Ethics have been universally and particularly the most argued about and on assessment in the worldwide community ever and even since and when globalization occurred around the world in the past five years and it had become such a strongly argued about subject that most people could not by be opinionated around since there is no agreeable standard of what ethics are, could be and should be done about to unify worldwide as the world is becoming more than a small village (mostly becoming one small street with the speed of airplanes and crafts traveling from one part of the world to the other).
Such as ethics, is the idea of morals, then, what are morals? It is the number of beliefs resonated into the heart which allow most of the world of ideas which occupy the brain to be able to make sense of what the world of behavioral activities of the person who is in hold of it to be. Morals turn to, or are named, ethics whenever the ethics are the number of ideas which occur in the universal subject matter of thoughts and ideas, which control over the heart such as the idea of emotional intelligence, and is its system of how it occurs and makes thoughts in the mind stream in the consciousness.
So, what is the consciousness? It is the effect of the left side of the brain upon the right side of the brain which controls the heart with its influential hormones and emotions upon the mind and the heart. This is the return of the influence of the left side of the brain on the right side as the left brain side is the side responsible for our verbal and physical actions being under the activity of the right brain’s emotions.
Thus, morals are ethics when the intelligence is the more effective side on the mind and thus the body, but, is emotionally more influential when the right side of the brain occurs to be using that idea which occurs in the left side as being its moderator and as its idea of what the methodological idea of the brain should be and according to what it means to be in the physical world of the brain (what is real from what is imaginative).
Such thoughts and perspectives manualize what we mean as moral and what we mean as ethical. What has politics got to mean this for? To re-phrase: what does politics mean to ethics? Politics could be grammatized as being meaning : many ticks ( poly= many, tics=ticks) which occur in how we act whenever we try to make sense of the works of art that make up our ideas of what is the meaning of what we take from decisions.
Thus, the opportunities that present to us the factual beliefs of taking a step into using our politicalized decisions makes us believe what we could and are able to make sense of whenever we try to make such a belief as being correct. This is very valuable as it poses us to ourselves as believing that such understanding could make thought as being valuable in the image of me and us inside ourselves, our ego, id and egoism. What has a child’s ethics got to do with political understanding of the world at such a young age?
Any child, briefly has the understanding of a grown up even if they do not understand that in the complicated lexicon of our lives as grown ups and as to how we make decisions when we try to make sense of our minds when we try to be able to do an act, unlike a child, we consume much thinking but a child takes immediate action according and based on how much self-consciousness and self-confidence according to the much gratitude it has surrounding it on the self-reliance bounty which is its capital to making right or wrong decisions.
Thus, when a child has more ego pleasure the more they go right and vice versa. A child leaves the adult sphere of supervision and consent when it grows among people who only criticize it as being thoughtless and unable to make its own decisions whenever they try to take bigger steps.
Teaching politics could be a very dangerous thing to such a child who has had his mind functioning according to the number of pleasures in the mind it gets alongside its heart pleasure whenever it is pleased with the amount of ideas it has from the goodness it has in its mind from what it receives from gratitude, any mistake in political decisions could lead it to far larger consequences it was unable to take as a child among people in its own sphere.
The sphere grows more whenever it tries to find out that the big home it lives in is the actual fate of the large globe it lives in, especially if it comes from a home where its resources for living depend mostly on small percentages of gratification which will allow it more to be an enemy of the state of the environment it grown in. he other way of turning this down is to have the minds of those surrounding it to elevate to the mind the child it has created ( elevated as in making sense of the free willing child that goes against them, regarded as being someone who is unable to make decisions and being an “outlaw” just because such a child is unable to grow with the law of the family system). Thus, when the child is spoken to its reasoning has not to be questioned than to be scrutinized.
This scrutiny has two effects: 1- the ability to make sense of the small details which lead to the bigger effects of the chain of decisions taken, 2- the idea which the decisions strung from and throughout have become and how they entangled the decision making part of the mind and how such a child could make the ideas right and why that part of the brain has become so tangible to the decisions made that any other mistake will pass by automatically unthought about, mostly because any new and strange or odd thing passed by will remind the emotional part of the brain to have such ideas eliminated that the child has fought against a lot that such an idea is the fact that such beliefs have been anchored simply because such ideas have been in the mind on pulsating basis and not on the factual idealistic basis of what is the proper look and structure of what is correct.
