Moral Dilemma Essay -- Philosophy Essays

Moral Dilemma As human beings, we are forced to accept the inevitability of being unwillingly confronted with situations that test the strength of our morality and character. In the midst of deep moral conflict we become immensely introspective and we follow our intuition with the hopes of it guiding us towards the morally correct decision. However, how can we be sure that we have acted morally in a situation that is so morbid and perverse that our intuition is completely torn? This is the dilemma that is faced by the mother who is given a terrible choice by a Nazi officer: either the officer will kill all three of her children, or the mother must kill one in order preserve the lives of the other two. In this situation, guilt remorse and intense emotional pain are unavoidable, thus the mother is forced to reflect upon her intrinsic morals and values to guide her choice, however horrific it may be. In beginning to tackle this terrible dilemma, a fundamental aspect of this situation must first be realized: it is a woman who is faced with this crippling decision. Although subtle, there is an insinuation behind this that will ultimately play a large role in the determination of the final decision. In assigning the moral responsibility to a woman, and more specifically a mother, there is an implication that a different and distinct type of moral deliberation comes into play. In a study performed by psychologist Carol Gillian, it was found that the moral reasoning of a group of women was "typically more embedded in a context of particular others than was the reasoning or a comparable group of men" (Held 724). When we focus on the experience of women we are "able to see a set of moral concerns becoming ... ...nt emotion as a part of morality, we must regard every action in the same context, and this is clearly an impossibility for us as human beings. We appreciate and understand that we are all practical, emotional beings as opposed to rational, calculating beings. Thus, we allow our emotions to influence what actions we deem as morally acceptable and it is only natural that they should be an integral part of moral deliberation. In any situation as atrocious as this, the correct line of moral action is not always clear. However, in considering both emotion and reason, it is possible to reach a moral decision. Sometimes when we are put in situations against our will our intuition is torn and making the right decision can be difficult. The only thing we can do in these situations is turn introspectively to our feelings and reason, and understand that we are only human.

