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Moral Heroic Responsibility
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Moral Heroic Responsibility
Heroism is a product of courage coupled with altruism and sacrifice to leave a legacy behind that goes well beyond the normal scope of the rational human being. As a result, they leave behind a memory that leaves for many years after they die. Examples of heroes are Hercules who was a vicious killer feared by many, Asclepius who was the first doctor and Dionysus, the inventor of the fraternities of the Greek empire. To be remembered for a good deed or great achievement is a wish that most people have before they die. Morally, it is always good to be remembered in the hearts of many for a good deed. Every single human being on this earth has a moral responsibility to be a hero to someone or something.
At this age and time, it is virtually impossible to separate heroism from morality. They are bound together by an invisible thread that can only be seen by poring through the originality of the situational context. Testing the actions of people who act morally reveals an inner drive that is unparalleled which eventually breeds heroism. It happens inadvertently such that it coincides with heroism. It is, therefore, the responsibility of every human being to leave morally and leave behind a legacy in which they are a hero at something. Human beings need heroes since they help define the limits of their aspirations. Heroes are role models who possess the qualities that people look for in them. A good example is a person who regards Martin Luther King as their hero. They will have a different sense of heroism to a person who regards Osama Bin Laden as their hero. Morally speaking the two people had different legacies. They are both remembered for their actions to humanity. However, Osama Bin Laden quite contrasts the ideals of heroism by acting immorally to people who don’t subscribe to his ideas. Therefore basing the argument on morally leaving a legacy is quite shallow and misleading (Owens, Christabel, and Helen).
There is a hero inside every human being, and this makes them special and unique in their special way. The world would be a better place if every person strived to morally be a hero at something. It is, therefore, the moral responsibility of each person to act morally in the world. Acting morally quite contrast the ideals that most people hold about the definition of heroism. Heroism is doing something where you are taking great risks to help another person without really expecting something in return. However, the fact that there is a hero deep within a person should not make them feel superior unless their deeds are dedicated to leaving the world a better place. Naturally, human beings tend towards evil. They are wired towards watching something from a distance. This notion is often referred to as the bystander effect (Barber).
Many people perceive life differently depending on their experiences. Each person is a product of their experience. For instance, research was conducted by Ervin Staub on the motivators of heroism. His study had very significant findings. Most notably is the fact that those people who had gone through periods of suffering like assaults and violent assaults and natural disasters were wired towards acting heroically in the face of uncertainty. It is all about knowing the toughness of circumstances. People who have faced suffering and gotten help from well-wishers have a moral obligation to help others in the face of adversity. There is another category of people who have not had any bouts of suffering that is of great significance that they have to find a reason to act when they get in a situation where instances of heroism are bound to prevail. Therefore it’s not a moral responsibility to feel obligated to act in a way that the society expects unless one has a good reason backed up by a good background to do it (Staub).
The problem with most people is their devotion to heroism. Most people have devoted their attention to the wrong heroes. It is therefore essential that people leave behind a legacy that is admired by many in a positive sense. Leaving behind a morally acceptable idea of heroism that is widely acceptable by many should be the obligation of many. The main problem with the current society is that it is pervasive and skeptical about the whole idea of heroism. The corrosive culture tends to corrode all the positive aspects of heroism leave behind a facet that is not admired by many but a selected few. Most of the ideals have been betrayed by the leaders and heroes we look up to. Human beings should strive to leave behind the best version of them for the world to see and admire. It is all about expanding the sense of possibility and poring to other horizons. Ideals of heroism should not be too cramped such that they promote the immoral.
Due to the complexity of the immorality of some actions, people have often found a reason to defend an offensive or immoral thing however much it contrasts the expectations of many. Open minded people find it hard to take a side of the argument that supports morality despite them knowing well the magnitude of the immorality deep within their hearts. However to a rational human being heroism should be all about passion. Heroes experience the passion and in one way or another make it known to the outside world. Defining heroism to the standards of morality should well align to the expectations of the world from a humanistic point of view. If the passion of a person is immoral, they may find it hard to leave in the real world. It is important to be realistic in the current world. Their dreams need to be blended with the wishes of the people. As such, it should be a moral responsibility for people to be heroes to those who look up to them. The presence of other people may also derail the passions of people who would wish to be heroes to other people at something. Heroism should well be grounded on recognizing fully ones individuality in the face of opposition and morality.
