There are many similar and different ideas between General Colin Powell 's speech Kids Need Structure and Maria Montessori’s Dr. Montessori’s Handbook. Their opinions are on opposite spectrums. Powell believes that applying structure is the key to nurturing children, while Maria Montessori thinks that the best way to treat a child is with respect and allowing many freedoms. There is great disparity between Colin Powell and Maria Montessori’s views about the actions a teacher should take in order to sufficiently educate a child. Powell believes teachers should be strict and obeyed without question.
Win Ma PH-211: Ethics Jo Jo Koo “Let Your Kids Grow Up”: Kantian, Utilitarian, and Virtue Ethics Response to Parental-Child Upbringing of the Disabled It is common for parents to make their children become independent when the children reach adulthood. However, disabled children’s parents are hesitant to let their children become independent. To see what the parent should do I consider responses from three ethical systems: Kantian Ethics, Utilitarianism, and Virtue Ethics. As I will show, all three ethics show disabled children’s parents should make their child independent. However, I will then argue the utilitarian position is more persuasive.
Children and their education are one of the if not most important factors for our future as a country and as individuals. Maria Montessori and Colin Powell take stances on opposing views when it comes to structure such as desks or basic learning opportunities in the classroom, to teacher intervention when it comes to helping a child. Maria Montessori and Colin Powell have contrasting views when it comes to matters regarding education and structure. Colin Powell uses the quote “The kids who didn’t have that structure or minding in the beginning,... and they start to realize … and they’re on their way to jail or on they’re on their way to being dropouts” to directly support his claim that without any layout of structure in the students life,
John Locke and Jean Rousseau were both well- known European philosophers who believe children love freedom and power. It was the most important ways to raise children. Although they have similar viewpoints but they take different directions on their views. Their theories on educating children have lasted throughout history and have been beneficial for the way we teach young children nowadays. In this section, I will like to compare these two philosophers‟ views.
The child will learn from their mother because they think of their mother as a guardian. The mother will guide the child and he shall follow. Meanwhile, Montessori thinks that a child’s structure is by learning themselves and by improving from their mistakes. To start, Montessori wants the child “not shirk effort, he rather goes in search of it, and with great joy overcomes obstacles within his capacity”. The child will search for the answer and try to overcome the obstacle.
He uses his emotional appeals well, and could be considered unbiased, based on his discussing both sides of the spectrum with respect to teaching. Rose wants schools to have a better program for children in need, as they are the future, they’ll be the ones in charge when they grow up, and they need to be taught well. At the end of the story, the readers are filled with hope that with this call of action, society as a whole will help these children, instead of pushing them down that economic hole that is hard to get out
The definition of morality is principles concerning the distinction between right and wrong or good and bad behaviour. Young children do not have normally have a belief system and take their position from their parents/carers. Children learn what is right and wrong from the carers around them and the reactions they get from their parents/carers towards their actions. For example, a child how breaks their toys will be told off by their parent and will know that their actions were wrong. Morality is not genetic and as a child grows, they will begin to understand what is right and wrong by the reaction of adults around them.
The guardian sees the trouble in child rearing and sees a few decisions their youngster needs to make that they wished they had another opportunity to. Kingsolver exposes to us that people continue changing and truth is the greater part of it is from the gang. 11. In "Somebody’s Baby" Kingsolver escapes to the thought of youngsters being prized belonging that must be taught in the right way. Barbara demonstrates to us the significance in guiding kids and how it turns out to be second nature to show them things.
Berlin makes the use of coercion as a tool to guide individuals in their best interests in the case that one is not wise or learned enough to realize it for him or herself. The author likens coercion in this sense to young children being forced to attend school, although the parents do, the children are unable to understand the necessity of education. So it is important for children to know the motto and make choice with full liberty. Thus Berlin argues that it is likely to think coercion and liberty one. Anyone might argue that a coerced individual is only acting what he or she had the fully rational and wise
Moral autonomy is a skill and habit of thinking ethical problems in a balanced manner. These ethical issues are to be found out on the basis of moral problems. These general responsiveness of moral values are derived only from the training what we have received as a child with response to the sensitive and right of others and ourselves. Suppose the guidance is not given in the childhood, then those children may be ill-treated or ignored by the society. In future these children may grow up with lack of senses on moral issues and they become as sociopaths.
Frobel theory links into my key issues because he believes that learning should be encouraged through first hand experiences. This links into my key issues about structured and unstructured play as Frobel believes that children’s paly shouldn’t be structured. This is because the child can learn more when learning through doing and they can develop their language as they are learning through rhymes and finger play. Also, it is important that practitioners can encourage children imagination to flow freely in play. This could be set up different areas in the classroom like role play or construction.