John Dewey and early childhood education Essay

â€Å"Education is not preparation for life. Education is life itself. † – John Dewey (1859-1952) (Ministry of Education, Singapore, 2003) The set of Desired Outcomes of Pre-school Education that the Ministry of Education(MOE) had put together in 2003 highlighted the significant importance of pre-school education being the platform for lifelong learning. It’s intention were far beyond preparation of these children merely for Primary School curriculum (Wong,2000). Very much alike to John Dewey (Dewey)’s quote, MOE’s take on pre-school education exists similar context. I felt that it challenges the perceived notion that education is only about getting the necessary qualifications or securing a good job. However, with an open mind, education in fact occurs throughout life. This brings about a few educational principles of Dewey which had influenced me in my workings with children in a pre-school setting. I felt that the central concept of Dewey’s view of education was that there should be greater emphasis on allowing children develop problem solving skills, critical thinking skills, and being able to make decisions on their own, rather than simply on the memorization of lessons. Through real life experiences, instead of merely being on the receiving end of secondhand information, children were able to develop the required skills effectively (Seefeldt and Barbour, 1998). Active learning has been widely advocated in my child care centre. I often incorporate and encourage it too. Let’s say I will be teaching on the theme of occupation and doctors are the topic of the week. For the younger age group like pre-nursery and nursery, I would provide real materials like a doctor play set. Children would be encouraged to explore these materials at their own pace and interests. They would be able to experience how it feels like being a doctor and thereafter get an insight of what a doctor’s work scope is about. Concurrently, they would be exposed to the instruments that a doctor uses. I would also ask children open ended questions like â€Å"What does a doctor do? Which tool do you think a doctor uses to hear your heartbeat? If you are a doctor, how would you hear my heartbeat? †. I believe  that such open ended question encourages children to construct their own understanding of concepts. I would also drop hints and attempt to spur their interest when children become uninterested and seem clueless. On top of these activities, for the kindergarten classes, I would introduce a â€Å"Doctor of the day† where the child would, alongside the teacher, assist in the daily temperature taking of children. This way they would understand the concept of what is taken to be ill and what is not, and also who should they visit at times when they fall sick. I would also liaise with a nearby clinic and bring the children on a trip, getting the doctor to assist in giving the children a short demonstration of a regular consultation in the clinic. The children will not only be able to see how a clinic setting is like, they will also be able to pose questions to the doctor to find out more. Following which, I would plan for a clinic role play where children are free to express their own interpretation and ideas of a being a doctor. In tie with Dewey’s avocation of active learning, this concept of learning has been strongly supported by the local context too. In the Code of Ethics, professionals are obliged to promote and encourage children to be actively involved regardless of ability (Association for Early Childhood Educators, Singapore, 2005). Dewey also advocated that the school is a social institution (Flanagan, 1994). He believed that through social interaction with adults and peers, learning would be further reinforced (Henniger, 2002). Communication with peers or adults allows children to think, process their thoughts into verbal words and therefore encourages and stimulates a child’s thinking. Interactive learning is also vital to social development. Being able to develop a positive and satisfying relationship with peers and adults is crucial for effective social interaction and is often a focus of pre-school programs (Early Childhood Teachers’ Association, 2003). In my workings with children, I have realized the important role social interaction plays in a child’s development. Children across all pre-school levels enjoy talking and interacting with each other over their thoughts, opinions and experiences. One way I encourage this is by planning for problem solving in group discussions. For instance, the kindergarten children would be issued a problem at the start of the day: â€Å"What are the features of an insect? † They would then be divided into groups to explore the problem by going into the various learning centres I have set up toacquire the information. This can be followed up by bringing the children on a field trip to the Botanical Garden where children are able explore on the topic and make drawings and notes on their observations as a group. At the end of the day, they would discuss about their gatherings again in groups, and then present their findings. Other than learning how to function as a member of a group, children would also be able to learn cooperative skills and conflict resolution through the activity. Besides peer interaction, adult interaction plays an equally important role. In the Assessment of Licensing Standards in child care centre, staffs are to encourage interaction with children in order for children to be able to understand self and others (Ministry of Community Development and Sports, 2003). In the pre-nursery and nursery classes, I take time to listen, make eye contact and respond to children. This makes children feel comfortable and it motivates them to interact more with adults. I would also plan for activities like dough play and painting on large papers where children are able to proceed with the activity together. Through such activities, they are able to discuss, comment and communicate with each other too. I would also ask questions like, â€Å"What do you think Clarisse has molded? Does it look like a sandwich? † which allows for creative thoughts to be expressed and interaction to take place. Dewey’s philosophy perceived a teacher’s role as a guide and observer, rather than an instructor or a disciplinarian. The teacher is to provide and prepare the environment and curriculum to allow children to benefit and learn productively from it. Teachers were also expected to observe children and come up with activities designed to facilitate optimal learning (Feeney, Christensen and Moravcik, 2006). For the pre-nursery and nursery classes, I would provide a large variety of materials where children would be given the choice to choose based on their preference. I would not interfere in their choice activity as long as it conforms safety standards. I would also plan for activities where children could explore and exercise trial and error. For instance in the dough making session, they would be able to explore how much water is needed to achieve the texture of dough they would like, and what should be added when the dough becomes too soft. However, I would be guiding children whenever they are stuck or faced with much difficulty. I would also put up children’s work like their art work at a prominent corner of the classroom to make them feel that their work is valued. For the kindergarten classes, I would plan the lesson together with the children and come up with activities that could tap on their interest. For instance, discussing with children about which occupations interests them the most by showing them a variety of it. After the children have made their choices, I would plan activities catered to their interest. Throughout the lesson, I would make observational notes about each child and provide experiences or materials catered to individual’s interest. For example if a child shows immense interest in the occupation teacher, I would plan for the child to have a go at teaching his fellow classmates a song. Or if a child is interested in being a policeman, he could patrol the corridors before nap time to ensure that children are not hiding in the toilets or up to mischief. Similarly, under the Framework for Kindergarten Curriculum, MOE recommend putting their principles into practice in a few ways. These includes, preparing the learning environment by encouraging learning at their own pace and choice, planning meaningful activities based on children’s interest and abilities, allowing resources and materials to be easily and readily available and observing and monitoring children’s development. (Ministry of Education, Singapore, 2003) Through Dewey, I become aware of various methods and principles which plays a vital role in children’s pre-school learning. Though there were also controversies in Dewey’s philosophy, I believe that each philosopher possesses their own virtues and Dewey was one which struck me the most. References Association for Early Childhood Educators, Singapore (2005). Code of ethics. Retrieved March 23, 2010 from http://www. aeces. org/code_of_ethics Early Childhood Teachers’ Association (2003). Educating young children. Journal of early childhood teachers’ association inc and school of early childhood university of technology, 9(1) Feeney, S. Christensen, D. Moravcik, E. (2006). Who am I in the lives of children? : an introduction to early childhood education (7th ed). Upper Saddle River, New Jersey. Pearson Education. Flanagan, F. M. (1994). John Dewey. Retrieved March 24, 2010 from http://www. admin. mfu. edu/ctlf/Ed%20Psych%20Readings/dewey. pdf Henniger, M. L. (2002) Teaching young children: An introduction (2nd ed). Upper Saddle River, New Jersey. Pearson Education.