Works Cited
Barber, Benjamin. Aristocracy of everyone. Ballantine Books, 2012.Owens, Christabel, and Helen Lambert. “Mad, bad or heroic? Gender, identity and accountability in lay portrayals of suicide in late twentieth-century England.” Culture, medicine, and psychiatry 36.2 (2012): 348-371.
Staub, Ervin. The roots of goodness and resistance to evil: Inclusive caring, moral courage, altruism born of suffering, active bystandership, and heroism. Oxford University Press, 2015.
Moral Growth of Children
Moral Growth of Children
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Introduction
Morals is a set of beliefs, values, or ideologies that administrate how a human being behaves in two ways: by administering good conduct which is value to the others, moral values can be instilled in children in certain ways with the help of teachers. Teachers spend most of the time with the children, and as a result, their behavior impacts a lot on the children. The teachers can enhance good morals, by reminding the children daily of the importance of good morals. Providing guidance for the children, when they deviate from the good morals is another way, of building good morals in the children. When the children have a disagreement, the teachers should assist in reconciling the children, and teaching them of the importance of forgiveness, in that helping develop the morals.
The teachers have a role to play, in helping the children know what good morals are, and instilling the morals in them. This can be done in various ways, when a child does what is morally wrong; the teachers should device a way of making the children know, that what they are doing is wrong. Children may do something that is morally wrong, but when told in a polite way they can rectify and never do it again, thus developing good morals in the children. Understanding the following phases can help the teachers in developing good morals in the children.
Egocentrism
Egocentrism is a phase where the children mostly keep to themselves, and are mainly occupied with themselves. In this stage the children are mostly restricted to their own moral understanding of what surrounds them, and how they relate to the world (Best 2000).
Heteronym
Heteronym is the phase where the children begin to adhere to the rules, the children in this phase are now aware of the importance of the rules that are related to good behavior. At this phase, the child tries to follow the good behaviors, as they are aware that good behavior is appreciated by being given presents. The children are also aware that bad behavior and other vices are not wanted and can result in one being punished. It is at this phase that children need to be taught most of the moral educations so as to help them in their later life (Best 2000).
.Transition
Transition is the phase where the children begin to understand, and appreciate the importance of rules, the impact it has on their daily lives. It is at this stage that the children know how the rules make things run smoothly, how to strictly follow the rules, and even how to break the rules both at home, and school (Best 2000).
Autonomy
Autonomy is the final phase of moral growth, in this phase the children are concerned of their behavior. In this stage the children have a tendency of changing their behavior according to the current and emerging policy of moral code. It is at this phase that the children have the ability to appreciate the moral code.
Factors that can affect children moral growth either negatively or positively can be social, mental, family, peer influence, the school, and at times the society. Depending on the above factors, the influence can either be positive, or negative.
Family
The family plays a vital role in the development of children moral behavior. When a child is born the first people to influence the child behavior are the family members, this can be the father, mother, older siblings, grand parents, or even the various uncles, and aunties. The people who can influence most the children behavior are the parents, What the parents approve will be taken as the right thing by the children, and what the children disapproves are considered as wrong by the children. In this regard the parents should be very careful of what they approve or disapprove. It is paramount for the parents to remember that the children will follow what the parents do. The children foundation on good morals lies squarely in the family (Louv 2005).
School
The school also plays a vital role in the development of children; the children are mostly influenced while in school, the relationship between the children and the teachers, classmates, and the other senior students can impact on the children negatively, or positively. At this stage the children tend to believe that what they see the senior students do to be the right thing. It is at this stage that the children disregard what they had been taught at home and embrace what thee other students do. Moral education at this stage is vital as it helps the children in their later life (Louv 2008).
