Kohlbergs Moral development

During our discussion, the reporter relates the cognitive development

theories on Kohlbergs Moral development theories:

In Stage one (obedience and punishment driven), individuals focus on

the direct consequences of their actions on themselves.

In Stage two - Conventional morality is characterized by an acceptance

of society's conventions concerning right and wrong. At this level an

individual obeys rules and follows society's norms even when there are no
consequences for obedience or disobedience

In Stage three (interpersonal accord and conformity driven), the self

enters society by filling social roles.

In Stage five (social contract driven), the world is viewed as holding

different opinions, rights and values. Such perspectives should be mutually

respected as unique to each person or community. Laws are regarded as
social contracts rather than rigid edicts.

In Stage six (universal ethical principles driven), moral reasoning is

based on abstract reasoning using universal ethical principles. Laws are valid
only insofar as they are grounded in justice, and a commitment to justice
carries with it an obligation to disobey unjust laws.
After this discussion, I realize how important is too driven of the decision in
terms of moral aspect. Example of this situation is the case of Mr. Heinz. Its
not easy for me to have a decision like Mr. Heinz case I need discernment
and prayer about it. My level of understanding belongs to stage one but I will
not withdraw my stand because if I apply this situation for my own life I will
not steal, just like what my wife said, dont let yourself suffer from the things
that I know I will die. Let go and let God decide all of this.
As a future educator, I will teach the children on how to distinguish
right or wrong situation base on moral principles and ethics because this can
be a guide for them in the future.

Learning Theories Reflection

As I studied the learning theories deeper, I see the interrelatedness of the
theories and how each impact on instructional design. I tend to believe that
the learning theories were propounded in an evolutionary sequence with the
most recent and modern probing deeper into factors of learning like the
brain, environment, social interaction and application of technology.
I find the theory of constructivism and social learning as very illuminating.
Although this is a seemingly common occurrence, it is a theory one scarcely
considers as important to how learning takes place. The knowledge of
learning constructivist theories brings an understanding of the context in
which learning occurs and the social contexts that learners bring to the
learning environment two key concepts on which learning is dependent.
The social constructivism theory seems to be the most researched
from Vygotsky to Bruner to Bandura.
As one gradually progresses through the knowledge of how information is
processed to the learning theories and integrating technology into
instruction, we see a close relationship between the learning theories and
other theories like learning styles, multiple intelligence and motivation. A
very crucial factor in the interrelationship of these theories is the influence of
the environment in learning and how individual differences defines the way
we learn. These are factors that have far reaching implications for the
instructional designer and how instruction is to be designed.
The learning theories and instruction course is the foundation upon which an
instructional designer will begin as a practitioner in the area of instructional
design because it does not only provide the basic knowledge about the
learner, but also about how he learns, his environment and experiences and
the individual differences of learners. According to Gardner (2003), if
individuals differ in their intellectual profiles, it makes sense to take this into
account in devising an educational system. This knowledge is the basis
upon which multiple intelligences can be exploited by the instructional
designer in designing effective instruction. The knowledge of how individuals
learn is also important to the instructional designer because of the distinctive
styles and learning experiences. One of the things that are important for the

instructional designer to know is the nature of not only the learner in general
but also the nature of specific learners and the fact that different people
approach learning tasks in somewhat different ways. It is important in any
instructionally designed learning environment that your account for those
differences and takes them into considerationOrmrod (2010).
As I reflect on what I have learned in this course, I see a mass of new
knowledge that would propel me into the world of instructional design with a
good understanding of how learning takes place, how individuals learn and
how to exploit new technology to make teaching and learning more
meaningful and exciting.

Theories of Motivation Reflection

Motivation is very important within society, especially when it involves
organizations. Everyone works on a theory of motivation, what drives a
person or organization to make the choices that they make. Without any kind
of motivation or direction, a business or organization will not have a direction
and are potentially in threat of losing business or worse. In understanding
different motivations, theories, and behaviors, managers can help to direct
an organization, maintain valued employees and improve overall
performance, thus creating more revenue and having a positive impact on
the company as a whole, thus they fulfill their own motivation.
The issue of how to motivate students is an essential one for educators and
parents to explore and one that's core to the success of our children. We all
know that if students aren't motivated, their journeys will be long and hard.
Sometimes I think that in schools we focus too much on building intrinsic
motivation for learning, or we're working too hard at it. Learning is rewarding
and we're all going to feel a certain amount of motivation and reward in
different content areas and with different tasks. Sometimes I think it would
be useful if teachers helped kids find motivation in getting something done.
In balance, of course -- I'm vehemently opposed to all learning being about
memorization or rote learning or just getting things done. But sometimes you
need your students to just write a persuasive essay and maybe it's not
something they really care much about but they could be motivated to just
do it. Add it to the list of things they know how to do and that they've done.
And if they can do it in a reasonable amount of time, and the quality is
decent, then that's fantastic.
Another thing I know about getting things done: They don't always have to
be done really well. I am grateful that I've never been plagued by
perfectionism. If I'm tasked with doing something for which I struggle to feel

motivated then I'm quite satisfied if the outcome is satisfactory or decent. If

it's something I pour my heart and soul into, then I hope the outcome is
really good. But I'm the judge of this; I evaluate my own input and product. I
don't get caught up on "Is it perfect?" I ask myself, "Is this good enough,
right now, given what you've invested?" And usually the answer is "Yes."

