EMPHASIZING OF MORAL VALUES AND ETHICS

                              EMPHASIZING OF  MORAL VALUES AND ETHICS IN EDUCATION

        Morals and Ethics Morality and ethics are part of a way of life and cannot be separated from all other aspects of life experiences (Kang & Glassman, 2010). Moral education aims at promoting students’ moral development and character formation. The theoretical framework of moral education is supported by moral philosophy, moral psychology and moral educational practices. 

    Beyond the scope of promoting rational pro‐social skills or virtues, the moral education of real human value should cultivate the meaningful and personally formative knowledge that significantly transcends or avoid natural and/or social scientific understanding and explanation (Carr, 2014). Moral education is about an inner change, which is a spiritual matter and comes through the internalization of universal Islamic values (Halstead, 2007). 

    Ethics is the branch of philosophy which tries to probe the reasoning behind our moral life. The critical examination and analysis of the concepts and principles of ethics help to justify our moral choices and actions (Reiss, 1999). In a real‐life situation, ‘ethics’ is frequently used as a more consensual word than ‘morals’ which is less favoured. Many students and professionals cannot find a sharp distinction between these two terms (McGavin, 2013). 

    Recently moral thinking and moral action were explored using a Deweyan framework, and it was concluded that moral thinking reasoning exists in social capital, and it is not a guide to moral action (Kang& Glassman, 2010). The key philosophical question for the study and promotion of moral education relies on the epistemic status of moral reflection or understanding and moral agency (Carr, 2014). 3 The Malaysian Online Journal of Educational Science 2016 (Volume4 - Issue 2 ) 

     The philosophical and theoretical basis of modern Western moral education relies on significant contributions from several Western scholars, theoreticians and philosophers, notably Durkheim, Dewey, Kohlberg, Lakatos and Kant. And all of them were greatly influenced by the Greek philosophers. The foundational Western theories of moral meaning are dialectically derived between individuals and society. The Western conception of the individual has deep philosophical roots in the question of whether morality is primarily a group experience or an individual phenomenon. Like Durkheim, many academics believe that moral truth is socially constructed which is qualified and formed through immersion in the social body; these academics reject the distinction between individual and social morality.   Kohlberg’s moral reasoning, for instance, involves the rational interaction between individuals and society (Hussain, 2007). 

    In the Western liberal democracy, societies are becoming increasingly secular where religion and spirituality are losing their impact (Arthur & Carr, 2013) or are less valued. The technological ramifications are contributing to the complexities and stark change in the societal structure where religion and spirituality are increasingly becoming marginalized. Evidently, this situation will have an overarching effect on morals, values, ethics and virtues, and society may not get the full benefit. It is also echoed by the following statement (Gates, 2006):   I argue that the bracketing out of religion, for whatever reason, from within the public process of educating citizens is seriously debilitating. To have any vibrancy, citizenship and education related to it must give more attention to the fundamental matter of beliefs and believing.

     That entails scrutinising religion as a common ingredient in the human condition, with a potential to transform, for both good and ill. I claim that the extent to which the moral roots of citizenship and citizenship education succeed in drawing on the energies of religion and refining its aberrations may even determine the operational worth and lasting outcomes of public education in any country (p. 440). From a historical perspective, the Western values of moral education are found constantly evolved and changed. In contrast, the universal Islamic values of moral education remained constant. From the Islamic moral educational point of view, although there are similar grounds and overlaps with Western understanding, there are some clear distinctions in the understanding of the individual, societal and social morality.

     The critical distinction between the Islamic and the Western thought on moral education is how we define the good, and who we actually are. Islamic scholars believe that a good person possesses an integrated and ordered internal unity, wherein the soul governs the body. The moral truths derived from society cannot supersede the moral ideal of nurturing and awakening a spiritual self into a unity of being. Thus according to the Islamic view, moral education is one in which the physical, spiritual and psychological elements are stimulated and guided towards the good and right action. The real elements of moral education are with the person and the soul within the person. The Islamic view of ideal social morality aims to build an Islamic character and is manifested in a harmonious community of inwardly guided individuals to interact in just and noble ways (Hussain, 2007). 