.Peer group
Most children are always curious, and are always looking out for new things. In this phase children tend to copy what the other children are doing. Bad company means the children will pick some very bad habits; on the other hand good company will ensure the children will pick good behavior (Louv 2005).
Society and culture
The way the society behaves around the children can either influence the children negatively, or positively, depending on how the society behaves. If the society condones bad behavior then the children will take the habits, if the society encourages good behavior the children will be of good behavior (Louv 2008).
Age
The children’s age is also a vital factor in shaping the children’s behavior. As the child grows from being a child to an adolescent they become broadminded towards some issues which are not accepted as right. At this stage the children are not entirely obedient as before, the children becomes somewhat defiant, and rebellious. This changes later in life as they embrace once more the things they had rejected.
Sex
Sex plays a vital role in shaping the children morals development. Girls tend to posses a sense of guilt and are remorseful; boys in the other hand are aggressive and are not always as remorseful as the girls. This is one area that has to be handled with care (Shumaker & Heckel 2007).
Teacher’s role
Teachers play a vital role, in shaping the children’s moral behavior, as they spend most of the time with the children. Most children tend to admire their teachers and copy their teacher’s behavior. That means that if the teachers are of bad character, the children will follow the bad characters. The teachers can also monitor the children’s behavior in school (Shumaker & Heckel 2007).
Conclusion
A child’s morals can be shaped or destroyed by various aspects from, the family, school, society, peer group, and age. The most vital institution in developing a child’s moral behavior is the family and more so the parents, that means the parents should encourage good behavior among themselves so that the children will also embrace the good behavior. The school administration should also ensure the children are of the best behavior when in school. Guidance and Counseling should also be readily available to the children, which will help the children to get advice on various issues anytime.
Reference
Shumaker, D. M., & Heckel, R. V. (2007). Kids of character: a guide to promoting moral development. New York: Praeger Publishers
Louv, R. 2008). Last child in the woods: saving our children from nature-deficit disorder (Updated and expanded. ed.). Chapel Hill, N.C.: Algonquin Books of Chapel Hill.
Best, R. (2000). Education for spiritual, moral, social, and cultural development. London: Continuum
Louv, R. (2005). Last child in the woods: saving our children from nature-deficit disorder. Chapel Hill, NC: Algonquin Books of Chapel Hill.
Movie in Sociology
1885950297180Movie in Sociology
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Introduction
Sociology is the scientific study of societal life, social change, the social basis, and costs of individual behavior as well as investigating the structure of groups, organizations, societies, and people’s interactions within these situations. All human behavior is considered social thus making the main issue of sociology to range from the close family relationship, organized crimes, religious cults, shared beliefs of a common culture, sports sociology, and to the work sociology. Sociology provides many distinguishing perspectives on the world, breeding new ideas and criticizing old thoughts by tackling the most current taxing issues thus making it a rapidly expanding field whose potential is increasingly tapped by those who design policies and build programs.
The subject matter of sociology is to make our lives better by knowing the different societies, improving our way of thinking towards different people in the society and understanding the social processes that have brought the society of humans from their origins to where the society stands currently. Sociology has greatly contributed to many life aspects such as understanding and planning of society, keeps us posted on contemporary issues, enriching human culture, bringing our interest to the essential worth and dignity of man, and providing solution to societal challenges (Giddens & Sutton 2010).
Sociological Imagination
This refers to the concept of willingness of thinking beyond the conventional perspective by moving away from thinking in terms of the individual problems, focusing rather on the social circumstances that produce social problems to the individuals. It involves looking at issues in holistic or multidimensional point of view by examining both personal and social forces when explaining any phenomenon. Sociological Imagination entail the ability of an individual to stop considering things from a narrow perspective, but to perceive general social forces, characteristics as well as their reactions , and to apply their findings to everyday life (Kornblum & Smith 2011).
