Scribd
Upload
8 views

Mechell

Uploaded by

Aldrin Saumay
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
8 views

Mechell

Uploaded by

Aldrin Saumay
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 6

Name: Mechell D.

Etao Course Title: Good Manners and Right Conduct


Date of submission:11-04-24 Course Code: EED VED III

The Moral Development of Learners


EXPLANATIONS: So, when we say moral development in learners it refers to the
gradual process by which individuals develop a sense of ethics, values, and
understanding of right and wrong, as they grow and learn. This development helps
students make ethical decisions, understand social norms, and show empathy
toward others.

LEARNING OUTCOMES:
At the end of the lesson, the students must be able to:
1. Demonstrate concern for truth and skills in questioning and probing into issues;
2. Describe critical activities, attitudes and self-reflective practices and
3. Practice thinking skills, organizes ideas and moral judgment.

ACTIVITY:
Instructions: Write your value judgement about the following sentences below:
1. “It is more important to be successful than to be happy.”
2. “All people should have the right to free speech, even if it offends others.”

ANALYSIS:
1. How does each statement challenge or reinforce societal values regarding
personal success and individual rights?
2. In what ways might your value judgment on each statement reveal your priorities
or beliefs about personal fulfillment and freedom of expression?

INTRODUCTION:
A. “THINK CRITICALLY”
To silence criticisms
to silence freedom.
– Sidney Hook, American Philosopher
EXPLAINATION: Suggest that if we don’t think for ourselves and just accept other’s
ideas without question, we lose our freedom. Critical thinking is essential to
challenge and maintain freedom. Without it, we lose our freedom. Without it, we risk
silencing, different opinions and voices, which can lead to a lose of freedom.

Morality is a system of beliefs about what is right and good compared to what is
wrong or bad. Moral development refers to changes in moral beliefs as a person
grows older and gains maturity. Moral beliefs are related to, but not identical with,
moral behavior: it is possible to know the right thing to do, but not actually do it.
When it comes to schooling and teaching, moral choices are not restricted to
occasional dramatic incidents, but are woven into almost every aspect of classroom
life. (lumenlearning.com)

ABSTRACTION
CRITICAL THINKING is a basic function of human intelligence to distinguish truth
from falsehood.
Making right choices of actions requires moral judgement and wise decision making.
In controversial issues, most people demand to seek for information, inquire, and
analyze them critically and arrive at a judgement.
Critical thinking acquires critical activities. These steps are Doubting, Inquiring,
Analyzing, Reality testing or Verifying and Concluding.
CRITICAL ACTIVITIES
DOUBTING- is the first step in critical thinking where the person feel uncertain about
a supposition presented to him.
INQUIRING- searching for information and evidence for against the case. It also
questioning the truth of the supposition on which the conclusion is built.
ANALYZING- is the process of breaking down an issue into its basic units and in
order to find out the truth of each unit.
REALITY TESTING OR VERIFYING- action of attempting to judge its usefulness, or
truth by applying it to existing situations or problems in the real world. Verifying is
finding out evidence is valid and consistent.
CONCLUDING- the act of arriving of a judgement whether the supposition is true or
false, valid or not valid, right or wrong.
CRITICAL ATTITUDES
UNBIASED ATTITUDE – Serves as the foundation of a critical attitude. An attitude
of free from all prejudice and favoritism.
FAIRNESS – Being impartial to all aspects of the issue.
CONSTRUCTIVENESS OF CRITICISM – A criticism should be usefulness to those
who are concerned and affected by the issue.
EXPLANATION: So, when we say unbiased attitude means looking at things without
letting personal feelings, prejudice, or favoritism affect your judgment. This kind of
fairness is important because it ensures you treat every part of an issue equally and
don’t favor one side over another. When you give criticism, it should be constructive,
meaning it should help people improve or learn from the situation, rather than just
pointing out mistakes without offering ways to make things better.