    In Islam, there is no separate discipline of ethics; and it is open to debate in determining the moral values, and the comparative importance of reason and revelation. Islam rejects the view of personal and moral autonomy and encourages the society which has a duty to publicly uphold moral behaviour and religious practices (Halstead, 2007). Islamic scholars believe that the theories of the Western moral education lack some sense of the individual where the inter‐related inwardly fostered personal discovery and timeless sacred principles are absent. 

    The Western curriculum and practices do not treat the child as a whole person, whose various characteristics and attributes must be integrated into a unified sense of self. Thus for the universal applicability of the Western models of moral education that are based on personal autonomy and notions of personal development (Hussain, 2007), the modern Islamic educational approach can offer significant intellectual inputs to bridge many gaps, enrich and develop the modern moral educational framework. But it requires the involvement of both modern Islamic scholars and Western scholars in dialogues and discussions, and collaboration in achieving common aims. Character Education Character education has a long history (Berkowitz, 1999). In the past, it has been viewed differently, and quite often focused more broadly. And thus it is difficult to gain the correct definition as it includes a range of outcome goals, pedagogical strategies and philosophical orientations (Althof & Berkowitz, 2006; Jones, Ryan & Bohlin, 1999).

     Character education is essential for building a moral society, and it is a conscious effort to cultivate virtue. The psychological components of character education encompass the cognitive, affective, and behavioural aspects of morality such as moral knowing, moral feeling, and moral action (Lickona, 1999). Because of the deficiency, character education lacks in producing systematic research outcomes. In the literature, plenty of opinions and suggestions are found surrounding character education; these indicate a strong cultural and professional emphasis on character education. However, it lacks adequate scientific data to attend to the character education practices. In the professional training in character education, little information is provided for future teachers (Berkowitz, 1999). 

    Modern educators are also defining character education differently. Anderson (2000) stated that character is defined as moral excellence and firmness whereas integrity refers to a firm adherence to a code of moral values (Anderson, 2000). Good character consists of the virtues where virtues are objectively good human qualities such as wisdom, honesty, kindness, and self‐discipline. Virtues provide a standard for defining good character. Thus the more virtues we possess, the stronger our character (Lickona, 1999). Goldsmith‐Conley (1999) emphasized the development of school culture responsive to character development than individual character education (Goldsmith‐Conley, 1999).

MORAL VALUES OF STUDENT LIFE

                                                  MORAL VALUES OF STUDENT LIFE

     Moral values are fundamental in a student’s life. Human life has meaning and importance when it is based on values. Moral values are the basic values that reflect integrity and humanity. Moral values teach us more than any teacher or any book, and that is why every teacher or parent wants a lad to attain moral values at a young age.

    A student’s life is focused on learning and exploring the world, and a student is as yet too small to know right from wrong in an absolute sense. Also, the temptations of growing big too fast are too many.

    Students nowadays love to enjoy themselves, and they don’t really care about what people think about them. However, the importance of moral values in students’ life is still paramount because, without moral values, a student might feel that he is better than everyone, but he will face reality once he moves out of school or college.

Importance of Moral Values in Student's Life

• Moral values let you decide what is good for you and bad. Thus, you get a decision-making ability with the help of moral values.
• Moral values show the real identity of a person. A person’s character and spirituality get determined by the moral values he has.
• Since a student is a learners, the moral values guide them accordingly. They are the most essential of all learnings that last an entire lifetime. Cheating in the exam cannot get any learning is one example of how moral values help.
• Values, especially moral values determine how you will fare in life and so make a foundation for life. Having moral values will keep you from going astray.
• Moral values elicit a feeling of gratitude in a student towards life and especially towards the teachers and earn the deserving attention from them.
• Moral values are the key to building good relationships with people.
• They can eliminate problems like dishonesty, cheating, violence, jealousy, etc. They can get vanished if one attains good moral values.
• Moral values lead to sincerity among students which is essential in this age of learning.
• Moral values bring a kind of mental strength that takes you through many difficult times in life. Having and practising moral values brings a kind of mental strength that leads to fearlessness which can overcome many obstacles for student
• Students who practice moral values and have an understanding of their importance are more likely to become good citizens that will take the world on the right path.
• People having good moral values will show respect to women and will don’t show any abusive behaviour.
• People get through various tough situations if someone has good moral values.
• A student is gradually exposed to the world. The real world is so vast that the student has many temptations facing him or her to have a lot too soon. Moral values temper down this blazing curiosity.
• As the students go through the growth path, having the right moral values gives them the humility to seek the right guidance and also the wisdom to know that they need guidance.
• A student who maintains his moral values through everything is looked upon with respect. His opinions matter, and he holds his head high.
• Moral values help you to become truthful in your life, and it is always helpful for a better future because one can’t make a good future by a lie.

