PSYCHOLOGY OF TEACHING AND LEARNING :: KOHLBERG's THEORY OF MORAL DEVELOPMENT.

   "An Educator's Journey Through Moral Development"

Moral values help in improving behaviour, instilling respect and enhancing relationships with others. Moral values help humans to make the right choices and determine the difference between what is right and what is wrong.

Moral values guide a person's moral compass by giving them a sense of right and wrong. Much of an individuals' life is driven by moral values and the ability to make choices based on what they know to be right or wrong. This is one of the main aspects of the importance of values. Morals are often instilled in a person as a child, when he or she is taught what is and isn't acceptable behaviour. This can include learning to be respectful of others or how to act in certain situations.

Moral values offer a guide to lead a noble life rather than one that is self-serving and full of selfish motives and interactions. Parents generally begin teaching their children good moral values early on in life as many children learn how to interact with others by watching their elders. Moral values not only help people to lead good, noble lives, but also offer motivation and a sense of satisfaction in life. Many avenues to success require good moral values or are more easily navigated with good morals. High moral values may help people to feel as though they are leading meaningful lives, make their interactions with others more meaningful and enjoyable, and can lead to success in personal and professional lives.

Many experts believe that the lives of those who practice good morals can demonstrate the importance of moral values. Good relationships, strong marriages, professional success, motivation to do better, being a respectful and well-liked person can all be attributed to practicing moral values. Values can determine how people interact with others, how they react to bad situations, the kinds of jobs they have and how they are seen by those close to them.

The importance of moral values doesn't just lie in the positives of having good morals, but also in the negatives of lacking moral values. When someone lacks moral values his or her life may be filled with selfishness, bad habits and tumultuous relationships. In some cases, lacking morals or acting in opposition to good morals can also leave a person feeling guilty or unproductive. Those without a strong moral compass may end up in bad situations personally and professionally, lacking good manners or worse. Often, the motive for teaching or practicing moral values is to avoid these negative consequences that living without moral values can bring.

Today with this blog of mine, I am going to help you understand the importance of moral development and how does that happen in an individual, by throwing light on the work of eminent personalities in the field of psychology.

Let's first begin with moral development. Moral Development is the process through which children develop proper attitudes and behaviours toward other people in society, based on social and cultural norms, rules, and laws.

Moral development is a concern for every parent. Teaching a child to distinguish right from wrong and to behave accordingly is a goal of parenting. 
Moral development is a complex issue that—since the beginning of human civilization—has been a topic of discussion among some of the world's most distinguished psychologists, theologians, and culture theorists. It was not studied scientifically until the late 1950s. 

Piaget's theory of moral reasoning

The Swiss psychologist Jean Piaget about whom we discussed in one of the past blogs explored how children developed moral reasoning. He rejected the idea that children learn and internalize the rules and morals of society by being given the rules and forced to adhere to them. Through his research on how children formed their judgments about moral behaviour, he recognized that children learn morality best by having to deal with others in groups. He reasoned that there was a process by which children conform to society's norms of what is right and wrong, and that the process was active rather than passive.

Piaget found two main differences in how children thought about moral behaviour. Very young children's thinking is based on how actions affected them or what the results of an action were. For example, young children will say that when trying to reach a forbidden cookie jar, breaking 10 cups is worse than breaking one. They also recognize the sanctity of rules. For example, they understand that they cannot make up new rules to a game; they have to play by what the rule book says or what is commonly known to be the rules. Piaget called this "moral realism with objective responsibility." It explains why young children are concerned with outcomes rather than intentions.

Older children look at motives behind actions rather than consequences of actions. They are also able to examine rules, determining whether they are fair or not, and apply these rules and their modifications to situations requiring negotiation, assuring that everyone affected by the rules is treated fairly. Piaget felt that the best moral learning came from these cooperative decision-making and problem-solving events. He also believed that children developed moral reasoning quickly and at an early age.

History of the Kohlberg’s Theory
The theory of moral development presents an exciting subject that stems from Piaget’s theory of moral reasoning. The theory has made people understand that morality commences from early childhood and has the ability to be affected by various factors. It can be developed either positively or negatively. This is dependent on how an individual executes a task presented to him or her on each stage of moral development. Kohlberg came up with the theory based on the ideas generated while he was researching children and adolescents. He found out that they tend to face different moral issues, and their judgment based on whether they will act negatively or positively is influenced by several factors. Various situations created by Kohlberg were not meant to prove whether his subjects were morally wrong or right. He wanted to find out why the children thought that it was morally right or wrong.

