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.
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. 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.
That level of influence makes being an adult in a school a profound moral challenge. We need to rethink the nature of moral development itself. 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.
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? Fair, generous, caring, and empathetic educators model these qualities and can effectively guide students in sorting out these questions.
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.
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. 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. At war with both her parents and her teacher, Sally looks to her peers for support.
Other students, however, find her needy and rude.According to some sources, urf holds as much authority as ijma (consensus), and more than qiyas (analogical deduction). Urf is the Islamic equivalent of "common law".
Local custom was first recognized by Abū Yūsuf (d. /), an early leader of the Ḥanafī school. However, it was considered part of the Sunnah, and not as formal source.
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It’s truly become . Moral authority is authority premised on principles, or fundamental truths, which are independent of written, or positive, laws. As such, moral authority necessitates the existence of and adherence to truth.
Since the Age of Enlightenment, traditional sources of moral authority such as church or state have been viewed with increasing.
Sources of Authority In Moral School Leadership Sergiovanni defines the sources of authority as bureaucratic, psychological, technical-rational, professional and moral school leadership (pages ). Chapter 6-The Sources of Theology.
STUDY. PLAY. What are the four main sources of theology? Scripture, tradition, reason, and religious experience How did the Alexandrian School of Biblical criticism interpret the Bible?
Against which two groups did Calvin argue for the authority of the scripture during the reformation?-Catholics.