scholarly journals The Fearful Ethical Subject: On the Fear for the Other, Moral Education, and Levinas in the Pandemic

2020 ◽  
Author(s):  
Sijin Yan ◽  
Patrick Slattery
Keyword(s):  
Moral Education ◽  
The Other ◽  
Ethical Subject

scholarly journals When good art is bad: Educating the critical viewer

2020 ◽  
Vol 18 (2) ◽  
pp. 137-150
Author(s):  
Laura D’Olimpio
Keyword(s):  
Moral Education ◽  
Oscar Wilde ◽  
Aesthetic Education ◽  
The Other ◽  
Martha Nussbaum ◽  
Ethical Criticism ◽  
Aesthetic Value ◽  
Moral Sentiments ◽  
Educational Implications ◽  
Wayne Booth

There is a debate within philosophy of literature as to whether narrative artworks should be judged morally, for their ethical value, meaning and impact. On one side you have the aesthetes, defenders of aestheticism, who deny the ethical value of an artwork can be taken into consideration when judging the work’s overall aesthetic value. Richard Posner backs artists such as Oscar Wilde who famously wrote, ‘there is no such thing as a moral or an immoral book. Books are well written, or badly written. That is all’. On the other side of the debate are proponents of ethical criticism such as Martha Nussbaum, Wayne Booth, Noël Carroll and Mary Devereaux. This article examines the educational implications of each position and ultimately defends the importance of moral education alongside aesthetic education. Given artworks are powerful vehicles for moral sentiments and meaning, it is important that viewers are taught to engage critically with art’s ethical features as well as aesthetic features. In this way, educational concerns pose a challenge to the position of aestheticism.

Shame and Honor: Aristotle’s Thumos as a Basic Desire

Apeiron ◽  
2018 ◽  
Vol 51 (1) ◽  
pp. 73-95
Author(s):  
Victor Saenz
Keyword(s):  
Moral Education ◽  
Social Value ◽  
The Other ◽  
Moral Exemplars ◽  
Virtuous Agent ◽  
Rational Desire ◽  
Key Features ◽  
Scholarly Attention ◽  
Rational Motivation

Abstract One of three basic types of desire, claims Aristotle, is thumos (‘spirit,’ ‘passion,’ ‘heart,’ ‘anger,’ ‘impulse’). The other two are epithumia (‘appetite’) and boulêsis (‘wish,’ ‘rational desire’). Yet, he never gives us an account of thumos; it has also received relatively little scholarly attention. I argue that thumos has two key features. First, it is able to cognize what I call ‘social value,’ the agent’s own perceived standing relative to others in a certain domain. In human animals, shame and honor are especially important manifestations of social value. Second, thumos provides non-rational motivation to pursue what affirms the agent’s social value and avoid what denies it. Interpretations that hold thumos just is anger, or that its object is the fine (kalon), I argue, are mistaken. My account also explains the role of thumos in moral education. In a virtuous agent thumos will be affectively attuned to the correct social rankings; it will take the practically wise, the lovers of the fine, or moral exemplars, as authorities.

scholarly journals John Dewey, From Philosophy of Pragmatism to Progressive Education

2017 ◽  
Vol 6 (9) ◽  
pp. 23
Author(s):  
Dimitris Pavlis ◽  
John Gkiosos
Keyword(s):  
Moral Education ◽  
John Dewey ◽  
Progressive Education ◽  
Democratic Education ◽  
Philosophy Of Education ◽  
The Other ◽  
Educational Issues ◽  
The One

<p>The reason for this publication has been our interest in educational issues on the one hand, and, on the other, in the philosophy of education of J. Dewey. This resulted in further approaching the philosophy of Pragmatism and considering its influence on J. Dewey’s philosophy of education. At the same time, we have sought the influences on his work from Aristotelian thought. In this direction, we show that the American philosopher considered the philosophy of pragmatism as applicable to a democratic education, which is also considered to be moral education.</p>

scholarly journals The Necessity of Moral Principles in Moral Education

2015 ◽  
Vol 15 (2) ◽  
Author(s):  
EJ Udokang
Keyword(s):  
Moral Education ◽  
The Other ◽  
Analytic Method ◽  
Self Directed Learning ◽  
Proper Place ◽  
Moral Principles ◽  
Other Hand ◽  
Directed Learning ◽  
The One