Precisely how do children attain morality? It is a question that has fascinated religious leaders, philosophers and parents for ages. It has also become a thorny issue in both education and psychology. Do societal or parental influences play a significant role towards moral development? Do all children develop in similar ways with regards to morality? These are among the questions that people tend to ask. Lawrence Kohlberg developed the theory to help answer such questions.

Kohlberg’s Theory

The theory asserts that moral reasoning encompasses six developmental stages. Each stage has more ability of responding to moral dilemmas than the identified predecessor. The stages involved are classified into three levels. The levels include conventional morality, pre-conventional morality and post-conventional morality. Kohlberg relied upon several dilemmas in order to see how people would justify their actions if they were presented in similar circumstances. He did not analyze the conclusion, but the moral reasoning displayed.

Level 1: Pre-conventional Morality

This level of reasoning is more prevalent to children; 9 years and below though not entirely. Here, they do not have a personal code of reasoning with regards to morality. Their morals are shaped by the standards set by the adults around them. On other occasions, they are determined by the consequences likely to accrue as a result of behaving in a certain way. Children at this level are yet to internalize and adopt the society’s convention about what is wrong or right. This makes them focus on the external consequences likely to accrue if they behave in a certain way. This level encompasses the first two stages of moral development.

Stage 1: Punishment and Obedience Orientation

Here, the reasoning that children have is that they will only be punished if they do the wrong thing. This means that they will always strive to do the right thing at all times. No one likes being punished so acting in the right way is not an option here, but a must. The child will always recall that the last time they did so and so, they got punished. That will mean that the action was not morally right. As a result, the child involved will take utmost care not to repeat that action due to the expected consequences. Children do have to be punished directly to view the action as being morally wrong, but a punishment handed to their colleagues will also trigger them to refrain from the act in future. This case also applies to adults to a certain extent. They tend to follow the law so that they do not find themselves in jail.

Stage 2: Individualism and Exchange

In this stage, people tend to judge morality based on how it helps satisfy their needs. As a result, different people tend to have different viewpoints. This stage tries to showcase a limited interest for other people’s interests. As a result, the concern for others is not rooted in intrinsic respect or loyalty. It is more of “you scratch my back, I scratch yours in return” kind of mentality. This is where children tend to ask “what is in it for me” if I act in a certain way? Children tend to believe that these actions are morally right due to severe need of the people that execute them.

Level 2: Conventional Morality

At this level, people start to internalize moral standards of the adult role models that they value. On most occasions, the authority is internalized but it is not questioned. Reasoning with regards to morality is mostly determined by the norms of the group that people belong to. This level is typical of both adults and adolescents. Morality is judged based on the society’s expectations and views. People just accept what the society has termed as either right or wrong. An individual is expected to obey the rules set forward regardless of whether there is going to be consequences or not. The level entails stage 3 and 4 of the moral development theory.

Stage 3: Good Interpersonal Relationships

At this stage, people are good in order to be perceived as good individuals by others. Children strive to be “good kids” in order to live to the society’s expectations. They tend to understand that being regarded as good plays to the advantage of oneself. “Good kids” tend to get favours now and then. On most occasions they have their way on the things that they want. Children feel that the idea of not being naughty would help them be in favourable terms with people in the society. This usually helps even in times when such children have undertaken undesirable acts that people are not quite sure who did them. It is certain that the kids used to behaving in a certain way will get the benefit of doubt compared to their counterparts. A good example how children try to show morality is by giving food to street peasants. This is because they think that doing so makes them ‘nice’.

Stage 4: Maintaining Social order

Stage four goes beyond the need for people being approved like in stage 3. People tend to understand the need for obeying dictums, social conventions and laws due to the significance that they have towards enhancing a functioning society. Here, children/individuals become aware of the rules governing the society. There are central ideals that dictate what is wrong or right. It is everyone’s duty or obligation to ensure that these ideals have been upheld at all times regardless of the circumstances. People are considered to be morally wrong when they violate the law. In this stage, culpability is the main factor that separates the good and bad deeds. Most people in the society tend to remain at this stage, where morality is usually determined by outside forces. A good example is how policemen refuse bribes handed to them by individuals breaking the law in one way or another. They owe a duty of care and protection to the society so they must ensure that law and order is maintained at all time.

