TIMD- Philosophy 6
Download as PPT, PDF2 likes419 views
This document discusses the benefits of marriage preparation and education. It outlines numerous personal benefits to being married such as longer life, health, happiness and wealth. Strong marriages also provide the best environment for children. The document emphasizes developing strong character through integrity, personal development, responsibility and abstinence in order to have a successful marriage. It notes marriage preparation should include learning about communication, conflict resolution, avoiding relationship poisons, and selecting a partner based on inner character traits rather than outer traits. Overall, the document argues marriage preparation education has benefits in promoting individual happiness, family stability and national strength.
TIMD- Philosophy 6
- 1. Successful Marriage Preparation © 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. Loving Relationships & Family Are a Basic Life Goal © IEF 2
- 3. Personal Benefits of Marriage Longer life Health Happiness Inner growth © IEF 3
- 4. Personal Benefits of Marriage Wealth Resilience Productivity © IEF 4
- 5. Best Environment for Children “A nuclear family of father, mother and their children …is still today a child’s best guarantee for success.” Brigitte Berger, Sociologist © IEF 5
- 6. “I would gladly give up my millions for one marital success.” J. Paul Getty © IEF 6
- 8. Real Success Means Good Families Rated most important source of satisfaction Source: Columbia University & National Institutes of Health Requires commitment and © IEF 8
- 9. Marriage Education Popular Worldwide High school and university classes Mandated by law © IEF 9
- 10. Marriage Education & Character Education Preparation for lasting love — Rationale for adolescents to develop their character © IEF 10
- 11. Strongly Desired 78% of teenagers consider marriage and family very important Source: 1995 Survey, Institute for Social Research, University of Michigan © IEF 11
- 12. “For one human being to love another: That is perhaps the most difficult of all our tasks…” Rainer Maria Rilke © IEF 12
- 13. Value of Integrity Basis of keeping marriage commitments Foundation for self–confidence © IEF 13
- 14. Integrity Clear moral values Living up to them Self-discipline © IEF 14
- 15. Personal Development Cultivating interests and talents Building selfrespect Managing one’s feelings Fostering peace with oneself © IEF 15
- 16. Take Personal Responsibility For one’s circumstances For one’s strengths and weaknesses © IEF 16
- 17. “The most important characteristic of a marriageable person is the habit of happiness.” Judd and Mary Landis, Building a Successful Marriage © IEF 17
- 18. Respect for Parents Emulating parents’ strength Adopting their good values © IEF 18
- 19. Learn from Parents About the Opposite Sex Seeking advice concerning a mate © IEF 19
- 20. Value of Abstinence Supports personal development Protects against physical, mental and relational risks Context for © IEF 20
- 21. Honor Sexual Boundaries usal Aro xual Se Male Female Beginnin Genital Genital g Peak Relatio nship change s Mutual Sexual Hand SimpleProlonged Necking Petting Sex Play Holding Kiss Intercour Kiss se © IEF 21
- 22. Sexual Desire & Self– Control Sexual Desires Sexual Activity Normal & healthy Controlling it is normal & healthy © IEF 22
- 23. Support Abstinence through Media Discernment Recognize profit motive Check against reality © IEF 23
- 24. Make the Commitment to Abstinence © IEF 24
- 25. Relational Resources Healthy friendships Conflict resolution skills Service © IEF 25
- 26. Healthy Friendships Reduce Love Problems Unhealthy attachments Poor relationships with elders and peers © IEF 26
- 27. Invest in Friendships Over Time Regular shared activity and conversation © IEF 27
- 28. Same Gender Friends © IEF 28
- 29. Opposite Gender Friends Relating with modesty and respect © IEF 29
- 30. Lasting Love – Art to Be Learned Requires virtues, insights and © IEF 30
- 31. Knowledge Insight into love Information about marriage © IEF 31
- 32. Insight Into Love Love is an active verb Not just a state or feeling © IEF 32
- 33. Discerning True Love True Love Infatuation Internal focus Deepened by conflicts & separation Productive External focus Weakened by conflicts & separation Distracting © IEF 33
- 34. “Falling In Love” Overvalued by Popular Culture Romance by itself – Not enough to sustain marriages and families © IEF 34
- 35. Value of Information About Marriage Comprehend marriage commitment Anticipate challenges and rewards © IEF 35
- 36. Recognize Components of Relationships Compatibil ity Commitme nt Intimacy Passion © IEF 36
- 37. Anticipate Phases of Marriage 1. Infatuation 2. Conflict 3. Recommitment and cooperation 4. Creativity and service © IEF 37
- 38. Learn Good Communication Listening and speaking effectively © IEF 38
- 39. Value of Conflict Resolution Skills Marriage is stressful Destroyed by unresolved conflicts © IEF 39
- 40. Avoid Relationship Poisons 1. Criticism 2. Contempt 3. Defensivenes s 4. Stonewalling © IEF 40
- 41. Foster Reconciliation Make amends Practice forgiveness Find gratitude © IEF 41
