The Crucible: An Essay on Morality

“The Crucible” by Arthur Miller demonstrates the various behaviours of the play’s characters and how they are derived from an ethical basis. The actions and decisions shown–along with the motives for them–can be analysed with the application of Kohlberg’s Moral Precepts. These precepts refer to the following concepts: preconventional, conventional and post conventional. These three terms will be explored through this paper in order to completely understand the morality behind the individuals in this literature.

The preconventional stage of moral development is the most controlled, with punishment and reward as the foundation for situational judgement. There are several aspects of this exhibited through the Crucible. To begin, Tituba is a prime example of this concept. At the ignition phase of the witch trials, her master, Reverend Parris states that he will “take [her] out and whip [her] to [her] death” upon her refusal to confess to her witchcraft allegations. This threat overpowers her own moral perception surrounding the “witch” claims, and is the core cause for her instant false confession . Tituba is put in a situation in which she is forced into a position where either punishment or reward become her only consequences. As Tituba does not possess the privilege of defying or liberating herself from this circumstance, she makes her decision with the objective of avoiding punishment–“death.” Another pre-conventionally driven character is Betty. Betty fakes being comatose to exempt herself from Reverend Parris scolding her, however she wakes with ease when faced with Abigail threatening to “beat [her]” if she remains dormant. Betty’s actions are deeply engraved in the fundamentals of pre-conventionalism, as her main intent through her actions is to prevent punishment from occurring. The last demonstration of this precept is Reverend Parris. Parris is self-preserving in nature, therefore preconventional in nature. During the height of the trials, Parris suggests to “postpone these hangings for a time” as he has begun to panic when the insight of the Salem population advancing against him–due to the loss of influential people within the community– settles in. The motives Parris displays are solely in his own self interest, correlating to the interests of pre-conventionalism.  By the examples given, it is evident that there are various characters in this script that weigh their actions by moral obedience and punishment.

Kohlberg’s conventional stage relies on interpersonal accord and conformity. During the courting in the third act, Mary is accused of witchcraft. Mary is tormented by the other girls through simulation of her distressing them. Upon realisation that Abigail and her group is punishing and ostracising her for her reluctance to comply with Abigail’s plans, Mary immediately confesses and claims that she’ll “never hurt [Abigail] more” to return to safety within her flock. As Mary cannot maintain her strength without acceptance from her population, she is a conventional character. There are also examples of religious conformity as shown with John Proctor. When faced with the question of witchcraft, Proctor answers “that the Bible speaks of witches, and [he] will not deny them.” Despite having no belief in the accusations of sorcery within Salem, Proctor agrees with the majority of those who do, as to align with Christian ethics. Another example of this church based conformity is Reverend Hale who progressively conforms to the beliefs and morals of the environment. This is primarily shown when Hale claims that Tituba “sold [herself] to Lucifer.” Hale, when first arriving in Salem, is presented dubious towards the uprising witch allegations. However as the people around him begin to pressure his position, Hale is forced into one of the main condemning positions within Salem. All of these characters have defined conventional motives rooted in their actions as they aim to obtain and maintain acceptance within their society.

The last precept is the post conventional. This refers to individualistic principles, generally beyond the external needs of punishment or group acceptance. Reverend Hale’s character essentializes the transformation from conventionalism to post conventionalism. During the last act, Hale experiences a “break through” moment when finally perceiving the density of his actions. In attempts to consolidate and save others he exclaims, “God damns a liar less than he that throws his life away for pride”, directly advocating that Elizabeth commits the sin of lying to save her life. As shown before, Hale is deeply concerned with religious conformity. However, Hale defies this societal pressure when weighing his own principles against the corrupt ones of the court. The other character that manages to prevail against conventionalism is John Proctor. When interrogated with lechery in association with Abigail Williams, John admits, “I have known her.” This is detrimental to his social standing as lechery is the utmost execrable crime within a Christian population, such as Salem. This revelation would unequivocally exile John, therefore this proves that the strength to make such a confession had come from a post conventional root. Lastly, Giles Corey demonstrated this post conventionalism, rather than adopting the surrounding ethics. When being pressed to confess and die with no charges attached, Giles uses his last words to say “more weight.” Instead of choosing external acceptance by absolving himself from his crimes, Corey decides to remain truthful to his own principles, therefore establishing post conventional morality. To remain truthful to oneself and detach from societal and punishmental pressures is post conventionalism, present through the various character decisions in the Crucible.

The stages of moral development allows for the behaviours, decisions and motives–along with growth in these aspects–behind every character in the Crucible to be understood. This paper dissects the roles in the play to achieve a comprehensive view on all the conflict and resolution through the progression of this story. The ethics of each individual and how they fluctuate with given situations are thoroughly evaluated using Kohlberg’s precepts.