Level 3: Post-conventional Morality

This level is actualized by an inherent realization that people are separate entities from the society. This means that their perspectives have the ability to take precedence over the society’s views. Here, people have the ability to disobey rules that contravene their principles. It is usually a small percentage of people in the society that are able to operate at this level. Kohlberg asserts that around 10-15% enhance this form of abstract thinking. This is to mean that most people develop their morality based on external forces and their ethical principles. Post-conventional moralists tend to live by their own principles. This includes ethical principles such as the right of liberty, life, and justice. The level encompasses stage 5 and 6 of the moral development theory.

Stage 5: Individual Rights and Social Contract

Stage 5 asserts that people should consider values and opinions of others before deciding on the morality of other people’s actions. In the society, people hold different rights, values and opinions. These perspectives ought to be respected as they are unique to each community or individual. People understand that while rules are meant for the good of the public, there are occasions when they might go against the interests of some people. The laws that do not promulgate the welfare of the general public should be altered when necessary.   Some of the issues are not clear-cut. A good example is the act of saving someone’s life can be considered to be more important compared to the act of stealing; which is against the law.

Stage 6: Universal Ethical Principles

At this stage, people tend to develop their own moral guidelines. These guidelines may or may not fit within the context of the law. These are guidelines such as human rights and equality. People envisaged in this stage are usually prepared to defend what they believe in regardless of the perceived outcomes. They are not afraid to go against the entire society or to face the consequences of being disapproved or imprisoned while pursuing their principles. Kohlberg postulates that very few people have the ability of actualizing this stage.

PSYCHOLOGY OF TEACHING AND LEARNING :: ERIKSON's SOCIAL DEVELOPMENT.

                               "An Educator's Journey Through Social Development"

We are always comparing; from our very childhood we are taught comparison. Somebody else’s child is cuter, more beautiful and more intelligent; somebody else’s child is more obedient, and you are not.

All educational systems depend on comparison: somebody comes first, and somebody is the last in the class; somebody passes, somebody fails. Teachers appreciate students who are obedient; they hate students, they punish students who are not obedient in every way.

The whole structure of society is continuously comparing, and the very idea of comparison is absolutely false.

Each individual is unique because there is nobody else like him. Comparison would have been right if all individuals were alike; they are not. Even twins are not absolutely alike; it is impossible to find another man who is exactly like you. So, we are comparing unique people — which creates the whole trouble.

Every person has his or her own unique identity. This identity is composed of the different personality traits that can be considered positive or negative. These personality traits can also be innate or acquired, and they vary from one person to another based on the degree of influence that the environment has on the individual. Everybody has some uniqueness. Education should be organised in such a way that that uniqueness comes over, and becomes an actuality.

Erik Erikson’s Theory of Psychosocial Development emphasizes the sociocultural determinants of development and presents them as eight stages of psychosocial conflicts (often known as Erikson’s stages of psychosocial development) that all individuals must overcome or resolve successfully in order to adjust well to the environment.

According to Erik Erikson’s theory, we all encounter a certain crisis that contributes to our psychosocial growth at each of Erikson’s stages of psychosocial development. Whenever we experience such crisis, we are left with no choice but to face it and think of ways to resolve it. Failure to overcome such crisis may lead to significant impact on our psychosocial development.

Stage One – Trust vs Mistrust

The first stage, infancy or the oral-sensory stage is approximately the first year or year and a half of life. The task is to develop trust without completely eliminating the capacity for mistrust.

This first stage of the Erikson stages starts from infant to about 18 months. At this stage, infants must learn how to trust others, particularly those who care for their basic needs. They should feel that they are being cared for and that all their needs are met.

Small babies are new to this world and may view the outside world as threatening. Depending on how they are treated by people around them, the sense of threat can be replaced by trust. When this happens, they gain a sense of security and begin to learn to trust people around them.

The first and most important person to teach an infant about trust is usually the parents. Parents are expected to take good care of their children and attend to their needs. For example, the parents of a baby provide him with food, shelter, sustenance and make him feel very comfortable and secure.

Stage Two – Autonomy vs Shame and Doubt

The second stage is the anal-muscular stage of early childhood, from about eighteen months to three or four years old. The task is to achieve a degree of autonomy while minimizing shame and doubt.

