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,
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 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. Once the child has overcome the obstacle, he shall grow and become proud of himself.
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.
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.
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
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. They are never morally independent.
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. These areas will help the child to use their imagination and socialise with other children. It is important that practitioners provide a wide range of materials and activities which will meet the child’s individual’s
The French revolution During the French revolution, many different events were taking place, all with the same three ideas in mind, Liberty, Equality, Fraternity. The people of Europe at this time knew that a formal constitution must be made to keep their country in order. At the time, sovereignty was being thrown around to different kings, people, and lines of royal descent. The thought of the people included giving equal sovereignty to their elected leader, and the people of Europe. Although the forming of the constitution did not take place until 1791, previous thinkers influenced the majority of the ideas put into the document.
Many cultural changes took place during the Enlightenment era in Europe. “This period is also sometimes referred to as the Age of Reason and is considered to begin with the close of the Thirty Years’ War in 1648 and ended with the French Revolution in 1789” (Encyclopedia). During the Enlightenment, citizens began to rethink the norms of society. Rulers were trying to reform old policies of the government and try to make it stronger. During the Age of Reason, thinkers believed that people should ensure in social justice and happiness in the world.
John Locke would not think that democracy is a great principle of natural law but except in small groups. In Locke's perspective, people must freely consent to be governed - the thing is that no one will freely consent to have their natural rights violated - but pure democracy makes it too easy for a majority to impose laws on a majority that the majority would not consent. Locke claimed that men are naturally free and equal as part of the justification for understanding legitimate political government as the result of a social contract where people in the state of nature conditionally transfer some of their rights to the government in order to ensure the stable, comfortable enjoyment of their lives, liberty, and property. Since governments exist by the consent of the people in order to protect the rights of the people and promote the public good, governments that fail to do so can be resisted and replaced with new governments. Locke states in the Two Treatises that the power of the Government is limited to the public good.