QUESTIONS

1.  How satisfactory is the morality of the man who claims that he does no wrong?

2.  How is it possible for a child to be unmoral and not immoral?

3.  Are children who observe school rules and regulations necessarily growing in morality?

4.  Why is it important, from the standpoint of growth in morality, to have children form socially desirable habits, even though we may not speak of this kind of activity as moral conduct?

5.  What constitutes growth in morality for the adult?

6.  In what sense is it possible for the same act to be immoral, unmoral, and moral for individuals living under differing circumstances and in different social groups?  Give an example.

7.  Why have moral reformers sometimes been considered immoral by their associates?

8.  What is the moral significance of earning a living?  Of being prompt?  Of being courteous?

9.  What are the instincts upon which we may hope to build in moral training?  What instinctive basis is there for immoral conduct?

10.  To what extent is intellectual activity involved in moral conduct?  What is the significance of one’s emotional response?

11.  What stages of development are distinguishable in the moral development of children?  Is it possible to classify children as belonging to one stage or the other by their ages?

12.  Why is it true that one’s character depends upon the deliberate choices which he makes among several possible modes or types of action?

13.  Why is it important to have positive satisfaction follow moral conduct?

14.  How may the conduct of parents and teachers influence conduct of children?

15.  What is the weakness of direct moral instruction, e.g. the telling of stories of truthfulness, the teaching of moral precepts, and the like?

16.  What opportunities can you provide in your class for moral social conduct?

17.  Children will do what is right because of their desire to please, their respect for authority, their fear of unpleasant consequences, their careful, thoughtful analysis of the situation and choice of that form of action which they consider right.  Arrange these motives in order of their desirability.  Would you be satisfied to utilize the motive which brings results most quickly and most surely?

18.  In what sense is it true that lapses from moral conduct are the teacher’s best opportunity for moral teaching?

19.  How may children contribute to the social welfare of the school community?  Of the larger social group outside of the school?

20.  How may pupil participation in school government be made significant in the development of social moral conduct?

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XII.  TRANSFER OF TRAINING