Parents directly influence a child's morals and values through emulation of parental conduct (Lickona 21). The moral guidance we offer to them is added up and imitated by what they see (Coles 7). I believe that morality is the result of a triad of developmental qualities. Our emotional development makes us feel guilty when we do wrong. We experience social development that results in specific actions toward others and, finally, we gain cognitive development that permits us to empathize. Our morality comes to the forefront early in childhood. In elementary school, "a child becomes an intensely moral creature" (Coles 98).

             We develop a moral imagination, a capacity to reflect upon what is right and wrong with all the emotional and intellectual resources of the human mind (Coles 3). This is where we decide what we ought to do or not to do and why (Coles 7). Our moral thinking is also shaped by influences outside the home, by class and race, by social events, by cultural forces, and the assumptions that are fostered as a result of these influences (Coles 3). And we cultivate a moral intelligence from our imagination and our thinking. Our moral intelligence is a consequence of learning to be with others (Coles 5). Children will absorb what they observe (Coles 7). Morality is not a subject; it is a life put to the test in hundreds of moments. August Aicchorn, a noted psychoanalyst, believed "waywardness of 'antisocial adolescents' is in direct proportion to the peculiarities of their moral education" (Coles 32).

             I feel we should remember, however, that although we possess these developmental qualities through emotional, social and cognitive development, there is no guarantee that we will become a wise, contributing member of society. I think that professed but insincere values are worthless. We must be honest with ourselves, recognizing the difference between pretended, verbalized values and operational, acted upon values.