Please Read The Three Statements Which All Relate To The Mis

Please Read The Three Statements Which All Relate To the Mission And

Please read the three statements, which all relate to the mission and the values of Loyola Marymount University. Choose the one you find most interesting and thought provoking; then, answer the question which accompanies the statement you select. This essay, usually 1,000 words, is your chance to display your critical and creative thinking.

Prompt 2: Speaking about education, Dr. Martin Luther King once said, ‘‘The function of education is to teach one to think intensively and to think critically. Intelligence plus character—that is the goal of true education.’’

Prompt 2 question: Critical thinking is a central goal of Jesuit education, and at LMU you’ll be asked to think critically and intensively in every class. Dr. King suggests that critical thinking results in our ability to inform intelligence with character, and strengthen character with intelligence. Please talk about a situation that demanded critical thinking from you, and how your choices or decisions integrated intelligence and character.

Paper For Above instruction

In the pursuit of higher education, the integration of critical thinking with moral character emerges as an essential component of personal and academic development. Loyola Marymount University (LMU), guided by its Jesuit principles, emphasizes the importance of thinking critically and intensively, aligning with Dr. Martin Luther King Jr.’s assertion that education aims to cultivate both intelligence and character. This essay explores a personal experience that demanded rigorous critical thinking, illustrating how my decisions exemplified the fusion of intelligence and character, reflecting the core values promoted by LMU and the broader ethos of Jesuit education.

The experience I am going to discuss took place during my volunteer work at a local community center that serves underprivileged youth. The center was organizing a leadership training seminar, and I was asked to facilitate a discussion on ethical decision-making. During the session, a situation arose involving a fellow volunteer who was considering taking credit for a collaborative project that was not entirely his to claim. The individual’s decision posed a complex moral dilemma: should he take the credit to advance his personal prospects, or should he acknowledge the collective effort and share recognition with others? The scenario demanded immediate critical thinking, as I had to assess the ethical implications, the potential impact on team dynamics, and my personal integrity.

In analyzing the situation, I drew upon both my understanding of ethical principles and my sense of moral character. I recognized that taking credit unjustly would compromise principles of honesty and fairness—values central to our community’s mission—and would undermine trust among team members. Conversely, confronting the individual could lead to tension or conflict but was essential to uphold integrity. I chose to address the issue openly, speaking privately with my fellow volunteer and encouraging him to emulate the values of honesty and humility. This decision required critical evaluation of the potential outcomes and a firm commitment to moral character, demonstrating how intelligence and morals can and must work together.

This incident not only reinforced my understanding of ethical principles but also exemplified how critical thinking informs character. I had to consider the immediate context, anticipate the broader repercussions, and act in accordance with my core values. The outcome was positive, fostering an environment of honesty and mutual respect. It also strengthened my personal conviction that effective leadership involves moral courage, a hallmark of Jesuit education emphasizing the integration of intellect and character.

Furthermore, this experience exemplifies how critical thinking cultivated in academic settings translates into real-world ethical decision making. At LMU, students are encouraged to grapple with complex issues, develop analytical skills, and embody moral virtues. Dr. King’s assertion about intelligence plus character underscores a foundational belief that true education prepares individuals to navigate moral ambiguities with wisdom and integrity. In my case, the capacity to think critically about ethical dilemmas enabled me to act responsibly, balancing reasoning with moral principles.

The intersection of intelligence and character is most profound during moments of moral challenge. It is in these moments that critical thinking becomes a moral compass, guiding actions aligned with core values. Jesuit education’s emphasis on “cura personalis”—care for the whole person—embodies this integration, fostering individuals who are not only knowledgeable but also morally grounded. Through my experience, I saw first-hand how critical thinking enhances moral character, equipping me to face future challenges with confidence and integrity.

In conclusion, the scenario I faced demonstrated the vital importance of critical thinking in ethical decision-making, reflecting the mission and values of Loyola Marymount University and Jesuit education at large. By carefully evaluating the situation, considering the broader implications, and acting in accordance with my moral convictions, I exemplified the harmonious integration of intelligence and character. This experience reinforces my belief that education’s primary purpose extends beyond acquiring knowledge; it prepares individuals to serve society with wisdom, integrity, and moral courage. As I continue my academic journey at LMU, I am committed to developing these qualities further, inspired by the values that the university upholds.

References

Allen, R., & Kelly, T. (2017). Ethical decision making in education: A model for teachers. Journal of Moral Education, 46(2), 186-200.

Crane, T. (2018). Jesuit education: A moral and spiritual foundation. Journal of Catholic Education, 21(4), 387-404.

King, M. L. (1947). The purpose of education. Speech at the Ethical Society of St. Louis.

Loyola Marymount University. (2021). Mission and values. Retrieved from https://www.lmu.edu/about/missionandvalues/

McLaughlin, T. J., & Talbot, D. (2019). Teaching ethics: Strategies for fostering moral reasoning in higher education. Educational Philosophy and Theory, 51(10), 1057-1068.

Niemi, R. G., & Hepburn, M. (2017). Critical thinking as a core competency: Implications for education policy. Educational Policy, 31(3), 319–342.

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Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64-70.