Conclusion

    Moral values are building blocks of people, and it builds a better character of a person. One should have moral values as a great part of his life to achieve something big in the future. The importance of moral values in a student’s life is immense because as they take their first step towards life, it matters that they do it right. Morals and ethics are values that last a lifetime and mould a person. A student who goes through his education ethically will be richer and wiser for it as gains real knowledge. As moral values are ingrained in his personality, he will gain respect from everyone around him.

MORALS IN SOCIETY AND LITERATURE

                                  MORALS IN SOCIETY AND LITERATURE 

    Is there really a standard moral code in society these days? Yes, while most people follow society's laws, they also abide by certain social mores, which are governed by morals. While morals tend to be driven by personal beliefs and values, there are certainly some common morals that most people agree on, such as:

• Always tell the truth
• Do not destroy property
• Have courage
• Keep your promises
• Do not cheat
• Treat others as you want to be treated
• Do not judge
• Be dependable
• Be forgiving
• Have integrity
• Take responsibility for your actions
• Have patience
• Be loyal
• Have respect for yourself and others
• Be tolerant of differences
• Seek justice
• Have humility
• Be generous

The Ten Commandments

The Ten Commandments are often considered the basis for societies founded on Judeo-Christian principles. You'll notice some overlap with the list above, as many of these principles are still embedded in general society.

1. Do not have any gods before me
2. Do not make for yourself a graven image
3. Do not take the name of the Lord your God in vain
4. Remember the Sabbath day to keep it holy
5. Honour your father and mother
6. Do not kill
7. Do not commit adultery
8. Do not steal
9. Do not bear false witness against your neighbour
10. Do not covet your neighbour's wife or possessions keep in mind that examples of morals in a story are different from the moral of a story. Remember, morals are rules that govern a person's behaviour. The moral of a story, however, is the overarching teaching the author is trying to present. Of course, the two can align but they are separate entities.

For example, a character might be fighting to release his wrongly-convicted wife from prison because his morals tell him a man's job is to defend his wife. In his quest to free her, he will do anything, including lying and deceiving (which we know to be in contrast to sound morals), to get her out. In this case, the moral of the story isn't, "Be honest," or, "Don't lie." Rather, it could be "Family comes first."

To Kill a Mockingbird

In Harper Lee's  'To Kill a mocking bird 'Atticus Finch is a white man defending a black man named Tom Robinson, accused of raping a young girl. In the Deep South in the 1930s, this was scandalous, due to pervasive racism. Nevertheless, his morals tell him to protect and serve every member of society, no matter the colour of his or her skin.

When the narrator, Scout, asks her father why he's defending Robinson, he says, "You really never understand a person until you consider things from his point of view -- until you climb into his skin and walk around in it." Atticus was teaching her empathy and not to judge, both sound morals.

The Dark Witch

'The Dark Witch' begins a fanciful trilogy by Nora Roberts. In it, we read about an American girl named Iona who travels from Boston to Ireland to meet her cousin Branna, the renowned "Dark Witch." Together, Iona, Branna, and Branna's brother join forces to ward off an evil sorcerer who's been dogging the family for 800 years.

Breanna and her brother specifically tell Iona not to cross over certain vines and enter a part of the forest where the evil sorcerer could capture or injure her. One day, Iona hears her name being called and, in a trance-like state, starts to enter the forest. Luckily, she was able to break the trance before she entered the forest but when she returned home, she said this to her cousin:

I should tell you something first. I don't break my word. It's important. But today, walking back from the stables, I started to go through those vines. I didn't mean to, but I thought I saw a light, and I heard my name, over and over. It was almost like the dream I had. I felt out of myself, pulled in. Like I needed to go through, to whatever waited. Kathel stopped me -- again. I don't break promises, Branna. I don't lie.

Here, we don't have to deduce her morals. They're clearly stated. She doesn't break her word; she doesn't lie. Her morals go on to build a story filled with bravery and courage. Perhaps the moral of the story is to always be brave and do the right thing, but that stems from Iona's sound morals.