At stage two of the Erikson stages, children should be taught the basic ways of taking care of themselves, including changing their clothes and feeding themselves. If a child can’t take care of his own basic needs and continue to rely on others to take care of him, he may feel shameful when he sees that other kids of his own age are able to perform tasks such as feeding themselves.

Stage Three – Initiative vs Guilt

Stage three is the genital-locomotor stage or play age. From three or four to five or six, the task confronting every child is to learn initiative without too much guilt.

As children continue to grow up, they like to explore and do things on their own. At stage three of the Erikson stages, children can learn new concepts introduced in school and are expected to practice these lessons in real life. They know that they can accomplish these tasks on their own, but if they fail to do so and end up asking for assistance from others, they may feel a sense of guilt.

Stage Four – Industry vs Inferiority

Stage four is the latency stage, or the school-age child from about six to twelve. The task is to develop a capacity for industry while avoiding an excessive sense of inferiority. Children must "tame the imagination" and dedicate themselves to education and to learning the social skills their society requires of them.

At Erikson’s psychosocial stage four, children mature and their level of self-awareness increases. They understand logical reasoning, scientific facts, and other matters that are typically taught in school.

Children also become more competitive during this Erikson stage of development. They want to do things that other children of the same age can do. When they make the effort to perform a task and succeed, they develop self-confidence. However, if they fail, they tend to feel that they are inferior to others.

Stage Five – Identity vs Role Confusion

Stage five is adolescence, beginning with puberty and ending around 18 or 20 years old. The task during adolescence is to achieve ego identity and avoid role confusion. It was adolescence that interested Erikson first and most, and the patterns he saw here were the bases for his thinking about all the other stages.

During adolescence, young people are expected to develop their sexual identity. This is gained through the discovery of oneself and in the course of finding meaning to their personhood. They may also experience identity crisis as a result of the transition from childhood to adulthood.

Some adolescents may feel confused and are unsure whether an activity is age-appropriate for them. Crisis at this stage may also be brought about by expectations from themselves and from people around them, e.g. their parents.

Stage Six – Intimacy vs Isolation

If you have made it this far, you are in the stage of young adulthood, which lasts from about 18 to about 30. The ages in the adult stages are much fuzzier than in the childhood stages, and people may differ dramatically. The task is to achieve some degree of intimacy, as opposed to remaining in isolation.

Stage six of the Erikson stages is very apparent for young adults who are in their 30s. People at this stage become worried about finding the right partner and fear that if they fail to do so, they may have to spend the rest of their lives alone.

Young adults are most vulnerable to feel intimacy and loneliness because they interact with a lot of people in this phase of their lives. It’s not always a success story for every young adult to find someone with whom they can share a lifelong commitment. Some may choose to spend the rest of their lives as singles.

Stage Seven – Generativity versus Stagnation

The seventh stage is that of middle adulthood. It is hard to pin a time to it, but it would include the period during which we are actively involved in raising children. For most people in our society, this would put it somewhere between the middle twenties and the late fifties. The task here is to cultivate the proper balance of generativity and stagnation.

Adults who are in their 40s and 50s tend to find meaning in their work. They feel like at this point in their lives, they should be able to contribute something meaningful to the society and leave a legacy. If they fail to achieve this, they feel like they have been an unproductive member of the society.

Stage Eight – Ego Integrity vs Despair

This last stage, referred to delicately as late adulthood or maturity, or less delicately as old age, begins sometime around retirement, after the kids have gone, say somewhere around 60. Some older folks will protest and say it only starts when you feel old and so on, but that's an effect of our youth-worshipping culture, which has even old people avoiding any acknowledgement of age. In Erikson's theory, reaching this stage is a good thing, and not reaching it suggests that earlier problems retarded your development!

At the last stage of the Erikson stages, people are in their 60s or older who are typically retirees. It is important for them to feel a sense of fulfillment knowing that they have done something significant during their younger years. When they look back in their life, they feel content, as they believe that they have lived their life to the fullest. If they feel that they haven’t done much during their life, it’s likely that they will experience a sense of despair.

PSYCHOLOGY OF TEACHING AND LEARNING :: MULTIPLE INTELLIGENCE THEORY

The Nature-Nurture Controversy, it talks about the influence of Nature or Nurture on an individual. Nature versus nurture debate of which factor effects the human development. The nature versus nurture debate involves whether human behaviour is determined by the environment, either prenatal or during a person's life, or by a person's genes. Nature is what we think of as prewiring and is influenced by genetic inheritance and other biological factors. 

