Beruflich Dokumente
Kultur Dokumente
Chapter 1
-- Baraak Obama
1.0 Introduction
Education makes a man complete and socialized. The aim of
education is to make a man physically, mentally, morally and totally
mature, practical, job-oriented, independent, open-minded, helpful and
perfect in every field. It is through schools, that the aim of education can be
achieved. In schools, the teacher plays an important role in moulding the
character of the child. Teachers are the building blocks of an educational
edifice. They play a vital role in educating and teaching future generations.
They are perceived as the architects of the second creation. Therefore,
Schools of Education, as the primary teacher training institutions, have vital
roles in ensuring adequate development of knowledge, skills, and attitudes
necessary for teaching.
Teacher Education refers to the policies and procedures designed to
equip prospective teachers with the knowledge, attitudes, behaviours and
skills they require to perform their tasks effectively in the classroom, school
and wider community. A student teacher is a student in a College of
Education who is undergoing training under the supervision of a qualified
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which
means
to
stir
up,
to
excite
or
to
agitate.
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Thinking sooner than acting and having control over ones behavior.
Having patience
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Will invest self in a belief system or people who reassure their beliefs or
who promise salvation, status, or privilege.
Have a great need for a larger relationship system for managing anxiety.
When not highly anxious can separate appropriately from the family of
origin and establish individual life principles and goals.
During times of anxiety will attack, coerce, herd, or use other methods
to try and encourage conformity.
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They may gossip about people and not deal directly, but they make
efforts to be principled with those who are important to them.
They can remain unattached to what and how others are feeling or to
reactivity or emotionality.
They have the capacity of seeing others as they are and validating them
for who they are.
They have no need to make others into something for their selfgratification, self-validation, or self-worth.
They are clear about their principles and so stir reactions from others
(both positive and negative).
They often form engender followings that admire or hate them. Either
response may be a result of the fact that they dont need others for
affirmation or validation.
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They take responsibility for their own goals, their own position, and
their own well-being rather than those of others.
1.2
To be socially mature,
students should be exposed to those people who are socially mature so that
they can pattern their behaviour accordingly. The students can try to reach
the expectations of the social system, parents, teachers, siblings and peers
who matter to them. Social maturity deals with learning to properly relate
to acquaintances, friends and intimate relationships. It also involves
understanding how to honour and respect those in authority; civil, parental,
employer or spiritual.
According to Hurlock (1950) Social-development means attaining
maturity in social-relations. It means the process of learning to confirm to
group standards, morals, and traditions and becoming imbued with a sense
of oneness, inter-communication and co-operation.
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individual
with
regard
to
interpersonal
relations,
behaviour
(ii) Self Control: Self control as a part of social maturity is necessary for
all decision making and facing the consequences. Acquiring self
control is partly maturational and partly learnt behaviour. The student
studying in a secondary school understands that society does not
expect him to regress to childhood behaviour at this age so he
attempts at coming up to the expectations of the society and this he
achieves by controlling his behaviour.
(iii) Stress: Everybody has to overcome stresses. Every time there is a
stress situation a mature individual mobilizes the available resources
and utilizes them to the best of his ability to overcome the stress.
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perspective in this case expands from its own only to later include both its
own and those of other important people around it. It is the child's
increasingly sophisticated understanding of the idea that people have needs
itself which cause the leap to occur. To quote Kegan again,"I" no longer am
my needs (no longer the imperial I); rather I have them. In having them I
can now coordinate, or integrate, one need system with another, and in so
doing, I bring into being that need-mediating reality which we refer to
when we speak of mutuality. In English then, the interpersonal child
becomes aware that "not only do I have needs, other people do too!" This
moment in time is where conscience is born and the potential for guilt and
shame arises, as well as the potential for empathy. Prior to this moment,
these important aspects of adult mental life don't exist except as potentials.
The interpersonal child is aware that other people have needs which it
needs to take into account if it is to best satisfy its own needs. There is no
guiding principle that helps the interpersonal child to determine which set
of needs is most important its own, or those of the other people. Some
children will conclude that their own needs are most important to satisfy,
while others will conclude that other's needs should be prioritized, and
some children will move back and forth between the two positions like
crazy monkeys.
As the child's sense of self continues to develop, at some point it
becomes aware that a guiding principle can be established which helps
determine which set of needs should take precedence under particular
circumstances. This is the first moment that the child can be said to have
values, or commitments to ideas, beliefs and principles which are larger
and more permanent than its own passing whims and fears. Kegan refers to
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own value system). For example, let's consider how someone with an
Institutional mindset and someone with an Inter Individual mindset might
judge someone who has become a "draft dodger" so as to avoid military
duty. There are precisely two ways that an institutionally minded person
might look at such an action. If he or she is of the mainstream institutional
mindset, draft dodging is a non-religious sort of heresy and a crime which
should be punishable. If, on the other hand, he or she is of a countercultural institutional mindset, then judgements are reversed and draft
dodging is seen as a brave action which demonstrates individual courage in
the face of massive peer pressure to conform. An institutionally minded
person can hold one or the other of these perspectives but not both,
because he or she is literally embedded in one or the other of those
perspectives and cannot appreciate the other except as something alien
and evil.