To teach a child ethics in early childhood is to teach them not to rely on their parents as being the first and most trusted source of education and informative asset of the mind because such education will rely on what the heart will feel whenever seeking any homage in anywhere or place whenever there are ideas and minds surrounding his or her environment whenever it goes outside home, especially that childhood stage involves a lot of emotions for other children and relying on parents as being those who are the most supportive source of what goes on in the world of decision taking and opinion making and judgmental sources of what is right and what is wrong in the world around them. The fact starts to discarnate whenever there is an idea that there are other ideas in the world which are popularly and unanimously appreciated and accepted unlike those of the parents and the family.
Thus, free education at a young age allows a higher and broader base of children with different intelligences to make such an idea of the unanimosity of the ideas which are privilege accepted to be sought-after beds for better ideas and intelligences which exist around the world, especially in an open sourced media and idealistic behavioral in the community of the child, thus, the idea of the freedom of speech and idealism of the dutifulness of serving the country it belongs to as being thoughtful as allowing the child to think freely and adopt what it feels like in the heart of its consciousness being left to do so as equally at any age of 15 for male or female whenever there are ideas and thoughts which will not interfere with the working firmness of the society, being seen as sacred, not regarding the thinking background so long as it will not interfere with the mentality of the mind and heart whenever there is any idea that will progress the working system which has nothing to do with the ethics or morals of the mind.
Thus, what is the effect of the ethics of the heart and mind on what is seen in the mind or the work which every worker has to have and make sense of to be able to be “applicable” to the job? The question allows us the justification of an open community to have such ideas to be separable as ethical work and ethics outside the system of work (after-working-hours-ethics and during-working-hours-ethics).
This allows the schizophrenic mentality of the worker, growing up since childhood to be something as familiar and as rightful to obtain whether ethically, psychologically (forcefully or not) as the environment has besought in differing between the working environment and the not working environment (home, friends, etc. ). hus, the idea of such ideas being split into halves are what is taught to the child since childhood, such as when answering the phone they are told not to tell X of the presence of Y so they wouldn’t have to speak to them, while, if the child asks Y to do that with Z, they are punished and are explained to as being “children who do not understand the way of the grown up living”.
What hatches this problem is the child’s growing into teenage and having to make decisions based on what it imbued emotionally in its childhood age, now having to conflict with them seriously at an age which has to have them ready before entering the field of work they would like to fit themselves in, mostly listening to rock and metal and all sorts of music which have words which agree with that content in their brain which occurs in the heart of the mind of the emotional intelligence of the brain.
Thus, the child is a victim of the idealism of what is right and wrong, according to what the society has them understand. Thus, whenever such a child goes to think of serious matters, the mind will immediately go to a singer who will choose words to rap (basically0 according to what that child feels especially that that child has something inside them leaning to have someone say that “they are correct”. Thus, if a superstar works in the political ideas field, most of the fans with ethical and political issues based o what their environment has put them through will have them speak of truly. Which brings the question up: is it true that ethics and politics is taught through music or is it reinforced through music?
Both ideas and suppositions are perfectly correct for two reasons: first, the musical background sets as a pacemaker of the rhythmic pulsation of the heart while the brain works on enumerating the ideas which it accepts ( the idea that the heart is the pacemaker of the body while the mind is the intelligence headquarters which is allowed to work properly without any problematic functioning of discussions from the memory of the heart which is hypnotized by the repetitive beat of the song ( or the – with too many similarly sounding rhythms of many songs nowadays- beat of the song which is unchangeable while the song is spoken out) that helps the mind and heart to think what is the idea that is conveyed with the beat.
Yet, it also supports the theory that idea actually are effective and affected by the type of beat the song rhymes the words through and into the listener’s heart. This is to say that not because a beat is repetitive that the music is properly conveying the idea of the song, but actually it depends on what each heart temperately tempers the temperament of the music words sung according to the mood of the song reflected through the beat of the rhyme.
