able to stay in the Alternative School, or whether her actions were such a violation against the community that she needed to be expelled from the community and get sent back to finish her education in the traditional high school.

Lisa pleaded with the community and admitted that she did wrong and would change her ways. She made promises to be better, and cried. She said that she would not ?survive? if she had to go back to the regular high school. The DC, in making their decision, considered that Lisa had pleaded like this on other occasions previously, and there were small changes for a short period of time, but then Lisa was soon back to her usual behavior.

But because of a new problem, Lisa was again brought to the ?Discipline/Resolution Committee? of the school. This instance was that she made a scene with a teacher?cursing, name calling, and acting violently. Lisa stormed out of school after this incident, and left school property without permission (which was against the student-created rules of the school). The DC recommended that this matter go to the larger community for a decision, since this was a recurrent theme with Lisa. The DC felt they needed more than their ?power??the power of the entire community-- to make a change or to make a decision as to what to do to sanction Lisa for violating the community rules and underlying spirit of the community. In a Community Meeting (a weekly meeting of the entire school community that discusses all rules and issues that come up in school), the community, including the teachers, discussed with Lisa the issues and the reasons for her behavior, and her future at the school.

A ?straw vote? was taken after everyone had a chance to listen to Lisa and ask her questions. The vote indicated that the teachers did not think she should stay (she should be expelled to the high school), but a majority of the students felt that she should stay; but they did not sanction (support) her behavior. Discussion in small groups (often called Family Groups) followed. The community then came back together and discussed their group?s reasoning about Lisa?s behavior and her participation in the community.

After long discussion, a final vote was taken. An overwhelming majority of the teachers and the students voted to keep Lisa in the school under the condition that she becomes integrated in the community. The reasoning that was used was that this was a real community, and a real community cared for all its members. Lisa would get the help that she needed from her fellow students who volunteered and took turns to make sure she got to class, went home on time, was respectful to teachers and did her homework?all of which she did not previously do, and were actions in violation of the community rules. The students divided up responsibility for calling her to make sure she did her homework, and walked with her to class, and also helped her to become aware of her disrespectful language and attitude toward teachers. Lisa did change. She felt cared for, responsible to the members of the community, and felt a lot of gratitude, so she wanted to do well to live up to the students? faith in her and in the community. The teachers were proud the students who ?proved them wrong? about Lisa?s possible expulsion, and felt that this was a victory for democratic moral education.


In your essay for Option A, analyze and discuss the issues facing Lisa and the community, and what teachers and students can do to make Lisa?s high school experience a successful one, using the readings, lectures, sections and discussion material from October 8 through and including November 5. Specifically, discuss issues such as differences in learning abilities and styles, sociocultural diversity, as well as issues of self-development and social contexts?speculating on Lisa?s self issues along Erikson?s theory of development as well as the social ecology of her environment, as outlined by Bronfenbrenner. Be sure to include a discussion of the moral aspects of individuals? moral reasoning in this case, speculating on the forms of moral reasoning that you imagine might have gone on in the discussions (being sure to discuss Kohlberg, Gilligan, and Haidt). Comment on students? and teachers? interaction with Lisa, and each other in context, bringing in possible influences of self-identity and social ecology in the interactions and decisions made about Lisa.

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Title: Models of education

Total Pages: 8 Words: 2632 Bibliography: 0 Citation Style: MLA Document Type: Research Paper

Essay Instructions: This paper is for an university course called "Models" This course explores the interrelationships among theories of knowledge, theories of learning, conceptions of curriculum, and approaches to pedagogy in the context of a broad inquiry into the aims and purposes of schooling. Emphasis is placed on the analysis and critique of fundamental commitments and underlying assumptions of various approaches to education.

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Work with Noddings' notion of care (specifically her
book "Caring: A feminine approach to ethics and moral education"), and essentially to conduct a kind of theoretical conversation between Noddings and Aristotle and their different ideas about ethics/morality. If you wanted to look at whether or how these ideas are or aren't enacted in education today you could look at curriculum documents (Canadian) or sex education or something you've seen in your host classroom (just 3 of many possibilities).

Some questions to consider in the essay.

1) Making a Thesis: using the suggestion from above, can you describe what argument/idea struck you in your reading? Can you summarize the arguemtns, and how it struck you?
- What is the relationship betweem the argument and another argument in the readings, or an experience in your classroom?
- What meaning does this relationship hold for you? Why is it significant to you? Why do you think it is significant to education?

Your thesis statement should summarize these points and provide the general framework for the body of the essay. Recalling from the above the idea that your thesis should respond to a theory, an argument, your prior knowledge or assumptions, an observation in your host school etc (that is, the WHAT), be sure it also states HOW you will develop your argument. The paper should (a) state a thesis, and (b) explore both its possibilities and its limitations.

2) Cast your thesis in terms of a broader "theme" (ie ethics/morality).
- What has been said about the theme? How has it been discussed in education (or not)? Can you give an example?
- What do you think of this literature? Is there anything that is left to unaddressed?
- What do you want to add to this literature?

3) Possibilities and Limits: examine your thesis and how it shifts your thinking about education.
- Does our thesis help you to explain something or does it complicate an assumption you held previously? How so?
- If you apply your thesis to education, what does it look like? Can you give an example?
- If you are referring to a specific experience, and if you go back in time, would you have responded differently if you had your thesis in your back pocket? How so?
- Does your thesis push your thinking beyond the realm of sterotypes and slogans?
- Would you share your thesis with other teachers? Students? Why or why not?
- What do you imagine your colleagues or student would want to ask about your thesis?
- What are the limits of your thesis? What can it not explain?
- If you could give a piece of advice to your thesis, what would it be?

**Another book to consider is Noddings, "An Ethic of Caring and its implications for instructional arrangements"

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