More Related Content
Similar to Lesson 2 topic 1 (20)
Lesson 2 topic 1
- 1. RYAN JAVIER CUMBE Ethics Instructor
- 2. • Reflects the moral and ethical beliefs and standards that speak to how people should behave and interact with others • Refers to the outlook, attitude, values, goals, and practices shared by a group, organization, or society. • Vary over time periods between countries and geographic regions, and among groups and organizations.
- 3. How does culture influence one’s moral development
- 4. ☼ Culture is always social and communal Laws, rules, and standards of attitudes and behaviours are set and promulgated by the community to promote a relationship that binds them together.
- 5. ☼ Culture define the normative principles and behavior of the society It defines which particular principle and behavior should be kept to serve the beat of the community.
- 6. ☼ Culture develops restrictions and sets boundaries These serve as protection among the members themselves and creates an atmosphere which promotes the welfare of the community.
- 7. ☼ Culture conditions the mind Culture helps in generating the character and identify of its people, including their moral character.
- 8. ☼ Culture identifies the authorities or the governing individuals or groups. The moral judgments of those authorities are considered essential in moral issues of the community.
- 9. includes all the physical things that people create and attach meaning to. Clothing, food, tools, and architecture are examples of material culture that most people would think of. Natural objects and materials (rock, dirt, trees, etc.) aren.t considered to be part of material culture. However, how people view natural objects and how they use them are.
- 10. includes creations and abstract ideas that are not embodied in physical objects. In other words, any intangible products created and shared between the members of a culture over time are aspects of their non-material culture. Social roles, rules, ethics, and beliefs are just some examples. All of them are crucial guides for members of a culture to use to know how to behave in their and interpret the world.
- 11. ☼ group of words or ideas having common meaning and is shared to asocial situation. ☼ set of socially sound pattern, words, and sentences having specific meaning and terminology common to the same culture. ☼ like a vehicle through which we can carry out our complex social activities, language is the foundation of a culture and ticket to the entrance of a social life.
- 12. ☼ is anything that is used to stand for something else. People who share a culture often attach a specific meaning to an object, gesture, sound, or image.
- 13. ☼ the rules and the guidelines which specify the behavior of an individual. ☼ keep a person within the boundary of society and its culture. ☼ gives us restriction about something which to do and which not to do.
- 14. FOLKWAYS are the simple customary was of the people. It is the normal and habitual action of people within a culture. Folkways are the recognized or accepted ways of behavior. These are the behavior pattern which a person use generally in his daily life.
- 15. MORES is a Latin word and the plural of mos which means customs or belief of a person. More refers to “what ought to be and what ought not to be.” Mores are serious norms.
- 16. ☼ anything getting importance in our daily life becomes our values. ☼ is not biological but it is social production. ☼ the good idea and thinking of a person.
- 17. ☼responsible for the spiritual fulfilment of needs and wants.
- 18. ☼ written and enforced rules that guide behavior. ☼ System of rules that are enforced by some institution, like the police or the government. Laws are different from mores in that they are guided by an authority as opposed to a society’s moral belief.
- 19. Action or actions that produce good outcomes for the individuals as members of a community, or society.
- 20. It is an act intended to produce kina and/or fair outcomes. - Schuman
- 21. To act according to one’s moral values and standards. Children demonstrate pro-social and moral behaviour when they share, help, co-operate, communicate, sympathize or demonstrate ability to care about others.
- 23. - It may include formal or non-formal educational system that provides a child his learning needs.
- 24. - the basic unit in a society It includes one’s biological or adoptive family of orientation The same provides us with our basic needs to survive and develop as a significant member of the society
- 25. - The institution that determines what is specifically considered as right or wrong. It is composed of believers in the same faith.
- 26. - Those agencies that are purposive of entertaining, informing and entertaining, informing and educating through various channels like radio, television, printed materials etc.
- 27. • These normative beliefs, together with related cultural values and rituals, impose a sense of order and control on aspects of life that might otherwise appear chaotic or unpredictable
- 28. It attempts to explain how childhood experiences affects the behavioral development of a child.
- 29. This view focuses on the external activities that can be observed and measured. It is composed of the principles of: Classical Conditioning Operant Conditioning
- 30. It refers to a learning procedure in which a biologically potent stimulus is paired with a previously neutral stimulus.
- 31. It a type of associative learning process through which the strength of a behavior is modified by reinforcement.
- 32. This perspective focuses on the subject’s experiences, freedom of choice and strong motivation in achieve self-actualization (your purpose in life)
- 33. It focuses on how the brain processes and transforms information in various ways.
- 34. It is the scientific branch dealing with the mind and human behavior.
- 35. It is the study of crime, criminal and criminal behavior
- 36. It is the manifestation/displays of thought, perception, emotion, determination, memory and imagination that takes place within the brain. Mind is often used to refer especially to the thought processes of reason