TIMD Philosophy 5
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The document discusses the family as the basic unit of human society and the school of love. It argues that the family is vital for nurturing character, teaching relationships through four spheres of love (child, sibling, spouse, parent), and establishing the natural order of society. Strong families focus on serving the community and furthering world peace by bridging cultures and supporting peaceful nations.
TIMD Philosophy 5
- 1. The Family As the School of Love © 2002 International Educational Foundation IEF is responsible for the content of this presentation only if it has not been altered from the original. © IEF 1
- 2. Cornerstone of Civilization “The family is the culturecreating institution par excellence.” Brigitte Berger © IEF 2
- 3. “Again and again…humans have reaffirmed their dependence on the family as the basic unit of human living.” Margaret Meade, Family, 1965 © IEF 3
- 4. The School of Love Nurture heart & character Primary training ground for relationships © IEF 4
- 5. Natural Order in the Family Vertical Order Grandparents Individual Order Parents Brother Sister Brother Sister Horizontal Order Children © IEF 5
- 6. Natural Order in the Universe © IEF 6
- 7. Natural Order in the Universe Vertical Order Center of Galaxy Individual Order Sun Mercury Venus Earth Mars Jupiter Horizontal Order © IEF 7
- 8. Positions in the Family Grandparen ts & Parents Tru e Husban Lov d Elder e Younge r Sibling Wife Siblin g Children & Grandchildre © IEF 8
- 9. The Four Spheres of Love Child’s Sphere Sibling’s Sphere Spouse’s Sphere Parent’s Sphere © IEF 9
- 10. Sphere of Child’s Love © IEF 10
- 11. Child’s Love Grows in Response to Parents Love © IEF 11
- 12. Primary Virtues of Child’s Love Respect & © IEF 12
- 13. Sphere of Sibling’s Love Peers Friend s Cousin s © IEF 13
- 14. Parental Influence Harmonizes Sibling’s Love © IEF 14
- 15. Diverse Relationships Round Out the Personality © IEF 15
- 16. Peers Increase in Importance © IEF 16
- 17. Primary Virtues of Sibling’s Love Harmony & Purity © IEF 17
- 18. Sphere of Spouse’s Love © IEF 18
- 19. Spouse’s Sphere Draws on Other Spheres Husband Friend Father Son Elder brother Younger brother Wife Friend Mother Daughter Elder sister Younger sister © IEF 19
- 20. Primary Virtues of Spouse’s Love Fidelity & © IEF 20
- 21. Sphere of Parent’s Love © IEF 21
- 22. Primary Virtues of Parent’s Love Investment & © IEF 22
- 23. Character Development through Four Spheres of Love Parent Higher spheres — Spouse Sibling Child Founded on lower spheres More unselfish & responsible Require effort © IEF 23
- 24. Society — Extension of Leaders Family Younger Peers Parents True Love Husband Elder Peers Younger Sibling Wife Elder Sibling Children Subordinates © IEF 24
- 25. The Three Subject Roles True Parent True Teacher True Leader © IEF 25
- 26. Family — Embedded in the Social Order Vertical Order Society Parents Child © IEF 26
- 27. Strong Families Have Focus Higher than Self Altruistic purpose Service to communit y © IEF 27
- 28. Working for the Greater Good Peacemaking Patriotism Good Citizenship Filial Piety © IEF 28
- 29. Cornerstone of World Peace Families bridge cultures Peaceful families support peaceful nations Basis for empathy © IEF 29
- 30. “Righteousness in the heart… beauty in the character… Harmony in the home… order in the nation… peace in the world.” The Great Learning © IEF 30
Editor's Notes
- #2: The Need for Moral & Ethical Education
- #3: Government Spending & Social Problems (U.S. from 1960Ð1990) 500% increase in spending on social problems ¥Violent crime rose 500% ¥Births outside marriage rose 400% ¥Divorce rose 400% ¥Children living in single parent homes rose 300% ¥Teenage suicides rose 200% Source:William Bennett, speech ÒSearch for A New World CultureÓ to conference, Washington, D.C., Apr 23, 1997
