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