Social Issues and Personal Problems
A social issue refers to outside forces affecting an individual’s perception and opinion yet the individual has no control on. Social issues may be either desirable or undesirable depending on different societies with unusual perceptions and opinions regarding social behaviors (Kornblum & Smith 2011). As a result, social issues purely vary with particular society in question being that there is no uniformity in the social manners in different societies. A social issue is therefore any issue intimidating the values upheld by a society, hence distressing all individuals who involved in the society such as violence, justice equality, and poverty (Giddens & Sutton 2010).
Personal problem refers to an issue bothering or concerning an individual at a personal level and the ultimate decision to resolve, or repair that certain problem lies in an individual’s hand, even though possibly persuaded by the community. Personal problem is an issue involving an individual and the resolution to that problem would only benefit the person affected. On the other hand, a personal problem has everything to do with self efficacy since an individual has absolutely complete control of the problem from the very start (Kornblum & Smith 2011).
Movie
Philadelphia is an American drama movie that was released in 1993 and amongst the first conventional Hollywood films to acknowledge HIV/AIDS, homosexuality and homophobia that was written by Ron Nyswaner, and directed by Jonathan Demme (Pristin, 1996). The movie features two chief artists, stars Tom Hanks and Denzel Washington, who perform with immense decency, that give it substance and convincingly address the AIDS plague seriously. (Pristin, 1996). Philadelphia movie irrefutably incorporates both the social issue and personal problems themes in an undeniable and clear manner thus making it the basis of addressing these issues in this piece of writing.
Social Issue Presented in film
The issue of discrimination, which is a social issue in the society, is presented in the Philadelphia movie in a very depressing and emotional way that makes whoever watches the movie keenly understand it. Discrimination presented in the movie is that of intolerance against the HIV/AIDS infected individuals. Philadelphia drama film is a story of Andrew Becket (Tom Hanks) who is a senior associate in a law firm and is pitilessly fired by the law company after realizing that he was diagnosed with HIV/AIDS. It was disgraceful that the firm, where he had worked for a long time and as a senior person, was doubtful about his ability to discharge the duties of the firm (Pristin, 1996).
The film further attributes a social challenge of biasness, versus a personal problem of homophobia by revealing Andrew Beckett’s (Tom Hanks) homosexual act, which, for a long time, he has been hiding from the people around him, to keep away from being intimidation or having his reputation damaged. Andrew Becket understands that homosexuality is an act that is not common to the society especially after he had his colleagues negatively joking about gays, though it is his preferred way of doing sex. Andrew Becket therefore found it uneasy to disclose his situation to his fellow workers who were openly opposed to gay.
Truth about the social problem
HIV/AIDS and sexual orientations are some of the social issues discriminated against in the place of work, social events and homes because of their unpopular nature in the society. Additionally, the HIV/AIDS infected individuals are mostly assumed incompetent in discharging their obligations yet they too live as any other normal persons and can do anything done by HIV/AIDS negative persons.
Functionalism theory specifies that everyone in the society is vital, notwithstanding their sexual orientation or health status, being that they all contribute to the society (Kornblum & Smith 2011). No persons should not be discriminated against in the society due to their health status or sexual orientation since sickness does not interfere with an individual’s ability to work and ability to help in the society. It is important to treat every individual equal and with equal respect that they deserve for the mutual benefit of the society. Finally, the issue of personal opinions and perceptions in a society influences greatly affects people in that particular society and Philadelphia film has clearly shown this.
References
Giddens, A., & Sutton, P. W. (2010). Sociology: Introductory Readings. Cambridge: Polity.
Holtzman, L. (2000). Media Messages: What Film, Television, And Popular Music Teach Us About Race, Class, Gender and Sexual Orientation. Armonk, NY [U.A.: Sharpe.
Kornblum, W., & Smith, C. D. (2011). Sociology In A Changing World. Belmont, CA: Wadsworth Cengage Learning.
Pristin, T. (1996). Philadelphia Screenplay Suit to Reach Court. New York Times, n.p. HYPERLINK “http://www.nytimes.com/1996/03/11/business/philadelphia-screenplay-suit-to-reach-court.html” http://www.nytimes.com/1996/03/11/business/philadelphia-screenplay-suit-to-reach-court.html.