Definitely the influence of Nature plays an important role but parallel to this Nurture also develop the qualities. Human mind post birth is like a blank slate or like wet cement, what ever is introduced onto becomes a part and parcel for lifetime. This is one of the very reasons why early education is stressed upon. 

Now though, as we have come to truly understand the complexity of the relationship between our genetic dispositions and environmental triggers, we no longer focus on one versus the other, but rather the way they interact with and affect each other. While it is certainly helpful in the development of certain conditions for there to be a genetic disposition, there almost always needs to be an environmental trigger that causes the characteristic to manifest in an individual.

As we know human development is never similar for every individual. In my previous blog I have discussed about 'Growth' 'Development' and 'Maturation'. How they are different from each other and the different rates at which they happen in the lifetime of human development. Every individual is unique, special and different from other. All our lives are connected by the bond of humanity but our lives move with different pace.

During my first year as a preschool teacher, I got into the habit each Friday afternoon of sitting in the class and grading papers and writing observations. I had been assigned playgroup and later nursery classes. After a year working for primary and secondary classes, my observation came to a wonderful understanding of an unexpected benefit which attracted me towards being an educator rather than going back to MNC as a Pharmacist. A couple of those kids in my class who struggled mightily with subject-verb agreement and the concepts of biology, had clearly committed several dozen complex things to memory. 

During one particularly impressive series of classes, I remember thinking, "These guys are really smart! I'm underestimating what they're capable of!" And over the course of my first year post maternity break in the classroom, that same thought emerged several more times at the school’s  musical sessions, sports session, other co-curricular activities and even just watching a couple of students after school hours. 

Without me personally realizing it, my relationship with multiple-intelligences (MI) theory had begun.

Every individual differ from the other on the basis of some potentialities. Everyone is blessed with some inner qualities that takes him/her to a different goal. One of the responsibilities of a parent is to even identify the potentialities of the kid and to motivate him/her in the following direction. In today's world of knowledge explosion we are talking about the same hidden potentialities rather in other terms as intelligence. 

Intelligence is often defined as our intellectual potential; something we are born with, something that can be measured, and a capacity that is difficult to change. 

In recent years, however, other views of intelligence have emerged. One such conception is the theory of multiple intelligence proposed by Harvard psychologist Howard Gardner. He theorizes that people do not have just an intellectual capacity, but have many kinds of intelligence, including musical, interpersonal, spatial-visual, and linguistic intelligences. While a person might be particularly strong in a specific area, such as visual-spatial intelligence, he or she most likely possesses a range of abilities. For example, an individual might be strong in verbal, musical, and naturalistic intelligence.

THEORY OF MULTIPLE INTELLIGENCE

Gardner first outlined his theory in his 1983 book "Frames of Mind: The Theory of Multiple Intelligences, where he suggested that all people have different kinds of "intelligences."  His book began with some simple but powerful questions: Are talented chess players, violinists, and athletes intelligent in their respective disciplines? Why are these and other abilities not accounted for on traditional IQ tests? Why is the term intelligence limited to such a narrow range of human endeavours?

 

From these questions emerged multiple-intelligences theory. Stated simply, it challenges psychology's definition of intelligence as a general ability that can be measured by a single IQ score. Instead, MI theory describes eight intelligences that people use to solve problems and create products relevant to the societies in which they live.

MI theory asserts that individuals who have a high level of aptitude in one intelligence do not necessarily have a similar aptitude in another intelligence. For example, a young person who demonstrates an impressive level of musical intelligence may be far less skilled when it comes to bodily-kinesthetic or logical-mathematical intelligence. Perhaps that seems obvious, but it's important to recognize that this notion stands in sharp contrast to the traditional and still dominant view of intelligence as a general ability that can be measured along a single scale and summarized by a single number.

Gardner proposed that there are eight intelligences and has suggested the possible addition of a ninth known as "existentialist intelligence."

Gardner captured the full range of abilities and talents that people possess.

1. VISUAL-SPATIAL INTELLIGENCE:

People with strengths in good visual-spatial judgement. People who are strong in visual-spatial intelligence are good at visualizing things. These individuals are often good with directions as well as maps, charts, videos, and pictures. People with good visual-spatial intelligence enjoys reading, writing, putting pieces of puzzles together, drawing, painting, visual-arts, directions, graphs, charts and patterning. The best career choices would be Architect, Artist and Engineer.

