Integrating Care And Justice Moral Development Essays - Morality

Integrating Care and Justice: Moral Development Matchmaker.com: Sign up now for a free trial. Date Smarter! Integrating Care and Justice: Moral Development Part One: The criticisms of Kohlberg's moral development stages seem to center around three major points, his research methods, the "regression" of stage four, and finally his goals. The first criticism that I would like to address is that of his research methods. Kohlberg is often criticized for not only his subject selection, but also the methods by which he tries to extricate data from those subjects. His initial study consisted of school boys from a private institution in Chicago. The problem with this is fairly obvious, that this does not represent a significant portion of the population to allow for generalized conclusions. In other words, how can we test some boys from Chicago and ascertain that this is how all people develop worldwide? I believe that the answer to this criticism comes from the theory that it relates to. Kohlberg's moral development schema is highly dependent upon the idea that there are fundamental truths that cannot be dismissed. These ideas are "in the ether", wound into the very fabric that constructs human nature. Granted, his descriptions of the various stages also seem very dependent upon the surroundings and social institutions that an individual would be subjected to. Yet these institutions would be have to be built upon people, all of whom would share these ideological truths. It seems fairly obvious that all people have undeniable needs, survival and some group membership. Kohlberg's stages are merely methods by which one could fulfill these needs. For instance, Spartan societies were adamant about maintaining the purity and strength of the civilization. Citizens saw no wrong in exposing a sick or lame baby to the elements so that it might die. Surely an act of cruelty today, but in that society, a necessary evil The prosperity and wealth of the whole was of greater importance than that of the individual. In addition to these justifications, additional research substantiated Kohlberg's claims. Different subjects were tested, from all ages and regions, and the same conclusions were drawn from the data. Assuming that these conclusions are correct, and the data leads to the same interpretation, is there any other possibility? This argument seems most impressive, especially considering the differences between people that are evident in everyday life. Similarities on such an abstract level must be supportive of Kohlberg's claims. Another criticism of Kohlberg assumes that his subjects are biased, but proposes that his methods are even worse. To get the perspective of another person, he confronts them with seemingly impossible, unrealistic, and confrontational dilemmas. I, myself, had trouble with the Heinz dilemma because of my inability to believe that it was something that could take place in the real world. Even more so, the situation was something that was very foreign, and very hard to relate to. Anyone who has contemplated something very life changing, like a death in the family, then experienced it, understands how different it is to actually be faced with the dilemma. When theorizing, it is hard to maintain the intimate connection needed to truly react to a moral dilemma. My defense of this situation comes from a lack of a suitable alternative. True moral dilemmas are not only rare, but extremely hard to document. When faced with a situation that demands not only one's complete attention, but emotional vigor, it is really hard to find time to document or discuss feelings (let alone the motivation to do so!). For example, looking at the Heinz dilemma, it would be very hard to explain why one was chasing a man around while he tried to find a cure for his dying wife. An even less enticing alternative would be trying to sit him down and discuss how he was feeling. So, the only proper and effective way to get a response is to propose a hypothetical situation, and document replies. It may not elicit the pure data that one desires, but according to the Heisenberg principle, it is impossible to measure anything without influencing it. Some research methods indicate that it is more important to follow one's thoughts through the reasoning process, rather than just asking for possible solutions. However, I have to believe, and justify from personal experience, that people have incredibly low attention spans. Asking someone to explain how they think through a decision is almost as likely to yield useful data as asking them to volunteer their PIN numbers. It seems as though people are able not only to be influenced, but to influence themselves into making different decisions. This can

MA in Directed Writing - 6 Things You Should Not Do

MA in Directed Writing - 6 Things You Should Not DoThe most successful students, in writing, will always look for an MA in Directed Writing on the internet, but that does not mean that the quality of the subject matter and the writing skills should also be the same. One needs to write very differently to someone else in order to achieve a better outcome. In this article I want to cover some of the more common mistakes made when reading MA in Directed Writing samples, as well as why these mistakes are often made.First of all, when looking at an essay, you should always read it from the point of view of the reader. When you read the MA in Directed Writing sample for example, you should always be focused on the opinion of the writer, not just the opinions of the professor. A student may claim to be a professional writer, but what they actually are is an opinion writer. Their words will reflect their opinions and not those of the reader.Second, when reading an essay, you should always se ek out a deeper meaning. When a student claims to have a deep understanding of their topic, they are actually just delivering their opinion, not speaking from a real situation or point of view. You have to read the piece from their perspective, rather than the viewpoint of the student. Students will often state that their opinions are deeply held, but only those that they are willing to speak from a very real situation or position will experience it. The opinions of others, and those that simply describe the writer's position, are often more shallow than the deep-rooted beliefs of the author.Third, there should always be a deep understanding of the main point of the essay. When writing an essay, students should strive to understand the main concept behind the thesis statement, and then build their argument around that idea. This will allow the reader to feel as though they are actually part of the essay, rather than an observer.Fourth, the main points of an essay should be researche d carefully. If the essay is heavily based upon factual errors, it is important that you seek out the original sources in order to provide your reader with the best possible reading experience.Fifth, it is important that the students provide their readers with a feeling of a personal experience. While you are writing a speech, an essay, or a report, the goal is to tell the reader what you personally felt at the time. The essay should not be completely detached and provide no personal experiences that you were able to relate to.Sixth, even essays and reports, when they are written with a sense of humor, should always be able to be labeled as a true story. While all writers are aware that writing an essay is difficult, and indeed, writing a report can be a challenge, there are many different styles and tones that should be considered. The same rules should be applied to these essays, even if they are categorized as true stories.These six tips will help you when writing an essay and gi ve you the ability to write an essay that will be more successful. It will also make you realize that all essays are not created equal and should be treated as such.