- #6: Traditional Role of Education 1.Passing on knowledge and cultural values 2.Teaching moral standards and social responsibilities 3.Preparing good citizens
- #7: U.S. Education Ð Founded with Moral Purposes Morality and knowledge considered essential to a good society 1.Schools actively promoted good character and citizenship 2.Earliest universities Ð Established by religious organizations ¥Harvard ¥Yale ¥Georgetown
- #8: 1960s Ð Breakdown of Traditional Values 1.Decline of adult moral authority 2.Rise of selfish individualism and moral relativism
- #9: Explosion of Destructive Youth Behavior Since 1940s 1940s School Problems 1.Talking out of turn 2.Chewing gum 3.Making noise 4.Running indoors 5.Getting out of line 6.Improper clothing 7.Littering 1990s School Problems 1.Drug abuse 2.Alcohol abuse 3.Pregnancy 4.Suicide 5.Rape 6.Robbery 7.Assault Source:William J. Bennett et al., Index of Leading Cultural indicators, Empower America, Mar. 1993
- #10: Characteristics of ÒNon-DirectiveÓ Education 4.Rejects the authority of traditional moral teaching 5. Undermines the parentsÕ role in education
- #11: Early Appeal of Non-Directive Education 1.Used interactive methodology 2.Supported by the science of its time 3.Coincided with the loss of confidence in traditional values 4.Seemed to promote tolerance
- #12: Interactive Methodology 1.Participatory, not didactic 2.Engages students as agents in their own learning 3.Draws out studentsÕ knowledge & experience
- #13: U.S. Policy Recognizes Limitations of Non-Directive Methods Rejects Òopen-ended decision-making, values clarification and therapeuticÉ strategiesÓ in drug abuse education Source:U.S. Dept. of Education guidelines for drug prevention education, 1988 Mandates federal funding for directive abstinence-oriented sex education Source:Act of Congress, 1996
- #14: Why Moral & Ethical Education Was Neglected 1.Rise of moral relativism ¥All values subjective 2.Increasing pluralism ¥Unclear whose values should be taught 3.Confusion that teaching values was promoting religion
- #15: Part 2. Why Give Priority to Moral & Ethical Education?
- #17: Moral & Ethical Education Recognizes Universal Values
- #18: ÒThe greater our material power, the greater our need for the spiritual insight and virtue to use our power for good and not evilÉWe have never been adequate spiritually for handling our material power; and today the morality gap isÉgreater than it has ever been in any previous age.Ó Source:Arnold Toynbee British Historian, ÔCivilization on Trial
- #19: Two Dimensions of Values
- #20: ÒCharacter is destiny.Ó Heraclitus, Greek philosopher
- #21: Part 3. What Is a Balanced Education?
- #22: Philosophy & Science of Education Philosophy of Education Purpose Ideals Goals Science of Education Curriculum Methods Administration
- #23: Good Character Inner disposition conducive to right conduct ¥Attitudes and habits ¥For the purpose of loving
- #24: Cultivation of Heart 1.Cultivation of moral feeling ¥Empathy ¥Loving motivation ¥Love of goodness 2.Learning through experiences of love ¥Gaining the capacity to love through family life 3.Training in good character ¥Develop self-control ¥Strengthen the conscience 4.Internalizing moral standards 5.Valuing people and respecting things
- #27: First Goal of Education
- #28: Education in Ethical Standards 1.Understanding the standards for good relationships 2.Fulfilling family roles & responsibilities 3.Training in behavior, attitudes and manners ¥Creating harmony
- #30: Throughout history...education has had two great goals: To help young people to become smart and...become good.Ó Source:Dr. Thomas Lickona, ÔEducating for Character
- #31: Morals Goal — Loving Relationships & Family Strong marriages Effective parenting Ethical practice living for higher purpose