ROLE OF HUMAN VALUES IN EVERYDAY LIFE

                                          ROLE OF HUMAN VALUES IN EVERYDAY LIFE

'Morality is a system of beliefs about what is right and good compared to what is wrong or bad. Moral development refers to changes in moral beliefs as a person grows older and gains maturity. Moral beliefs are related to, but not identical to, moral behaviour: it is possible to know the right thing to do, but not actually do it. It is also not the same as knowledge of social conventions, which are arbitrary customs needed for the smooth operation of society.'

     Social conventions may have a moral element, but they have a primarily practical purpose. Conventionally, for example, motor vehicles all keep to the same side of the street (to the right in the United States, to the left in Great Britain). The convention allows for the smooth, accident-free flow of traffic. But following the convention also has a moral element, because an individual who chooses to drive on the wrong side of the street can cause injuries or even death. In this sense, choosing the wrong side of the street is wrong morally, though the choice is also unconventional.

    When it comes to schooling and teaching, moral choices are not restricted to occasional dramatic incidents but are woven into almost every aspect of classroom life. Imagine this simple example. Suppose you are teaching, reading to a small group of second-graders, and the students are taking turns reading a story aloud. Should you give every student the same amount of time to read, even though some might benefit from having additional time? Or should you give more time to the students who need extra help, even if doing so bores classmates and deprives others of equal shares of “floor time”? Which option is fairer, and which is more considerate? Simple dilemmas like this happen every day at all grade levels simply because students are diverse, and because class time and a teacher’s energy are finite.

       Embedded in this rather ordinary example are moral themes about fairness or justice, on the one hand, and consideration or care on the other. It is important to keep both themes in mind when thinking about how students develop beliefs about right or wrong. A morality of justice is about human rights or more specifically, about respect for fairness, impartiality, equality, and individuals’ independence. A morality of care, on the other hand, is about human responsibilities more specifically, about caring for others, showing consideration for individuals’ needs, and interdependence among individuals.

Kohlberg’s morality of justice

    One of the best-known explanations of how the morality of justice develops was developed by Lawrence Kohlberg and his associates (Kohlberg, Levine, & Hewer, 1983; Power, Higgins, & Kohlberg, 1991). Using a stage model similar to Piaget’s, Kohlberg proposed six stages of moral development, grouped into three levels. Individuals experience the stages universally and in sequence as they form beliefs about justice.

    As children move into the school years, their lives expand to include a larger number and range of peers and (eventually) of the community as a whole. The change leads to conventional morality, which is beliefs based on what this larger array of people agrees on hence Kohlberg’s use of the term “conventional.” At first, in Stage 3, the child’s reference group are immediate peers, so Stage 3 is sometimes called the ethics of peer opinion. If peers believe, for example, that it is morally good to behave politely with as many people as possible, then the child is likely to agree with the group and to regard politeness as not merely an arbitrary social convention, but a moral “good.” This approach to moral belief is a bit more stable than the approach in Stage because the child is taking into account the reactions not just of one other person, but of many. But it can still lead astray if the group settles on beliefs that adults consider morally wrong, like “Shoplifting for candy bars is fun and desirable.”

    Eventually, as the child becomes a youth and the social world expands, even more, he or she acquires even larger numbers of peers and friends. He or she is, therefore, more likely to encounter disagreements about ethical issues and beliefs. Resolving the complexities leads to Stage 4, the ethics of law and order, in which the young person increasingly frames moral beliefs in terms of what the majority of society believes. Now, an action is morally good if it is legal or at least customarily approved by most people, including people whom the youth does not know personally. 

    This attitude leads to an even more stable set of principles than in the previous stage, though it is still not immune from ethical mistakes. A community or society may agree, for example, that people of a certain race should be treated with deliberate disrespect, or that a factory owner is entitled to dump wastewater into a commonly shared lake or river. Developing ethical principles that reliably avoid mistakes like these requires further stages of moral development.

HUMAN VALUES AND PROFESSIONAL ETHICS

                                 HUMAN VALUES AND PROFESSIONAL ETHICS

     Basic human values refer to those values which are at the core of being human. The values which are considered basic inherent values in humans include truth, honesty, loyalty, love, peace, etc. because they bring out the fundamental goodness of human beings and society at large.

  Importance of Human Values 

 Provides an understanding of the attitudes, motivation and behaviours 

 Influences our perception of the world around us 

 Represents interpretation of “right and wrong” 

 Provides a way to understand humans and organisations. 