Theories of Emotion
There are different theories of emotion to explain what emotions are and how
they operate. This is challenging, since emotions can be analyzed from many
different perspectives. In one sense, emotions are sophisticated and subtle,
the epitome of what make us human. In another sense, however, human
emotions seem to be very similar to (if not the same as) the responses that
other animals display. Further, the emotions that we have and how we
express them reflect our social environment, but it also seems likely that
emotions were shaped by natural selection over time.
Emotion is one type of affect, other types being mood, temperament and
sensation (for example, pain). Emotions can be understood as either states
or as processes. When understood as a state (like being angry or afraid), an
emotion is a type of mental state that interacts with other mental states and
causes certain behaviors.
Understood as a process, it is useful to divide emotion into two parts. The
early part of the emotion process is the interval between the perception of
the stimulus and the triggering of the bodily response. The later part of the
emotion process is a bodily response, for example, changes in heart rate,
skin conductance, and facial expression. This description is sufficient to begin
an analysis of the emotions, although it does leave out some aspects of the
process such as the subjective awareness of the emotion and behavior that
is often part of the emotion response (for example, fighting, running away,
and hugging another person).

The early part of the process is typically taken to include an evaluation of the
stimulus, which means that the occurrence of an emotion depends on how
the individual understands or "sees" the stimulus. For example, one person
may respond to being laid-off from a job with anger, while another person
responds with joyit depends on how the individual evaluates this event.
Having this evaluative component in the process means that an emotion is
not a simple and direct response to a stimulus. In this way, emotions differ
from reflexes such as the startle response or the eye-blink response, which
are direct responses to certain kinds of stimuli.

Emotional Intelligence Reflection

Emotional intelligence refers to a combination of skills including, empathy,

self-control, self-awareness, sensitivity, and self-motivation. There are many
tests done to see if a person has a high emotional intelligence. What is
emotional intelligence used for? I think it is used for a lot of things and it is
also good to have emotional intelligence. If you have bad emotional
intelligence you can lose your temper easily or become sad. This can lead to
eating disorders, violent crimes, and early pregnancy. Emotional intelligence
are different then a lot of other intelligence. A lot of people know what being
creative or being smart is, but a lot dont fully understand what emotional
intelligence is. If you dont have any emotional intelligence you could hurt
yourself or someone else.
I dont think that emotional intelligence is important to you for your overall
intelligence. The more emotional intelligence you have, I think the better
person that you are, not more intelligent. Someone with a bad emotional

intelligence you wouldnt want to be around all of the time because they
could be mean or depressed all the time. If someone had good emotional
intelligences the person can control their emotions better in different
situations.
Emotional intelligence is just a small part of what makes a person intelligent
and more important to their personality. I think I am an emotionally
intelligent person. I dont get angry or sad very easily and I can control
myself when I have to. I motivate myself to do many things like play guitar,
go out, or play sports. So I think that I have a high emotional intelligence in
most situations.

Personality Theories and Approaches

Reflection
The unique pattern of psychological and behavioral characteristics by which
each person can be distinguished from other people.
Personality is fundamental to the study of psychology. The major systems
evolved by psychiatrists and psychologists since Sigmund Freud to explain
human mental and behavioral processes can be considered theories of
personality. These theories generally provide ways of describing personal
characteristics and behavior, establish an overall framework for organizing a
wide range of information, and address such issues as individual differences,

personality development from birth through adulthood, and the causes,

nature, and treatment of psychological disorders.
Personality is the window into the human persona. The, who and what, when
and how, humans interact; can be explained through personality. Personality
is what gives life into the human race. So many theories exist to explain
personality types and why people act a certain way. Understanding the types
of personalities and understanding ones own type can help in deciphering
emotions and social interactions.

Mental hygiene Reflection

Mental hygiene covers all those practices helping us to have good physical
and mental health.
Mental hygienists viewed the educational system as a promising venue for
preventive activities because it could potentially reach all children. During
the 1930s they successfully influenced teacher education programs to
include developmental psychology. Initially they wanted to raise awareness
among teachers about the ramifications of educational practicesparticularly
methods of maintaining control and punishment for transgressionsfor

mental health. A number of educational reformers became interested in

mental hygiene to provide a rationale for educational reform by claiming that
the curriculum needed to be organized in conformity with insights in child
development. In addition, many Progressive educators viewed the school as
the place where children were trained for adjustment; they viewed the school
as the preparation for life. The life adjustment movement in education
claimed that the school should train the whole child and not just his or her
intellect. Educational reformers criticized the traditional academic curriculum
for its emphasis on mental discipline and rote learning, which they saw as
irrelevant for most children. They advocated instead a variety of educational
initiatives such as vocational training and project learning. The influence of
these ideas on education was profound: the development of the personality
became one of the central goals of education.
The influence of mental hygiene ideas after World War II was illustrated by
the pervasive interest of parents, especially mothers, in child-rearing
literature.

Critics

have

argued

that

this

literature

made

mothers

unnecessarily worried about the well-being of their children, and the

influence of mental hygiene ideas on education was countered at times by
an emphasis on the teaching of basic academic skills. In the 1990s the
influence of psychiatric and psychological ideas on educational practice has
been criticized as one of the causes of educational decline in North America.

Mental Health Reflection

Mental health an essential part of children's overall health has a
complex interactive relationship with their physical health and their ability to
succeed in school, at work and in society. Both physical and mental health
affect how we think, feel and act on the inside and outside.

For instance, an overweight young boy who is teased about his weight may
withdraw socially and become depressed and may be reluctant to play with
others or exercise, which further contributes to his poorer physical health
and as a result poorer mental health. These issues have long-term
implications on the ability of children and youth to fulfill their potential as
well as consequences for the health, education, labor, and criminal justice
systems of our society.
All children and youth have the right to happy and healthy lives and deserve
access to effective care to prevent or treat any mental health problems that
they may develop. However, there is a tremendous amount of unmet need,
and health disparities are particularly pronounced for children and youth
living in low-income communities, ethnic minority youth or those with special
needs.