Comments for Sam's Blog http://samthetutor.com/blog Imagine there's no Heaven It's easy if you try No hell below us Above us only sky Imagine all the people Living for today John Lennon Sat, 30 Oct 2010 08:58:20 +0000 hourly 1 http://wordpress.org/?v=3.3.1 Comment on Moral Disengagement Part Deux by Sam Martin http://samthetutor.com/blog/?p=20#comment-6 Sam Martin Sat, 30 Oct 2010 08:58:20 +0000 http://samthetutor.com/blog/?p=20#comment-6 Hi Rachel! Thanks for the post. Morality can change over time. Morality is also relative. And, to confuse issues further, the same action might be moral in one case, yet immoral in another. If a person's morals allow him to create a virus, and he excuses it because it is acceptable in his culture, we look to codes of ethics and canons of law: Are his actions legal in the country where he unleashed the virus? I suspect the answer is "no." He can defend his morals all he wants as he sits in a hoosegow for 20 years. I like your roommate's saying. It points to the complexity of morality vs. ethics/law. Come back again Rachel. You are always welcome. Sam Hi Rachel!
Thanks for the post. Morality can change over time. Morality is also relative. And, to confuse issues further, the same action might be moral in one case, yet immoral in another. If a person’s morals allow him to create a virus, and he excuses it because it is acceptable in his culture, we look to codes of ethics and canons of law: Are his actions legal in the country where he unleashed the virus? I suspect the answer is “no.” He can defend his morals all he wants as he sits in a hoosegow for 20 years.
I like your roommate’s saying. It points to the complexity of morality vs. ethics/law.
Come back again Rachel. You are always welcome.

Sam

]]> Comment on Moral Disengagement Part Deux by Rachel http://samthetutor.com/blog/?p=20#comment-5 Rachel Sat, 30 Oct 2010 04:49:13 +0000 http://samthetutor.com/blog/?p=20#comment-5 I remember reading an article (Newsweek, perhaps?) about a person from a certain country/region I won't name. He was an expert at making computer viruses. He actually told the reporter that his victims were in the wrong because they bought pirated computer programs from him. Therefore, they deserved the damage those viruses made to their computers from having bought pirated goods. The fact that HE inserted those viruses and sold pirated software did not seem to be a factor in his vigilante-type beliefs. I wish I could remember where I read the article. And then the author concluded that the man's morals were just part of his culture, in effect excusing the behavior. Let's see: I would place this virus maker in Group Three: dehumanization and attribution of blame. One of my college roommate's favorite comments was "Of course he was completely justified in his actions, but he was also completely wrong." I use that line often, even though it's not a very strong argument. Keep blogging, Sam. I remember reading an article (Newsweek, perhaps?) about a person from a certain country/region I won’t name. He was an expert at making computer viruses. He actually told the reporter that his victims were in the wrong because they bought pirated computer programs from him. Therefore, they deserved the damage those viruses made to their computers from having bought pirated goods. The fact that HE inserted those viruses and sold pirated software did not seem to be a factor in his vigilante-type beliefs. I wish I could remember where I read the article. And then the author concluded that the man’s morals were just part of his culture, in effect excusing the behavior. Let’s see: I would place this virus maker in Group Three: dehumanization and attribution of blame. One of my college roommate’s favorite comments was “Of course he was completely justified in his actions, but he was also completely wrong.” I use that line often, even though it’s not a very strong argument. Keep blogging, Sam.

]]> Comment on Effective Age in Education by Sam Martin http://samthetutor.com/blog/?p=1#comment-4 Sam Martin Thu, 09 Sep 2010 21:31:51 +0000 http://samthetutor.com/blog//?p=1#comment-4 Hi Isabella, I agree. The characteristic "maturity" is very broad. Once we have a working definition however, there should be a variety of tools that can measure the constellation of variables that comprise "maturity." A daunting task, yet a very important one. Thanks for the post. Please invite your friends to come and join in! Sam Hi Isabella,
I agree. The characteristic “maturity” is very broad. Once we have a working definition however, there should be a variety of tools that can measure the constellation of variables that comprise “maturity.” A daunting task, yet a very important one.
Thanks for the post. Please invite your friends to come and join in!

Sam

]]> Comment on Effective Age in Education by Isabella Defilippis http://samthetutor.com/blog/?p=1#comment-3 Isabella Defilippis Wed, 08 Sep 2010 18:20:24 +0000 http://samthetutor.com/blog//?p=1#comment-3 Hi Sam, In my humble opinion, there isn't an unique tool that would give us a straight result. The variables involve in measuring "the effective age" are maturity, responsability, ability to recall notions, etc.. . I agre with you, it would take too much time and resources to assess it. Hi Sam,
In my humble opinion, there isn’t an unique tool that would give us a straight result.
The variables involve in measuring “the effective age” are maturity, responsability, ability to recall notions, etc.. .
I agre with you, it would take too much time and resources to assess it.

]]> Comment on Effective Age in Education by Sam Martin http://samthetutor.com/blog/?p=1#comment-2 Sam Martin Wed, 08 Sep 2010 13:50:18 +0000 http://samthetutor.com/blog//?p=1#comment-2 I have been asked "How would you measure the effective age of a student?" I think there are many ways to do so, but the best way, and the most time-consuming, is to teach the student over a matter of weeks or months to "get the measure of the student." Tests for maturity and high-stakes assessments (such as an SAT) are only part of the answer. An in-depth assessment of effective age for each student comes with time. Sadly, this is an investment we cannot always afford to give for a variety of reasons, but it is the most important investment we *can* give. Sam I have been asked “How would you measure the effective age of a student?” I think there are many ways to do so, but the best way, and the most time-consuming, is to teach the student over a matter of weeks or months to “get the measure of the student.” Tests for maturity and high-stakes assessments (such as an SAT) are only part of the answer. An in-depth assessment of effective age for each student comes with time. Sadly, this is an investment we cannot always afford to give for a variety of reasons, but it is the most important investment we *can* give.

Sam

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