- 43. Lessons of Service Love requires effort To give is to receive © IEF 43
- 44. Strengthen Relationships through Service Value of higher purpose © IEF 44
- 45. Selecting a Marriage Partner Less Successful — Focus on Outer Traits Attractiveness More Successful — Focus on Inner Traits Character Wealth Beliefs Status Ability to love © IEF 45
- 46. Qualities Most Valued by Those Seeking Partners Physical attractiveness Economic potential Status © IEF 46
- 47. Qualities Most Valued by Married Couples Caring Honesty Trust Fidelity Commitment Willingness to sacrifice Sense of humor © IEF 47
- 48. To Find a Good Marriage Prospect — Become One Yourself “To be loved, be lovable.” Ovid © IEF 48
- 49. Character — Foundation for Strong Marriage © IEF 49
- 50. Marriage Preparation Education Has Benefits Individual happiness Family stability National strength © IEF 50
- 51. © IEF 51
Editor's Notes
- #8: Best of the 20th Century
- #9: Worst of the 20th Century
- #10: Strongest Influences on Students 1950 1.Home 2.School 3.Church 4.Peers 5.TV 1990 1.Peers 2.TV 3.Home 4.School 5.Church Source:Michigan State University study, 1990
- #11: 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
- #14: Characteristics of ÒNon-DirectiveÓ Education 1.Emphasizes feelings and process over knowledge and content 2.Promotes self-determined standards and choices 3.Teacher as facilitator of studentsÕ personal choice
- #15: Characteristics of ÒNon-DirectiveÓ Education 4.Rejects the authority of traditional moral teaching 5. Undermines the parentsÕ role in education
- #16: 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
- #17: Limitations of Values Clarification 1.Does not teach standards of right and wrong ¥No moral basis upon which to make wise choices 2.Encourages mediocrity and lack of commitment 3.Does not build good character
- #18: Myths 1. Self-esteem is a right 2. Self-esteem prevents moral and social problems 3. Self-esteem must be protected from guilt
- #19: Theorists of School Reform Later Disavow Non-Directive Education Declared their methods inappropriate for children and classrooms Source:William Kilpatrick, Why Johnny CanÕt Tell Right from Wrong, 1992
- #20: 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
- #21: Attempt to Foster Moral Development Ð The ÒMoral ReasoningÓ Approach Strengths Recognizes hierarchy of values & moral development Limitations 1.Tends to equate moral character with rationality 2.Neglects cultivation of moral feeling and will
- #22: 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
- #24: Moral & Ethical Education Recognizes Universal Values
- #25: Criteria for Universal Values 1.Objective benefits for individuals and society 2.Universal validity ¥Reversibility Ð Is good if another does it to oneself ¥Generalizability Ð Is good if everyone does it 3.Compelling to the conscience 4.Transcending cultures
- #26: Ethics Ð Balance of Love & Rules Love Seeks harmony Compassionate Forgiving Rules Regulatory Fair Uncompromising
- #27: Morals Goal — Loving Relationships & Family Strong marriages Effective parenting Ethical practice living for higher purpose
- #28: Mastery Involves Morality & Ethics
- #29: Education for Mastery 1.Academic education 2.Technical education 3.Physical education
- #30: Mastery Involves Concern for the Environment
- #31: Family in Crisis ¥Spouse and child abuse ¥Infidelity ¥Divorce
- #32: Priority of Moral & Ethical Education
- #33: Part 3. What Is a Balanced Education?
- #34: Goals of Education 1.Mature character 2.Ethical & loving relationships 3.Productive citizens
- #35: Romance by itself Insufficient foundation for the enduring love needed to sustain marriages and families
- #36: Good Character Inner disposition conducive to right conduct ¥Attitudes and habits ¥For the purpose of loving
- #37: Heart Ð Core of Character Pursues true love
- #38: 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
- #39: Moral Goal —Creating a Prosperous Society Technical mastery Community service Concern for the environment
- #40: Third Goal of Education Productive Citizens
- #41: Balanced Education Conventional Education Individualized
- #42: Home, School & School Ð Partners in Education
- #43: Dear Teacher, I am a survivor of a concentration camp. My eyes saw what no man should witness: gas chambers built by learned engineers, children poisoned by learned physicians, infants killed by trained nurses, women and babies shot and burned by high school and college graduates. So, I am suspicious of education.
- #44: My request is: Help your students become human. Your efforts must never produce learned monsters, skilled psychopaths, educated Eichmanns. Reading, writing, arithmetic are important only if they serve to make our children more human.
- #46: 1960s Ð Breakdown of Traditional Values 1.Decline of adult moral authority 2.Rise of selfish individualism and moral relativism
- #47: What Is the Crisis in American Education?
- #48: Traditional Role of Education 1.Passing on knowledge and cultural values 2.Teaching moral standards and social responsibilities 3.Preparing good citizens
- #49: 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
- #50: 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