| What can parents do now to prepare their
| |
| | loved ones to improve (out of charity and
|
| kids in the right direction towards
| |
| | justice). Children will likely be more
|
| thinking for themselves and making good
| |
| | confident in this type of home
|
| (or better) choices? Experience tells us
| |
| | environment and prefer it to a contrary
|
| that prudence can be realistically
| |
| | one.
|
| achieved not at seven (age of reason) but
| |
| | It will be difficult for the good and
|
| by the age of eighteen.
| |
| | true to be embraced by those who grow up
|
| Spanish educator David Isaacs, PhD
| |
| | with lies and end up with bad habits (or
|
| suggests that parents lay the foundation
| |
| | vices) and muddled criteria. If they turn
|
| for prudence by instilling four good
| |
| | cynical and become individualistic -
|
| habits during the first seven years of
| |
| | instead of accepting their vital role in
|
| life. Namely: obedience, sincerity,
| |
| | the success of their own family, as well
|
| order, and justice. He believes that
| |
| | as the larger community - they delay
|
| these four habits are needed in the
| |
| | their own chances for true and lasting
|
| progressive development of other good
| |
| | happiness. And no parent consciously
|
| habits within the next three phases:
| |
| | wants this to happen!
|
| charity and fortitude (courage) in
| |
| | Thus, it is critical for parents to
|
| elementary level (8 to 12), faith and
| |
| | expose their family members to reliable
|
| temperance (self-control) in adolescence
| |
| | criteria and genuine good (not mere
|
| (13-15), and hope and prudence (sound
| |
| | apparent good), so that they can
|
| judgment) in young adulthood (16-18).
| |
| | encourage their children's potential
|
| Furthermore, those who have these virtues
| |
| | abilities to know the truth and to love
|
| will naturally find happiness and human
| |
| | good. This is done using two of their
|
| maturity, he concludes.
| |
| | more important, separate, but interlinked
|
| Obedience
| |
| | powers of the intellect and the will
|
| A loving but firm parental authority
| |
| | present in the soul of human beings,
|
| exercised in each home prevents domestic
| |
| | making us all accountable.
|
| chaos - clutter, sickness, hunger,
| |
| | Order
|
| shouting, violence, disrespect, and
| |
| | The third habit of order provides the
|
| rebellion. Imagining chaos in infants and
| |
| | family, especially the young children, a
|
| toddlers may seem tolerable, but when we
| |
| | sense of predictability and stability
|
| project this in adolescents and grown-ups
| |
| | because procedures are followed and many
|
| with a voice, a choice, and plenty of
| |
| | things are done properly at their place
|
| muscle... no one wants to end up the
| |
| | and time. Nothing ruins a child's
|
| loser. Young children must learn to obey
| |
| | equilibrium more than disorder - in his
|
| their parents' reasonable demands (not
| |
| | caregiver, his schedule, his bed, and so
|
| mere trivialities), but they also have to
| |
| | on. Even parents need order to maintain
|
| hear kind simple explanations to common
| |
| | their own well-being and sanity. Note
|
| rules, situations, and events.
| |
| | that a lot of affection is more effective
|
| It is through a consistent, regular, and
| |
| | than reasoning in making sure family
|
| clear communication of the parents'
| |
| | members get along well.
|
| pleasure or displeasure, approval or
| |
| | Justice
|
| disapproval, happiness or sadness toward
| |
| | The young inherently value justice
|
| ideas, words, and/or actions that
| |
| | because of their natural demand for
|
| children begin to experience and
| |
| | parental time and love, in competition
|
| understand the value system of their
| |
| | with siblings, work, and other
|
| family. This value system will be
| |
| | distractions (to a child's mind). They
|
| validated, respected, or rejected in
| |
| | are ready to understand the importance of
|
| later life based on the methods used,
| |
| | fairness in what is due them (or others)
|
| attitudes absorbed, emotions attached,
| |
| | in ordinary circumstances. Adults are
|
| and information gathered from home,
| |
| | expected to apply rules and sanctions
|
| school, or elsewhere. Inconsistency will
| |
| | equitably lest children rebel and defy
|
| easily confuse inexperienced young minds,
| |
| | authority figures and rules.
|
| which have not yet learned the purpose of
| |
| | Children must get the message that life
|
| life.
| |
| | makes sense, rules make sense, and
|
| Sincerity
| |
| | consequences make sense. They need to see
|
| Sincerity (telling the truth at the
| |
| | things as they are over what they seem,
|
| proper time and to the proper person)
| |
| | and be able to choose a path that will
|
| must be practiced at home. The children
| |
| | lead them closer to universal values, or
|
| must imbibe it in the context of helping
| |
| | their 'true norths.
|