DECISION-MAKING
DECISION MAKING- an act of making choices from gathered information that
requires highly intellectual, personal and social responsibility.
EXPLAINATION: Decision making is a process of making choices by identifying
decisions. So we undergo decision to help us to provide insight to our personality
and to make our strength and weaknesses. So why we need to do a decision
making? Because it gives us opportunity to become better of what we do.
INSTRUCTIONS FOR DECISION-MAKING
• Identify the issue
•Collect information all aspects and sides of the issue.
•Consult people. Test your assumptions with them.
•Do not go by other’s pressures.
•Do not go by your own emotional tendencies, likes and dislikes, prejudice, and
preconceived notions.
•Be foresighted.
EXPLANATION: To make a good decision, start by clearly understanding the issue
at hand. Gather information on all sides of the issue to get a complete picture. Talk to
others to test your ideas and assumptions, but don’t let their opinions pressure you.
Avoid letting your own emotions, likes, dislikes, or biases influence your choice.
Finally, think ahead and consider the possible long-term effects of your decision.
TYPES OF DECISION
ROUTINE DECISIONS
- These decisions are made mechanically by habit. These are daily decisions or
programmed decisions such as what to eat and wear everyday.
IMPULSIVE DECISION
- These decision are made by pressure of emotions such as desire, anger,
attractions, hatred, impatience and so on.
RESPONSIBLE DECISION
- These decision are made by constructive and respectful choices based on
consideration of ethical standards and safety concerns.
EXPLANATION: There are different types of decisions people make. Routine
decisions are made out of habit, like choosing what to eat or wear each day; these
are simple and part of our daily routine. Impulsive decisions happen quickly and are
driven by emotions, like desire, anger, or impatience, often without much thought.
Responsible decisions are made carefully, with respect for ethical standards and
safety, meaning the person thinks through their choices to ensure they are respectful
and wise.

STAGES OF RESPONSIBLE DECISION-MAKING


• Recognize, analyze and define the problem.
•Collect or gather information.
•Generates alternatives.
•Evaluate each alternative considering its viability, benefits and consequences.
•Select the best alternative and implement.
•Appraise the success. If the problem is not successfully resolved then go back to
the first step.
EXPLANATION: Responsible decision-making involves several steps. First, identify
and understand the problem. Then, gather any information needed to make a well-
informed choice. Next, think of different possible solutions. Carefully look at each
option, considering its pros, cons, and how realistic it is. Choose the best solution
and put it into action. Finally, check if the solution worked. If it didn’t solve the
problem, go back to the beginning and try again.
MORAL JUDGEMENT
Being moral is defined as:
(1) Concerning principles of right and wrong behavior, ethical
(2) (Attribute) based on people’s sense of what is right and just not on legal rights
and obligations
(3) Following standards of right behavior, good and virtuous (Oxford Dictionary,
1989) In this context it is very important for teachers to understand the stages
of moral development of children.
EXPLAINATION: It is the ability to make decisions about what is right and wrong,
which develops over time. So according to Jean Piaget the well known researcher on
children’s cognitive development postulates four stages of moral development.
A. Sensorimotor (0-2 Years) – “What is good for me, is good.”
B. Pre-Operational (2-7 Years)- “What is good for my elders. Is good for me.”
C. Concrete Operational (7-11 Years) “What is good for my peers is good for me.”
D. Formal Operational (11 Years to Adulthood) “What is universally good and fair is
good for me.”
EXPLANATION: In the first stage it is called the Self-Centered Stage because In the
early years, a child’s moral thinking is self-focused. They believe, “What is good for
me, is good.”Second it is called the Authority-Centered Stage because as they grow,
they begin to think, “What is good for my elders is good for me,” seeking to align with
adult expectations. This stage often includes children in early primary school. Third It
is called the Peer-Centered Stage: Later, children think, “What is good for my peers
is good for me,” showing a strong influence of peer groups in their moral decisions.
In last stage it called the Principle-Centered Stage: By adolescence, they develop
independent moral judgment, reasoning, “What is universally good and fair is good,”
based on ethical principles.

APPLICATION
Read the poem and answer the question.
MANNERS POEM
We say, “Thank you.” We say, “Please.”
We don’t interrupt or tease.
We don’t argue. We don’t fuss
We listen when folks talk to us
We share our toys and take our tum
Good manners aren’t too hard to learn
It’s really easy, when you find
Good summers mean JUST BEING KIND
-Unknown

Answer the question briefly: (15 pts.)


Is it providing right direction to you? Why?
REFERENCES:
Lumen Learning. (n.d.). Moral development in the classroom. Retrieved from
https://courses.lumenlearning.com
Hook, S. (n.d.). Think critically. (Quote cited in the lesson material.)
Oxford Dictionary. (1989). Definition of moral. Oxford University Press.
Piaget, J. (n.d.). Stages of moral development. (Referenced in the lesson material for
explaining the stages of moral development in children.)

You might also like