A person who has achieved Inter Individual social maturity is able to
hold both mainstream and counter-cultural value systems in mind at the
same time, and see the problem of draft dodging from both perspectives.
This sort of dual-vision will appear to be the worst kind of wishy-washiness
and flip-floppery to someone stuck in a conventional Institutional mindset
and maturity level. However, if you are following the progression of social
maturity states, and how one states' embedded subjective view becomes
something which is seen objectively alongside other points of view as social
maturity progresses, you will see that such dual-vision is indeed the logical
next step; what a more socially mature sort of human being might look like.
It should be noted that Mark only identifies five stages upfront, he
mentions another one, which is inter-individualistic as the sixth stage. The
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and those in the later stages who have actually achieved the fifth order. So,
there's a critical distinction between, on the one hand, a negative
postmodernism that is all about trashing any ideological form, which is only
deconstructive and is all about a fatigue with and critique of the ideological,
and on the other, what he calls a more reconstructive postmodernism that
is not just about trashing. When we get to the other side of this four to five
shift, and have moved to this more reconstructive or transformative side,
then there's a whole capacity for reconnecting to these ideologies and
recognizing that each of them is partial. We are building relationships
among them rather than holding on to one and projecting the other. It's a
much more positive spirit.
To clarify things a bit, in his later analysis, Kegan has replaced the
stages of social maturity with orders of consciousness.
In, In Over Our Heads, Kegan stops using the five stages described
above in favour of the newer orders of consciousness scheme.
a) First order consciousness corresponds (roughly) to Incorporative and
Impulsive stages and describes awareness which is fixed upon sensation
and movement and impulse. It is awareness but it is not really yet a self.
b) Second order consciousness corresponds roughly to the Imperial self
stage. It is awareness of self as a singular point of view without any real
comprehension of others as independent selves in their own right.
c)Third order consciousness corresponds to Interpersonal and Institutional
self stages, and describes a sense of self which is aware of both self and
other as independent needful beings all of which are (or ought to be)
guided by a consistent set of values.
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But
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Relativism
rejects any absolute standards but still believes in the relative standards,
whereas subjectivism strongly opposes those standards and believes that
there are no such studies.
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is rational or the ideal self and it pronounces judgement upon the motive
and intentions of others no less than his own.
Models of Moral Judgement
Rest et.al. (1999) have presented a four component model of moral
judgement. The four component model represents the internal processes
necessary for a moral act to ensue: moral sensitivity, moral judgement,
moral motivation and moral action. These components are not personality
traits or virtues; rather they are major units of analysis used to trace how a
person responds in a particular social situation. The model depicts an
ensemble of processes, not a single, unitary one. Therefore, the
operation of a single component does not predict moral behavior. Instead,
behaving morally depends upon each process and the execution of the
entire ensemble. Each process involves cognitive, affective, and behavioral
aspects that function together in fostering the completion of a moral action.
Moral judgement is the second component of the Four Component Model.
Table 1.1
The Four Component Model
[Rest, Narvaez, Bebeau, & Thoma, (1999)]
Moral
Sensitivity
Moral
Judgement
Moral
Motivation
Moral
Character
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permissible, and those who did judge them to be permissible took longer to
make their judgements. Greene et al. believe this last finding to be a type of
interference effect, where participants must suppress their tendency to
judge the action impermissible. Though Greene does not offer an explicit
psychological model, his interpretation of these data suggests a model that
would look something like Figure 1.2.
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in fact what Mikhails study found. In a separate study, Hauser found that,
while about 90% of his participants considered deflecting the trolley in the
standard trolley case to be permissible, only 50% found it permissible in
Neds case (Hauser 2006). This poses a problem for purely emotion-driven
accounts; why should flipping a switch to hit an overweight man on a
looped track be more emotion-triggering than flipping a switch to hit a thin
man on a looped track? Though Hauser found an impressive difference
between these two cases, the response on the Ned case is still quite a far
cry from the response on the standard footbridge case, where only 10%
deemed pushing the man off the footbridge to be permissible. However,
this does not necessarily undermine Hausers hypothesis that emotional
activation plays no causal role in permissibility judgements. Hauser notes
that up-close and personal moral dilemmas may trigger our moral faculty
differently than action-at-a-distance cases. Consider two cases due to Peter
Unger (1996). Most people judge it impermissible to leave a bleeding man
lying on the side of the road even though taking him to the hospital would
cause $200 worth of damage to your cars upholstery. However, few
people consider it obligatory to donate $50 to UNICEF, even if doing so
would save 25 childrens lives. Hauser argues that we sense a moral
difference in these two cases because in our [evolutionary] past, we were
only presented with opportunities to help those in our immediate path.
