Sarah monda adam smith character education pioneer
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The document discusses Adam Smith's views on education and morality, emphasizing his belief in the importance of sympathy and empathy in developing self-identity and morality. It highlights Smith's advocacy for universal education, albeit limited to boys, and critiques his neglect of women's education. Additionally, it explores Smith's character traits, such as honesty and amiability, alongside his impact on others and the educational landscape.
![CHARACTER LENS-SYMPATHY & EMPATHY
Smith’s description of sympathy as the
“fellow-feeling” (The Theory of Moral
Sentiments, 1790, pt. 1, ch.1, sec. 3) one
might get on witnessing the fortunes and
feelings of another person, more closely
approaches our modern definition of the
word empathy. He also explains that the act
of watching other people creates not only a
sense of empathy, but also a sense self and
of personal and social morality (TMS, 1790,
pt1, ch1, sec. 20).
In his own life, he was often described as a
person with “inexpressible benignity” (Rae,
1895, pp. 271 and 439 ) who at one point
took on the role of tutor to a blind boy of
“humble situation” (Dr. James Currie to
Thomas Creevey [letter], 1793) in the
neighborhood where Smith lived. After
tutoring him for some time, Smith sent the
boy on to David Hume. In time, that boy went
on to become a noted lecturer in his own
right. His name was Henry Moyes.](https://image.slidesharecdn.com/sarahmondaadamsmithcharactereducationpioneer-140605180554-phpapp02/85/Sarah-monda-adam-smith-character-education-pioneer-6-320.jpg)
![RESOURCES
Buchholz, T. G. (2007). New Ideas From Dead Economists: An Introduction to Modern Economic
Thought. New York: Plume.
Dr. James Currie to Thomas Creevey [letter]. (1793, February 24). Retrieved June 02, 2014,
from Oxford Dictionary of National Biography: http://www.oxforddnb.com/view/article/53551
Rae, J. (1895). The Life of Adam Smith. London: MacMillan & Co.
Smith, A. (1790). The Theory of Moral Sentiments. Retrieved June 01, 2014, from Library of
Economics and Liberty: http://www.econlib.org/library/Smith/smMS.html
Smith, A. (2005). On the Revenue of the Soverign or Commonwealth [ch. 1, part 3]. In An Inquiry
into the Nature and Causes of the Wealth of Nations [PDF file] (pp. 591-668). Perdue University.
Photographic Sources:
Slide 1:
Adam Smith Portrait: http://www.blupete.com/Literature/Biographies/Philosophy/Portraits/smith.gif
Slide 5:
Seated Woman: http://3.bp.blogspot.com/_vae48fD0APE/S3l7AvOBlAI/AAAAAAAAAXI/Ml-
j38f4DCc/s320/daydressc_1800b%26w.jpg
Hat on Money: http://cheapscholar.org/wp-content/uploads/2010/05/collegemoney1.jpg
Slide 6:
Sympathy (mirror neurons image used):
http://theintentionalworkplace.files.wordpress.com/2012/01/brains-460x3071.jpg](https://image.slidesharecdn.com/sarahmondaadamsmithcharactereducationpioneer-140605180554-phpapp02/85/Sarah-monda-adam-smith-character-education-pioneer-9-320.jpg)
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Sarah monda adam smith character education pioneer
- 1. ADAM SMITH On Education and Morality Sarah Monda
- 2. QUOTE “How selfish soever man may be supposed, there are evidently some principles in his nature, which interest him in the fortune of others, and render their happiness necessary to him, though he derives nothing from it except the pleasure of seeing it” (Smith, The Theory of Moral Sentiments, pt. 1, ch. 1, sec. 1)
- 3. SUMMARY AND SIMPLE DESCRIPTION Adam Smith was a teacher, lecturer, and philosopher whose interests ranged across both public and private matters and who, through his writings and lectures on human relationships, explained in simple terms what it meant and took to be an honest and good human being amidst the chaos of the cut- throat economic and natural realities of life as he saw them.
- 4. THINGS TO ADMIRE Theory on sympathy/empathy and the creation of self identity through observing others (Smith, The Theory of Moral Sentiments, 1790, pt. 1, ch. 1, sec. 2). Judgment of action based on their context and ascribing reward or punishment accordingly (Smith, TMS, 1790, pt 2, ch. 1, secs. 2-3). Advocated the establishment of small, local schools paid affordable for all. Universal education for all classes* System of competition among schools and teachers for attracting and retaining students (Smith, Wealth of Nations, 2005/1776, pp. 622-625) * In Smith’s time this meant universal education for boys only. Girls were commonly educated in the home to “form their mind to reserve, to modesty, to chastity, and to economy” (Smith, Wealth of Nations, 2005/1776, p 636-637).