Core Competency Self-Reflection: Calculus 12 Collaboration

Collaboration. My group is extensive in our collaboration work. When we work together we assign the one pen we have to one person for each general step. This was a curve sketching problem which required multiple treacherous steps. In steps 1, 2 and 4 my partners wielded the pen as I guided their eyes and heads throughout the process of finding intercepts and deriving for the critical points, then deriving again for the points of interception. After, I had the honor of finding the increase/decrease and curves for the function along with graphing it on a very well scaled axis. I was chosen to draw the graph as out of my group I am the most artistically talented, and we utilized this skill to collaborate and create the most accurate graph.

Chemistry 12 Edublog Reflection

In lab 19C: Determining of a Solubility Product constant, students were required to test, observe and reflect upon various solubility possibilities based on the the concentrations of the relevant ions. My partner and I worked harmoniously to achieve the most accurate and unarguable results. Hence why I state that communication was the core competency we exemplified throughout this lab. We discussed issues we faced in the first round of experiments both with ourselves then our peers, then took it upon our steady hands to improve on the procedure. For example, our test tube D would not form a precipitate which contradicted with the expected results (from our peer’s labs). So we re did this procedure 3 times until we FINALLY got the desired result. This also counted towards critical thinking as we analyzed and solved problems we struggled with. Also perseverance. We persevered so hard.

Anatomy & Physiology 12 Core Competency

Sheep heart

Critical/Reflective Thinking

In the Sheep Heart Dissection Lab, I was able to demonstrate critical and reflective thinking skills during the labelling of the heart’s anatomy. I used the functions of each valve and corresponding ventricle as a guide while looking for each part. For example, I knew the aorta would lead to the left ventricle, so I allowed that artery tube to lead me to find the ventricle and its bicuspid valve. The most difficult structure to identify was the aortic semilunar valve, as it was so deeply hidden. I used my critical thinking skills and looked at structures I was already familiar with, such as the aorta. Knowing that the aortic semilunar valve functions to prevent backflow from blood entering back into the left ventricle, I followed the opening from the ventricle to the aorta and looked for the valve there. Overall, being sufficiently familiar with the heart structures before the dissection and critically applying this knowledge allowed for optimum performance in the lab.

Core Competencies – Marketing 11

Core Competency “I can” statement Artifact Reflection 
Communication I can communicate clearly about topics I know and understand well using forms and strategies I have practiced. A slide from my “4 P’s” project/presentation:  I can efficiently communicate ideas and opinions based on standard research and well pronounced speech style. When I present/communicate I make sure I do so on a basis of well built research. For example in this project, I went in depth to really understand the ins and outs of this brand’s marketing strategy. I used the 4P’s taught in the class to work as a base for my research, which I then worked up from. A well built project such as this, gave me a lot of confidence when presenting, therefore I was able to clearly share my project with the audience.  
Thinking I generate new ideas as I pursue my interests. My project for my national poetry month:  When I am pursuing or working on something I am interested in, I can generate an abundance of creative ideas. In this project I got to use Canva! My favorite application… ever. As this was something I enjoyed I was able to be more creative in the design as create a calming color theme to correlate with the theme of National Poetry month. Along with this, I was able to find an inspiring poem sample from Sri Chinmoy to add to the whole “poetry” savvy theme, 
Personal & Social I advocate for myself and my ideas; I accept myself. A slide from my ethics presentation:  During projects I can advocate for both my highly educated ideas and well versed opinions. In this project I learned SO MUCH about ethics and educated myself on differentiating wrong from right. I was able to create a project that was well researched on customer and supplier ethics. From this I was able to advocate for my own ideas for ethics in my own potential business. During presentation I was able to go in depth into my plans and express my intentions for both the consumers and suppliers/workers of my potential company. 

About Me

Hi. My name is Catherine Park. I am at the school Centennial Secondary School (SD43).

Some words to describe me are: Cool, laid back, does what I want, just chilling, eyes as cold as steel but heart warm with kindness

My hobbies are: reading (I tend to read books that will advance my independent knowledge since I believe, as a society we should all strive to increase our brains). I also enjoy practicing being nice. I do this by taking walks every day to pass strangers on the street. When I meet these strangers I give them a huge smile and say something along the lines of “Good Morning!”, “Lovely day for a walk!”, “Looking nice!” After I greet them with one of my (many) wonderful phrases, the warm feeling of familiarity begins to seep in. For we are no longer strangers, but friends.

The best way to show my learning is by telling the teacher I am a good worker. I am a very honest person so most people should believe me.

My most challenging subject is… NONE! I am excelling in ALL of my subjects!

