DANIEL PIELAGO 05SEDMAT-1 PROF-ED 02

1. Is what the majority of people decide always right or can it be wrong?

The rightness of a decision or belief isn’t judged by how many people agree with it
but depends on the objective facts and evidence supporting it. Majority of people may
occasionally be mistaken, and it is possible that a small group or even a single person
could be able to decide something more wisely and accurately than the majority.
Influences including cultural pressures, prejudices, and inaccurate information may
affect a decision made by the majority. Thus, it is important to judge each choice
independently and not by how many people agree with it, but on the basis of your own
merits. Making decisions based on good reasoning as opposed to just going with the
flow can be achieved by exercising critical thinking and carefully weighing all relevant
facts.

2. What obligations should parents have their children? And children to their parents?

The fundamental responsibility of parents is to meet the needs of their children. This entails
offering a secure and healthy environment, sufficient food, clothing, and housing, as well as
enabling access to education, emotional support, and direction. In addition, parents have a
duty to instill in their kids' moral principles like truthfulness, decency, and kindness as well as
to assist them in being independent, self-reliant, and disciplined.
On the other hand, children have a responsibility to respect and follow their parents, as well
as to treat them kindly and with compassion. Along with being accountable for their own
activities, they should support the family by helping out with housework, according to
regulations, and showing consideration for their younger siblings.
In the end, the responsibilities of parents and children are mutual and based on the child's
age, aptitude, and needs. Children's roles and obligations may change as they mature and
develop, but the core values of respect, love, and cooperation should always remain.

3. If Country A says it’s okay to steal and Country B says stealing is wrong, which on
is right? Can they both be right? If so, how?

Both nations may be correct and have their own perspectives on stealing, but from a
purely objective point of view, Country B's position is in line with generally accepted moral
standards since stealing is typically regarded as wrong and unethical behavior because it
can harm others and violate their rights. Moral principles and ideals, however, might differ
amongst cultures and societies.. It is possible that a society can hold a nuanced view on
stealing, such as only stealing under certain circumstances, which could be considered
acceptable within their cultural context. The acceptance of stealing in country A might be
due to certain cultural, economic, or historical factors that shape their moral beliefs, which
may also be right.
But in the end, it's crucial that we understand that some behaviors, like theft, may have
universal consequences that may cause harm to others and be objectively wrong.
4. From Vygotsky theory, provide your own things/task you can do on your own without assistance,
ZPD, and the out of the reach (3 each)

Tasks I can do on my own without assistance:

Reading and writing
Getting dressed
Cooking a simple meal

Tasks in my ZPD (tasks I can do with assistance):

Playing a musical instrument
Learning a new language
Solving complex math problems

Tasks that are out of the reach:

Performing a complex surgery
Piloting a commercial aircraft
Designing and building a large-scale engineering project

5. Is Socio Cultural Theory effective to every individual? Why so?

Sociocultural theory explains that people pick up information and skills through their
encounters with more knowledgeable others, such as parents, teachers, classmates,
and so on. However, depending on a variety of things like a person's age, cultural
background, and prior experiences, it could not work as well for everyone. For
instance, younger children might get more from sociocultural learning experiences
that offer immediate guidance and support from adults and peers, whereas older
learners might gain more from experiences that allow for individual exploration and
problem-solving within a supportive community. A person's learning preferences and
styles may also differ depending on their cultural background, which may affect how
they interact with intercultural learning events. In order to effectively create and
implement sociocultural learning experiences, it is crucial to acknowledge and respect
cultural difference.

6. What do you think are the similarities and differences of Piaget and Vygotsky
theories?

Vygotsky and Piaget were two famous psychologists who created ideas to describe how kids
learn and develop their cognitive skills. Both of them believed that children actively construct
knowledge and understanding of their world through interactions with their environment. They
both viewed development as a continuous process, rather than a series of discrete stages.
While Piaget and Vygotsky shared some similar views on cognitive development, they had
different perspectives on the roles of social interaction, culture, and language in the process.
Vygotsky emphasized on the importance of social interaction and cultural context, whereas
Piaget believed that cognitive development is largely an individual process. Piaget viewed
children as active learners who construct knowledge through their own experiences and
interactions with the environment, while Vygotsky believed that children learn by interacting
with more knowledgeable others.
In conclusion, while both Piaget and Vygotsky's theories provide an explanation for cognitive
development, they take different approaches, with Vygotsky emphasizing the importance of
social interaction and cultural factors and Piaget emphasizing the importance of individual
discovery and self-initiated learning.