Psychology Manipulation Essay

At a psychological level, the art of manipulation primarily involves two things: concealing aggressive intentions and behaviors and knowing the psychological vulnerabilities of your opponent well enough to know what tactics are likely to be the most effective weapons against them. Psychological manipulation is most often accomplished through covert-aggression or aggression that is so carefully veiled or so subtle that it’s not easily detected. Manipulators want what they want and fight hard to attain their goals. But the tactics they use can make it appear like they’re doing almost anything but simply trying to get the better of you. The tactics are also very effective weapons of power and control. That’s because even though they’re hard to recognize as aggressive moves at a conscious level, at an unconscious level others feel backed into a corner and are thrown on the defensive. This makes it more likely that they’ll back down or give in to their m anipulator. Skilled manipulators know the vulnerabilities of their opponents. If vanity is someone’s weakness, a seduction tactic might be the best manipulation tactic. If over-conscientiousness is their weakness, perhaps guilt-tripping would be the most effective way to gain the upper hand. Most manipulators have a significant disturbance of character (i.e. have too little conscience or sensitivity). Their easiest prey are neurotic individuals (i.e. people with high levels of sensitivity and conscientiousness). Tactics like Playing the Victim, or Shaming will effectively manipulate the average neurotic because conscientious individuals neither want to see someone else as suffering, nor do they want to feel badly about themselves. If a neurotic person were to try these same tactics on a disturbed character, they would soon learn that they have no effect. Psychological Manipulation is a type of influence that attempts to change the behavior or perception of others through underhanded, deceptive and abusive techniques. This advances the interests of the manipulator, generally at the victim’s expense, in methods that may be considered abusive, devious, deceptive, and exploitative. In order to be successful, the art of manipulation involves two things – concealing aggressive or subversive intentions and behaviors while knowing the psychological vulnerabilities of the victim well enough to know what will be the most effective psychological weapons or tactics to be used against them. This is most often accomplished through covert-aggression or carefully veiled aggression – which may be so subtle that it’s not easily detected. Psychological Manipulators know what they want and fight hard to get it. The tactics Psychological Manipulators use are very effective methods of power and control, because they’re almost impossible to be seen as aggressive on the surface, at the unconscious level, the victim feels backed into the corner. Once a victim is backed into a corner, it is more likely that they’ll back down or give into the manipulator’s demands.