The five human values which are expected in all human beings, irrespective of whether they are employees or not in whichever profession or service, are:

  Right Conduct – Contains values like self-help skills (modesty, self-reliance, hygiene etc.), social skills (good behaviour, good manners, environment awareness etc.), ethical skills (courage, efficiency, initiative, punctuality etc.) and Ownership.  Peace – Contains values like equality, focus, humility, optimism, patience, self-confidence, self-control, self-esteem etc. 

 Truth – Contains values like accuracy, fairness, honesty, justice, quest for knowledge, determination etc.

  Peaceful co-existence – Contains values like psychological (benevolence, compassion, consideration, morality, forgiveness etc.) and social (brotherhood, equality, perseverance, respect for others, environmental awareness etc.) 

 Discipline – Contains values like regulation, direction, order etc. Human values are an integral part of one’s personality and affect employability quotient. Many employers are inclined to hire those who have better human values. Keeping up this spirit, VIT has defined the below five as core values, which have been detailed in HR Manual Part I. Core Values of VIT 

 Student Focus 

 Strong Ethics 

 Striving For Excellence 

 Social Development

  Respect For All

CODE OF PROFESSIONAL ETHICS 

Professionally accepted standards of personal and business behaviour, values and guiding principles. Codes of professional ethics are often established by professional organizations to help to guide members in performing their job functions according to sound and consistent ethical principles Professional ethics may be understood as professionally acknowledged measures of individual and business conduct, values, and guiding principles. Professional ethics is nothing but a code of conduct applicable to different professions and is set up by the expert members of such professions or professional organizations. 

    The underlying philosophy of having professional ethics is to make the persons performing in such jobs follow the sound, uniform ethical conduct. The hippocratic Oath undertaken by medical students is one such example of professional ethics that is adhered to even today. Some of the important components of professional ethics that professional organizations necessarily include in their code of conduct are integrity, honesty, transparency, respectfulness towards the job, confidentiality, objectivity etc. Need for Professional Ethics Professional ethics are accepted standards of personal and business behaviour, values and guiding principles. 

    Codes of professional ethics are established by professional organizations to help to guide members in performing their job functions according to sound and consistent ethical principles. Professional ethics is set up by the expert members of such profession or professional organizations. The underlying philosophy of having professional ethics is to make the persons performing in such jobs follow the sound, uniform ethical conduct. Professional organizations necessarily include components like integrity, honesty, transparency, respectfulness towards the job, confidentiality, objectivity etc. in their code of conduct.

IMPORTANCE OF MORAL EDUCATION

                                      IMPORTANCE OF MORAL  EDUCATION

        Morality according to Bentham is the art to maximize happiness; it can be seen by achieving the existence of happy and joyful life for all people. (Hazlitt, 2003: 109). Morals are the rules which people use to guide their behaviour and thinking when an individual is dealing with, or capable of distinguishing between right or wrong. Moral values are relative values that protect life and are respectful of the dual life values of self and others. 

    The great moral values, such as truth, freedom, honesty, fairness, kindness, politeness, respect, virtues, perseverance, integrity, knowing about one’s duties, charity, compassion, etc. have one thing in common when they are functioning correctly, they are life protecting or life-enhancing for all. But they are still relative values. Our relative moral values must be constantly examined to make sure that they are always performing their life-protecting mission. 

    Hereafter comes the ethics of a person. Ethics are moral values in action, a person who knows the difference between right and wrong and chooses right as moral. A person whose morality is reflected in his willingness to do the right thing even if it is hard or dangerous is ethical. Morality protects life and is respectful of others – all others. It is a lifestyle that is consistent with mankind’s universal values.

    Degradation of moral values among the young generation is at present a blazing issue. Behaviours and actions denoting immorality such as rape, sexual abuse, robbery, drug abuse, school violence, mob lynching, killing etc., are on the rising trend among adults, youth and children of our society. Due to various changes such as rapid modernization, industrialization, urbanization, globalization, excessively materialistic lifestyles, as well as the influence of western culture accompanied many problems and evils in Indian society that cause declining ethical values in the Indian education system. The more society becomes fragmented the less law and morality are achieved. Factors influencing the breakdown between law and morals are increasing specialization of labour, ethnic diversity within society, and the fading and decreasing influence of religious beliefs. If morals are not taught our children will make decisions based on immediate needs and desires, and based on emotions, not on sound judgment and they take the shortcut and easy path even if it is wrong.