- 5. WHAT NOT TO LIKE Failure to realize the value of educating women in pursuits other than the basic, domestic activities. What Smith’s true feelings on the education of women were is difficult to determine because he rarely broached the subject. His only mention of women in Wealth of Nations outside of education excludes them from public life (Smith, WN, 2005/1776). When it comes to education, he extolls the virtues of the home education of women and girls in, thus implying that he believed the proper place for women was in the home and that their education should reflect the duties they would be required to fulfill as wives and mothers (pp. 636-637). Danger in creating too aggressive and unregulated a competition for students and for prestige. When schools become all about the money, they become businesses first and schools second. As a result, fees increase and access to education suffers even if the quality, which was Smith’s main concern, does not. We see this in our university system today where students must incur massive debts if they wish to attend a prestigious school that is funded mainly by tuition rather than public funds.
- 6. CHARACTER LENS-SYMPATHY & EMPATHY Smith’s description of sympathy as the “fellow-feeling” (The Theory of Moral Sentiments, 1790, pt. 1, ch.1, sec. 3) one might get on witnessing the fortunes and feelings of another person, more closely approaches our modern definition of the word empathy. He also explains that the act of watching other people creates not only a sense of empathy, but also a sense self and of personal and social morality (TMS, 1790, pt1, ch1, sec. 20). In his own life, he was often described as a person with “inexpressible benignity” (Rae, 1895, pp. 271 and 439 ) who at one point took on the role of tutor to a blind boy of “humble situation” (Dr. James Currie to Thomas Creevey [letter], 1793) in the neighborhood where Smith lived. After tutoring him for some time, Smith sent the boy on to David Hume. In time, that boy went on to become a noted lecturer in his own right. His name was Henry Moyes.
- 7. CHARACTER LENS-HONESTY Smith lamented the lack of honesty among “superior stations of life” where “flattery and falsehood” (Smith, TMS, 1759, pt, 1, ch. 3, sec. 33) were the orders of the day. In his opinion, the world would be a better place if honesty truly was the “best policy” (pt 1.ch. 3. sec. 32) In keeping with his ideas on honesty among people, Smith was often brutally honest in his observations of others and his opinion of them, even if they might be flawed. He was guilty of being partial to those who held beliefs similar to his own, but his intent was never to damage those with whom he disagreed. His friend Dugald Stewart said of Smith that he was “generally too systematic to be just, leaning ever, however, to charity’s side and erring by partiality rather than prejudice” (Rae, 1895, pp. 270-271).
- 8. WORDS TO DESCRIBE ADAM SMITH Intellectual The sheer variety of his works shows that his mind was never at rest when it came to all matters of human interaction. Amiable His contemporaries described him as a funny looking man, but a likeable one. He is credited with describing himself as “a beau in nothing but my books” (Buchholz, 2007, p. 24) and always being ready to entertain guests, even on his deathbed (Rae, 1895, pp. 342-343). Charitable In addition to taking on a blind pupil of only moderate means and then introducing him to David Hume, Smith was also know to give away money to those he felt needed it. His relative, Miss Ross, confided to Dugald Stewart that he often gave away such sums that were “on a scale much beyond what would have been expected from his fortune” (Rae, 1895, p. 437).
- 9. RESOURCES Buchholz, T. G. (2007). New Ideas From Dead Economists: An Introduction to Modern Economic Thought. New York: Plume. Dr. James Currie to Thomas Creevey [letter]. (1793, February 24). Retrieved June 02, 2014, from Oxford Dictionary of National Biography: http://www.oxforddnb.com/view/article/53551 Rae, J. (1895). The Life of Adam Smith. London: MacMillan & Co. Smith, A. (1790). The Theory of Moral Sentiments. Retrieved June 01, 2014, from Library of Economics and Liberty: http://www.econlib.org/library/Smith/smMS.html Smith, A. (2005). On the Revenue of the Soverign or Commonwealth [ch. 1, part 3]. In An Inquiry into the Nature and Causes of the Wealth of Nations [PDF file] (pp. 591-668). Perdue University. Photographic Sources: Slide 1: Adam Smith Portrait: http://www.blupete.com/Literature/Biographies/Philosophy/Portraits/smith.gif Slide 5: Seated Woman: http://3.bp.blogspot.com/_vae48fD0APE/S3l7AvOBlAI/AAAAAAAAAXI/Ml- j38f4DCc/s320/daydressc_1800b%26w.jpg Hat on Money: http://cheapscholar.org/wp-content/uploads/2010/05/collegemoney1.jpg Slide 6: Sympathy (mirror neurons image used): http://theintentionalworkplace.files.wordpress.com/2012/01/brains-460x3071.jpg