My favourite website

https://mycentennial.sd43.bc.ca/wp-admin/index.php?page=msreader.php

My favourite website is the Centennial Edublog website because I enjoy reading other people’s edublogs. When I am curious about someone I read their “about me” blog or when I am curious about a class/subject I go under the class’s tag to see what others are saying about it. I really like this website.

My favourite video

Very Satisfying.

English First Peoples 11 Reflection

MY ARTIFACT

CURRICULER COMPETENCY: Create and Communicate

In this project I read the story of the Mountain King and took a deeper look into the main character, Jason. I used the table outline to organize elements that make up a character. I used quotes from Jason and others around him to reflect and support these elements. For example on the “Speech” character element, “Defensive” best described Jason’s character as the quotes I used demonstrated how eager Jason was to defend himself in front of his peers. For the overall infographic, I created a camping/outdoor theme as it seemed fitting for the setting of the story. I added stickers and extra designs to appeal to the visual part of this project.

CORE COMPETENCY: Thinking

During the process of both learning about character elements and applying them to this project– I became better educated in the knowledge of character. I believe from this experience, I can now apply these elements to future characters, whether they are characters I read or write about. Along with this, the creative process of using Canva has been very beneficial. This platform allows me to organize and demonstrate ideas I have taken from text and I hope to use it more in this class.

Core Competency Self Assessment – Term 2

MUSHROOM FELTING PROJECT (textiles term 2)

For this project, I best demonstrated the element of critical thinking. I used several different approaches while making this project. For the head of the mushroom I looked carefully at a real structure of a mushroom for reference. I noticed for this mushroom, I would have to add another lighter layer underneath the head for the spongey veil. I also used skills I learnt in my Textiles class it to flatten the rims of the head to match the reference I had. While I was making these pieces (head, body, etc.) I kept in mind that I would have to attach them together, so I made sure to create thinner/loose threads to connect. While I was looking through the felting materials, I noticed the amount of damp green colored wool that would be perfect for the moss for the mushroom to inhabit (as mushrooms in real life thrive in warm damp places such as moss). For the moss, I did not want it to look completely flat, since moss in real life has a fluffier texture. So I got creative and pulled threads of wool up while felting for a fuller, softer look. At the end of this assignment, I added mycelium under the mushroom to add to its biological element. Overall, throughout this project I proved the competency of critical thinking, by applying a lot of what I learned from Bio 11 and Textiles 11 to make this project as realistic as possible.

 French 11 Movie Posters

In French 11 we were assigned to make a poster about our favorite movie and present it. The emoji movie is my all time favorite movie so I really enjoyed researching and learning about it in French! Out of all the core competencies, I believe I exhibited collaboration the best! I worked well with my partner to stay on task and create the most amazing poster! We also did very well on the oral assessment (We got 100%). I was also very creative with my problem solving skills. Originally, my group wanted to put stickers on the poster to match the emoji movie theme. However when I went to my local Dolla Rama, there were no emoji movie stickers :(. So I combatted this issue by printing out my own emoji movie stickers. Overall I would say this project was my favorite French 11 assignment! Tres bien!

Physics 11 Self-Reflection

  1. I tend to be more exteroceptive than interoceptive. The speaker in the video asked us to test ourselves by closing our eyes and letting our minds wander. Although it was nighttime and very quiet when I did my test, my attention became more focused on the small noises around me such as the clock in my room ticking and animals scattering outside my window. I think this is because I usually focus on things around me as I find them more entertaining than listening to my own thoughts. For example, in class, I often like to eavesdrop on other people’s conversations. However, this can be bad sometimes because it hinders my concentration when trying to work.
  2. With meditation, I should focus on broadening and strengthening my interoceptive awareness by focusing on something simple inside of myself, such as my breathing. This way I can combat my “default” awareness (exteroceptive) as the video stated. With this, I will be able to improve my neuroplasticity and become more flexible in changes I will need to adjust to in the future. Along with this, as an exteroceptive person, becoming more interoceptive will be incredibly helpful in my personal progress toward concentration management.
  3. My goal in meditation is to calm down after a storm of stressful days/weeks. To do this, I would need to focus my breathing style on short/medium-spanned inhales and long exhales. This command of breathing is deliberate and would help me focus more on my inner self rather than the things around me.
  4. Usually, I am nervous after I have finished taking a test. This post-exam anxiety follows me throughout the day and to the night when I often lay awake, scared of my test results. To calm myself down I believe I should use more unusual/new breathwork exercises that allow me to focus on deliberate breathing rather than my thoughts inside my head. Doing something unfamiliar, such as passive inhales and long exhales will take up most of my brain energy and power, tiring it out enough to sleep.