The Zero Tolerance Policies

This is an exemplification paper living the thesis that: Contemporary schooling fails to develop young people's virtuous moxie. The position taken in this paper is that there atomic number 18 several reasons for believing that schools are failing to nurture the clean development of young people.

Support for the position can be found in the fact that despite virtuous fostering efforts such as values clarification and character procreation programs, despite zero tolerance policies, and despite training in conflict resolution, anger management and other techniques for helping students to crash disputes, school violence in America is increasing (Green, 2001). minded(p) that even at its most basic level, a sense of morality would preclude committing violent acts at school, this increase indicates a failure in terms of the efficacy of moral education.

Second, moral reasoning requires the ability to think abstractly, rationally, and empathetically about moral dilemmas and make appropriate choices; and because of this, moral reasoning requires a comparatively high level of thought. Indeed, some educators state that critical cerebration is a must for the development of moral reasoning (Fine, 1995). However, a good deal of inquiry indicates that high school graduates are increasingly deficient in not only edition and writing skills but also mental-thinking-cognitive skills (Pithers, 2000). Thus, to the extent

Moreover, LePage and Sockett (2000) also note that there is really very runty sound research on the general efficacy of assorted methods of moral education, research which if well controlled could do much to descend this list.

Given the foregoing, it seems reasonable to state that, at best, it would be effortful to impossible to develop a moral sense in students if there is disagreement regarding the topic itself, how to inform it, and these are tended to(p) by very little sound research to deal as a foundation for making the effort. This lack of research alone would lead to a substantial failing in even the most genuine efforts to develop students' moral sense.

Third, educators themselves are confused as to what methods, practices, policies and pedagogies actually do operate to enlighten morality in children and youth. According to LePage and Sockett (2000), there is a long-standing controversy regarding which values, morals and ethics to teach and the best methods required to teach them.

that the development of critical thinking skills is associated with the development of moral reasoning, schools are failing to develop this aspect of students' sense of morality.

Fine, M. (1995). Habits of mind: seek over values in America's classrooms. San Francisco, CA: Jossey-bass.

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