2. LINGUISTIC-VERBAL INTELLIGENCE:

People with strengths in use of words, language and writing. People who are strong in linguistic-verbal intelligence can use words well, both when writing and speaking. These individuals are typically very good at writing stories, memorizing information and reading. People with this intelligence are good at remembering written and spoken information. They enjoys reading and writing. They are good at debating or giving persuasive speeches. They are able to explain things well. They often uses humor when telling stories. The best career choices would be Writer/Journalist/ Blogger, Teacher and Lawyer.

3.LOGICAL-MATHEMATICAL INTELLIGENCE:

People with strengths in analyzing problems and mathematical operations. People who are strong in logical-mathematical intelligence are good at reasoning, recognizing patterns, and logically analyzing problems. These individuals tend to think conceptually about numbers, relationships, and patterns. People with this intelligence have excellent problem-solving skills. They enjoys thinking about abstract ideas. They likes conducting scientific experiments. They are good at solving complex computations. The best career choices would be of a Scientist, Mathematician, Computer programmer, Engineer and Accountant.

4. BODILY-KINESTHETIC INTELLIGENCE: 

People with strengths in physical movement and motor control. Those who have high bodily-kinesthetic intelligence are said to be good at body movement, performing actions, and physical control. People who are strong in this area tend to have excellent hand-eye coordination and dexterity. People with this intelligence are good at dancing and sports. Enjoys creating things with his or her hands. Have excellent physical coordination and tends to remember by doing, rather than hearing or seeing. The best career choices would be Dancer, Builder, Sculptor and Actor.

5. MUSICAL INTELLIGENCE:

People with strengths in rhythm and music. People who have strong musical intelligence are good at thinking in patterns, rhythms, and sounds. They have a strong appreciation for music and are often good at musical composition and performance. They enjoys singing and playing musical instruments. They recognizes musical patterns and tones easily. They are good at remembering songs and melodies. They have rich understanding of musical structure, rhythm, and notes. The best career choices would be Musicians, Composer, Singer, Music teacher and Conductor.

6. INTERPERSONAL INTELLIGENCE: 

People with strengths in understanding and relating to other people. Those who have strong interpersonal intelligence are good at understanding and interacting with other people. These individuals are skilled at assessing the emotions, motivations, desires, and intentions of those around them. People with this intelligence are good at communicating verbally. They are skilled at nonverbal communication. They see situations from different perspectives. They create positive relationships with others. They are good at resolving conflict in groups. The best career choices would be Psychologist, Philosopher, Counsellor, Salesperson and Politician.

7. INTRAPERSONAL INTELLIGENCE:

People with strengths in introspection and self-reflection. Individuals who are strong in intrapersonal intelligence are good at being aware of their own emotional states, feelings, and motivations. They tend to enjoy self-reflection and analysis, including daydreaming, exploring relationships with others, and assessing their personal strengths. They are good at analyzing others strengths and weaknesses. They enjoys analyzing theories and ideas. They have excellent self-awareness. They clearly understands the basis for their motivations and feelings. The best career choices would be Philosopher, Writer, Theorist and Scientist.

8. NATURALISTIC INTELLIGENCE:

People with strengths in finding patterns and relationships to nature. Naturalistic is the most recent addition to Gardner’s theory and has been met with more resistance than his original seven intelligences. According to Gardner, individuals who are high in this type of intelligence are more in tune with nature and are often interested in nurturing, exploring the environment, and learning about other species. These individuals are said to be highly aware of even subtle changes to their environments. It includes people interested in subjects such as botany, biology, and zoology. People good at categorizing and cataloguing information easily. People with naturalistic intelligence May enjoy camping, gardening, hiking, and exploring the outdoors. They doesn’t enjoy learning unfamiliar topics that have no connection to nature. The best career choices would be Biologist, Conservationist, Gardener and Farmer.

Education these days, in the fast changing world demands the absolute learning for a successful life. Earlier the competition was less among individuals, now the scenario is vice versa. We as educators need to teach the children on one side about academics for their holistic development and on the other side there lies a huge responsibility of nation building. Achieving so many objectives is possible only if both Parents and Teachers work parallelly towards a similar goal!!!