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Social Learning Theory Essay

Moral development is usually successfully attained when it starts at the youngest learning level.

Vision, figure and competence are the three prime components that a young person needs to develop to achieve meaningful standards. Ethical development of personality is an organic process. The mixing of an individual’s physical, mental, spiritual and psychological health must be prioritized so that the young human being may be able to achieve ethical standards arranged by his society.

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It can be in this context where cultural learning theory is able to describe moral advancement. Learning can happen when a person integrates and relates to his wider cultural context. People learn from persons by observing, imitating and modeling. The guidelines of cultural learning theory posit that; Behavior is strengthened by the building process as being a person adjusts his tendencies according to the like and disfavors of the group he wants to always be accepted into.

By imitating the persons or group of people in the way communicate or the approach they spice up, the individual will probably be successful when you get accepted being part of the group. In this way, cultural learning will help the individual obtain his would like to be 1 with the number of his decision. “Many actions can be discovered, at least partly, through modeling. Good examples that can be mentioned are, pupils can watch parents read, students can watch the demonstrations of mathematics challenges, or noticed someone performing bravely and a anxious situation. Hostility can be learned through types. Much analysis indicates that children be aggressive whenever they observed intense or chaotic models.

Ethical thinking and moral patterns are influenced by declaration and building. This includes ethical judgments with regards to right and wrong that may in part, develop through building. ” (Ormrod, 1999) Cultural learning increases moral development. As someone observers environmental surroundings from which this individual learns via, his personality may be able to imbibe behaviors that help develop moral techniques such as “engaging in morally relevant execute or phrases, or refraining from certain conduct or words” (Wynne & Walberg, 1984).

The consumer can also acquire “a complex set of relatively persistent qualities of the individual person, and generally, a good connotation when ever used in talks of moral education” (Pritchard, 1988). Learning encounters can affect moral habit development simply by direct tuition and by learning from observation. Direct pure intuition uses praise and treatment in negating or reaffirming the behavior of the individual.

Learning from observation is more roundabout in character because the reward and punishment is observed by the person rather than skilled first hand. For the individual perceives his parents being penalized for undertaking bad things like stealing or perhaps murder, it will probably be engrained in the moral standards that taking and murder is not morally accepted.

Campbell and Bond (1982) propose the following as main factors in the moral advancement and patterns of youth in contemporary America: heredity, early child years experience, building by important adults and older children, peer impact, the general physical and cultural environment, the communications multimedia, what is trained in the colleges and other establishments, specific scenarios and jobs that generate corresponding habit. And much of such elements are normally found in the interpersonal context consequently social learning theory is an extremely effective ways of how an individual can acquire his or her moral specifications just by watching, imitating and modeling his environment.

To successfully style moral tendencies, a person goes through 4 learning procedures under sociable learning theory. Attention is a first crucial process that one has to give. Without the capability of a person to pay attention to himself, and his surroundings learning will probably be hard. Preservation is the subsequent process after attention is definitely achieved. Recalling the observations is essential so that the learning can be further processed.

A person who simply cannot remember his observations will render his social centre unimportant. Reproducing the remembered observation is essential in the learning process. Replicating the seen behavior will certainly determine if the individual has genuinely learned and has genuinely understood and acquired the moral concept of the situation discovered. And finally, there is need for motivation if an individual is bent on succeeding modeling the observed behavior.

Motivation would be the key component for the individual to job the learning this individual has accomplished, successfully posting his understanding so that additional may be able to notice his actions. With other persons observing his actions, the learning process is usually replicated again and again. With this replication throughout the social learning theory, meaningful development is usually achieved by the person and by the whole group. Finding out how social learning can affect meaningful development, it is necessary therefore that young people can grow in a meaningful environment coming from where they are going to use their very own observation expertise and imitate or style the activities they observe, hear and feel.

Meaning development starts off at an early stage within a child and so, society must not be mindless with the moral and immoral activities found in and around the child’s environment. References: Campbell, V., & Bond, R. (1982). Analysis of a personality education subjects.

In M. McClelland (ed. ), Education for beliefs. New York: Irvington Publishers. Moshman, David. 2004. � Adolescent Psychological Advancement: Rationality, Values, and Id. Lawrence Erlbaum Associates; second edition Ormrod, J. Elizabeth. (1999).

Human learning (3rd ed. ). Upper Saddle River, NJ-NEW JERSEY: Prentice-Hall. Pritchard, I. (1988). Character education: Research potential customers and challenges.

American Diary of Education, 96(4), 469-495. Rotter, M. B. (1993). Expectancies. In C. Electronic. Walker (Ed. ), The of scientific psychology in autobiography (vol. II) (pp. 273-284). Pacific cycles Grove, LOS ANGELES: Brooks/Cole. Wynne, E., & Walberg, L. (Eds. ). (1984).

Developing character: Transmitting knowledge. Posen, IL: ARL.

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