What happens then is the frequency of the understanding of ideas similar in beat or in word formation and phrasal idomacy ” related to idomatics of the words spoken, especially when the music industry tends to use words out of context when they try to trun around meanings” which leads to the child’s understanding that the idea is not under-estimated as the parents and social background says it is, but, that certain ages also agree, expanded to races, ethnicities and etc. which allow the accumulation and culmination of thoughts into the prospectively up growing child who will become the political behaviorist of certain other ages (family wise, work wise, school wise, etc. which will only allow much more degeneration of ideas and language linguistically especially, alongside lexically, which will allow the mind and heart to think that these ideas are opinionatedly discoursed over and around which means that anybody could be right and anybody could be wrong and they both are correct and convincingly proper in how they handle their agreements or disagreements of the ideas spoken about depending on how the environment is and how they support themselves with or against it.
It becomes the fight of life whenever such a child grows up to understand the belief of what such understanding is whenever there are ideas which grown into unanimity that these ideas are actually correct as equally as their possibility of being regarded and believed to be incorrect. Thus, what is the solution? Solutions vary according to what is respected from emotional beliefs in children who could not speak properly of what is inside of them and those who speak out openly and vastly and ferociously 9 at times) based on their own capacities and capabilities as well as abilities which exist in the child.
Thus, egoism of ethics and political teachings grow with the child according to who they see themselves as wrong, right and equals and unequals to them. This is to say that the more the child thinks they are able imaginatively to make their experiences their own guidelines for the security of ethics they have and their intellect then they will be no more than they could when they are speaking with others who are unable or will not be willing to show themselves as agreeing to them or that they actually are incorrect.
This is to say that ethics grow according to what the child sees from experiences, such as the idea of gangs and bands and single MCs in the music industry, such are the expansions of teaching ethics and politics to children who are in environments where there are no “plan B’s” since plan b is actually a sophisticated understanding of where I agree to find myself to be after standing up moralistically to what my mind is, even though I am called crazy and unable to get my dreams , being better a ” dreamer off of my dreams”. Thus, teaching ethics and political thinking to children is to give them the broadest lines possible for what is common in people’s changing ethics around them in a rapidly changing Mindy World.
This in respect to the ethics which emotionally people go through, especially with the fact that they store their emotions as strong and powerful for the one goal in their life which is the idea of such understanding which exists in the thought of the world which makes sense of what is the idea of the world as being understood as being behaviorally immoralistic seeing that child as always incorrect and seeking relinquishment through their making their ideas dormant and working via the subconscious, a darker moodier way of working out the emotional intelligence which is the idea of the thought of what is true and what is false in the mind of the universe in whole, growing to believe that the world is a sick world where morals are left to scatter around and either disorder, misorder or destruct or re-build or build according to what such an idea is (moral-ethical-behavior-turned-through-politics).
These reasons are what make the idea of such beliefs true, thus, teaching politics and how to handle political thoughts in the work of the sequence of people has the idea of what is the real world like, which is, obviously, not allowing me to grow and be true whenever there are ideas which support my theories of ethics and politics from home. Ideas are for everyone, especially when these ideas are commonly found in all theories of the world philosophically.
Such philosophy is the idea of what goes on in everything, ever child grows to find there are common theories in the operations of everything and that they, whenever they try to make sense of the idea as changeable to correct in the mind of the others, thus, the ideas die away because simply that influential id in me has no place in the theory of the world if I am not of an influential position and with a strong political view. Thus, even politically regarding of the theologies of religions and theories which deal in the Creator’s existence grow up to be resolved under what I need in life which could not be afford to me except with the supernatural power of the creator’s being 9 however they may be like or be in existence as character, etc).
Thus, the idea of teaching ethics to children as well as childhood political making decisions could be variating and unable to make sense in the child who will grow up mostly having them shattered in his or her mind as being invaluable at all, since such unity of the ideas does not disperse to form refractions of rainbows from a glass or crystal prism of ideas, which to the child is invisible and non-existent as there is o proof that colorlessness of a material could reflect colorful ideas and beliefs and practices, etc, since the belief that anything is colorless that refracts and disperses colors, actually is a fake Descartian thought of the secondary characteristics of objects which have to be proven with the theory ” I think, therefore, I am” which needs to make me believe that I actually exist first to prove that I could think, since my thoughts are invaluable in my environment (community, society, school, etc) until some source which could provide me materialism worth having anf fighting for in the world which is not massively produced for everyone unable (such as the comparison between plastic beads and golden jewelry for example), could be provided, thus, and only thus, I could believe that the Descartian theory of existence could be powerfully applied upon, to and by me and that Anatole France was correct to say : ” Knowledge is Power”.