- watched the Frankfurt videos and responded
- found something online that has to do with a high school that has an honor code or honor court and tweeted that to #apnshs and @mrkaplanenglish
- submitted a full rough draft on your Heintzelman piece to TurnItIn.com.
A) visit my bookmarks in Diigo and scroll through what there is for the "honesty" tag
(One of these should work. You are welcome to search through other tags, too.)
B) read "Teaching the Virtues" by Cynthia Hoff Sommers
and react to it here.
You can react to whichever element of Sommers's piece you want to, but I'd like you to address one of the following three specifically:
i) In the 3rd paragraph, she quotes a colleague:
“She said to me, ‘You are not going to have moral people until you have moral institutions.
You will not have moral citizens until you have a moral government.’”
Do you agree with the colleague’s statement? Why or why not?
ii) Sommers gives an “extemporaneous list of uncontroversial ethical truths:”
“It is wrong to mistreat a child, to humiliate someone, to torment an animal. To think only of
yourself, to steal, to lie, to break promises. And on the positive side: it is right to be
considerate and respectful of others, to be charitable and generous.”
A few sentences later, she writes
“In teaching ethics, one thing should be made central and prominent: right and wrong do
exist. This should be laid down as uncontroversial lest one leaves an altogether false
impression that everything is up for grabs.”
Do you think that her list of truths (or some variation) should be taught in school, that there is a right and wrong?
Why or why not?
iii) Using her definitions from the 2nd paragraph, give examples of times - in school, if possible - in which you've
been taught 'social morality' and 'private morality.' (Not together, though, if you could cite one time in which
you were taught both, that would be fine. You can give a separate example for each.)