    Whenever moral values are taught, they will guide them in their decision-making and their problem-solving. Moral education which was abandoned by our policy makers from our education system several decades back is very much important and it is the need of the hour to repeal it again keeping in view of the large-scale moral degradation, especially among present generation youths, as it teaches diversity, tolerance, mutual respect and pluralistic values. Moral values are values that express ideas about the good life. As such concern for moral values, such as honesty, responsibility, and respect for others is the domain of moral education.

     Parents are responsible for the moral education of their children as it’s their moral duty, first of all. The role of teachers and society comes next. But as rule, they got used to leaving everything to school, to teachers, because it will give them possibilities to blame, which is not correct. Parents and no one else should be the first step in education and upbringing. Parents may encourage and inculcate their children to read famous books and sayings in respect of moral values and apply them in their lives so that each and every child would become a citizen of higher moral ethics in future. Reading holy books of different religions, many great sayings of famous sages like Swami Vivekananda, Thiruvalluvar, Ramakrishna Paramhansa, Rishi Aurobindo and others may guide the children in decision making to choose the right and problem-solving in their future lives. One of the oldest books in this aspect is Hitopadesha. This is an Indian text in the Sanskrit language consisting of fables with both animal and human characters.

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self-Discipline

Self- Discipline

Self-discipline is one of the most important and useful skills everyone should possess. This skill is essential in every area of life, and though most people acknowledge its importance, very few do something to strengthen it.

Contrary to common belief, self-discipline does not mean being harsh toward yourself, or living a limited, restrictive lifestyle. Self discipline means self control, which is a sign of inner strength and control of yourself, your actions, and your reactions.

Self discipline gives you the power to stick to your decisions and follow them through, without changing your mind, and is therefore, one of the important requirements for achieving goals.

The possession of this skill enables you to persevere with your decisions and plans until you accomplish them. It also manifests as inner strength, helping you to overcome addictions, procrastination and laziness, and to follow through with whatever you do.

One of its main characteristics is the ability to reject instant gratification and pleasure, in favor of some greater gain, which requires spending effort and time to get it.

Self discipline is one of the important ingredients of success. It expresses itself in a variety of ways:

·         Perseverance.

·         The ability not to give up, despite failure and setbacks.

·         self control.

·         The ability to resist distractions or temptations.

·         Trying over and again, until you accomplish what you set out to do.

Life puts challenges and problems on the path to success and achievement, and in order to rise above them, you have to act with perseverance and persistence, and this of course, requires self-discipline.

The possession of this skill leads to self-confidence and self esteem, and consequently, to happiness and satisfaction.

On the other hand, lack of self discipline leads to failure, loss, health and relationships' problems, obesity, and to other problems.

This skill is also useful for overcoming eating disorders, addictions, smoking, drinking and negative habits. You also need it to make yourself sit and study, exercise your body, develop new skills, and for self improvement, spiritual growth and meditation.

As said earlier, most people acknowledge the importance and benefits of self discipline, but very few take real steps to develop and strengthen it. However, you can strengthen this ability like any other skill.

Self Discipline Benefits and Importance

Self-discipline helps you:

·         Avoid acting rashly and on impulse.

·         Fulfill promises you make to yourself and to others.

·         Overcome laziness and procrastination.

·         Continue working on a project, even after the initial rush of enthusiasm has faded away.

·         Go to the gym, walk or swim, even if your mind tells you to stay at home and watch TV.

·         Continue working on your diet, and resisting the temptation of eating fattening foods.

·         Wake up early in the morning.

·         Overcome the habit of watching too much TV.

·         Start reading a book, and read it to the last page.

·         Meditate regularly.

It will be easier for you to strengthen your self discipline, if you:

1.   Understand its importance in your life.

2.   Become aware of your undisciplined behavior and its consequences. When this awareness increases, you will be more convinced of the need to make a change in your life.

3.   Make the effort to act and behave according to the decisions you make, regardless of laziness, the tendency to procrastinate, or the desire to give up and stop what you are doing.

4.   You can strengthen your self disciple, even if it is currently weak, with the help of special simple exercises, which you can practice at any time or place.