The psychology of altruism evolved to handle nearby opportunities, within
arms reach (Hauser 2006). A similar explanation may apply to the
difference between Neds case and the footbridge dilemma. We are
inclined to think that Hauser has marshalled a persuasive defense for the
claim that much complex cognitive analysis of the situation must take place
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prior to making the subtle and fine grained moral discrimination that
people actually make. Moreover, since these discriminations are made
quickly and people typically cannot give a convincing account of the
considerations involved, most of the mental processing involved must be
unconscious, much as it is when we make grammatical judgements. We
are, however, not persuaded by Hausers contention that emotions enter
the process only after moral judgements are made. The argument that
Hauser offers for this aspect of his theory is indirect and far from
conclusive, and the Wheatley and Haidt experiment provides some
impressive evidence that, sometimes at least, emotions come first and
moral judgements follow.
1.4 Need and Rationale of the Study
A few empirical studies have been published, that investigate the
emotional maturity, social maturity and moral judgement of college
students teachers. The research outlined in this study attempted to identify
and understand the emotional maturity, social maturity and moral
judgement levels of students. An effort was made to identify the differences
between the level of emotional maturity, social maturity and moral
judgement, and selected independent variables, such as gender, age,
religion, location of residence, marital status, type of family, siblings, family
annual income, stream at graduation level, teaching methodology at B.Ed.
level, moral instruction at school level, and academic achievement.
Cognitive developmental researchers have conducted many research
studies on emotional maturity, social maturity and moral judgement over
the last 30 years. This collective body of research is a part of a broader
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effort to research each of the cited areas as separate phenomena and then
to study the interactions between them.
There are theorists who postulate that some non-intellectual
dimensions of human beings are independent domains of giftedness or
intelligence. In particular, emotional giftedness or intelligence sometimes
including moral or ethical sensitivity; intra-personal and inter-personal
intelligence; wisdom and leadership have been suggested as separate forms
of giftedness or intelligence. It should be said that these are not completely
non-cognitive, and each has a cognitive component and includes some
underlying degree or level of intellectual skills and abilities.
According to Goleman (1995), emotional intelligence is not a
concept opposite of IQ but rather a separate independent sphere of
competency. Using Salovey and Mayers (1990) initial definition of
emotional intelligence, Goleman specifies five major elements of emotional
intelligence including self-awareness (knowing ones emotion); handling
feelings (managing emotions); self-motivation, mastery, and control
(motivating oneself ); empathy (recognizing emotions in others); and social
competence (handling relationships). Later, the definition was elaborated
as the ability to perceive and express emotion accurately and adaptively,
the ability to understand emotion and emotional knowledge, the ability to
use feelings to facilitate thought, and the ability to regulate emotions in
oneself and in others (Salovey & Pizarro, 2003). Salovey and Pizarro
assert that the concept of emotional intelligence is valuable in that it
provides a theoretical framework to deal with individual differences in the
emotional areas, as well as extend traditional views of intelligence by
unifying both cognitive and emotional domains of human ability.
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spiritual,
and
existential)
consisting
of
linguistic,
logical-
Of
these
separate
intelligences,
inter-personal
and
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What sorts of problems arise when you get stuck in a particular stage of
social maturity and fail to mature further?
These first two questions are addressed in "The Evolving Self", while
the third question is addressed in Kegan's follow-up book, "In Over Our
Heads".
What Kegan has to say in "The Evolving Self" can be summarized in
this manner :
Social maturity does evolve or develop in successive layers just as does
cognitive maturity, progressing from the most simple understanding to
more and more complex understanding of the social world.
More simple appreciations of the social world and of human emotions
are fundamentally inaccurate, and not a good fit for the actual
complexity of the social world, but they nevertheless represent the best
people can do at any given moment.
More complex appreciations of the social world evolve into existence as
a person becomes able to appreciate stuff abstractly that they used to
appreciate only in concrete (obvious, tangible) forms. This is to say
(using Kegan's terms) that people are initially embedded in their own
subjective perspective. They see things only from their own particular
point of view and fundamentally cannot understand what it might be
like to see themselves from another perspective other than their own.
Being unable to understand what one looks like to someone else is the
essence and definition of what it means to be subjective about one self,
for example, being able to appreciate things from many different
perspectives is the essence of what it means to be relatively objective.
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Chapter 2
Chapter 3
Chapter 4
Chapter 5
Summary,
Findings,
Conclusions,
Educational