Many well-meaning parents and teachers are hamstrung in their attempts at moral education of their children and wards. Hence they are caught in some dilemma. On the one hand, if they incline toward the code of conception, they tend to be authoritarian in their approach; if, on the other hand, they favour some variant of the romantic reaction, they may expect that children will go it alone and decide it all for themselves. To overcome this dilemma, there is need for a synthesis of both alternatives. It is precisely the synthesis of these two positions (principles and creativity) that we propose to explore in this paper as a preliminary to any discussion on moral education. With analytic method as a tool, the paper concludes that until a more adequate view of morality which embroils the proper place for both authority and self-directed learning is synthesized, a discourse on moral education will be of no good.

scholarly journals The problem of indoctrination, with a focus on moral education

2017 ◽  
Vol 7 (3-4) ◽  
pp. 187-198 ◽  
Author(s):  
Jan Hábl
Keyword(s):  
Moral Education ◽  
Traditional Approach ◽  
The Other ◽  
Other Hand ◽  
The Subject ◽  
Liberal Approach

AbstractIndoctrination is a large and important issue in (not only moral) education. It is considered to be one of the capital pedagogical faults. However, the question is, what does it mean to indoctrinate? Educators from the liberal camp of the educational spectrum have had the tendency to criticize the traditional approach as “indoctrinational.” On the other hand, proponents of the traditional approach object that if indoctrination were defined properly then even the liberal approach would not be immune. This raises two fundamental questions that will be the subject of this study: a) what exactly does it mean to indoctrinate? b) is education without indoctrination even possible?

scholarly journals Konsep Pendidikan Akhlak (Studi Pemikiran Ibnu Miskawaih dalam Kitab Tahzîb al-Akhlāq)

2017 ◽  
Vol 2 (1) ◽  
Author(s):  
Moslem Moslem
Keyword(s):  
Moral Education ◽  
The Other ◽  
Human Soul ◽  
Ethical Philosophy ◽  
Other Hand ◽  
Life Journey ◽  
The One ◽  
Practical Level

ABSTRACT Talking about the concept of morals, is something that can not be ignored just so much more to provide enlightenment for the students or educators in the field of moral education in particular. The figure of Ibn Miskawayh (his famous name) is one of the most important classical Muslim thinkers in the field of morals. He contributes greatly in drawing concrete formulations about the human soul or more precisely about the faculties of the human soul that help humans develop their moral potential. He examines morality very detailed, both on the theoretical and practical level, so that the concept is more of a rational ethic or ethical philosophy. This paper on the one hand wants to clarify the concept of moral education according to Ibn Miskawayh in his essay Tahzîb al-Akhlāq, on the other hand wants to clarify his life journey and the background of the writing of Tahzîb al-Akhlāq.Keywords: Moral education, Ibnu Miskawaih, Tahzîb al-Akhlāq

Meaning of Education in Contemporary Phenomenological Ontology – Eugen Fink and Emmanuel Levinas

Diogenes ◽  
2021 ◽  
Vol 29 (2) ◽  
Author(s):  
Stoyan Buchvarov ◽  
◽  
◽  
Keyword(s):  
Young People ◽  
Moral Education ◽  
Religious Education ◽  
Basic Principle ◽  
Emmanuel Levinas ◽  
The Other ◽  
Basic Method ◽  
Human Being ◽  
The World

This article discusses the problem of education according to E. Fink and E. Levinas. In Fink’s opinion, education should acquaint young people with basic phenomena of human being, and introduce them to the problems of the being as a whole, immortality, culture and history. The basic method that should be used in education is the game method. According to Levinas, education should acquaint young people with The Other, with its uniqueness and originality. Respect and preservation of otherness is the basic principle in his philosophy. Moral education can only be realized as religious education, and communication with The Other can be achieved though prayer. Religious education is what can introduce a person to the history and culture of the world.

scholarly journals PEDAGOGICAL VIEWPOINTS OF JEAN-JACQUES ROUSSEAU

2019 ◽  
Vol 34 (2) ◽  
pp. 579-584
Author(s):  
Bashkim Rakaj
Keyword(s):  
Physical Education ◽  
Art Education ◽  
Moral Education ◽  
History Of Education ◽  
The Other ◽  
Moral Concepts ◽  
Education Of Women ◽  
History Of ◽  
Good And Evil

Jean- Jacques Rousseau is one of the most prominent French Pedagogues, who had a tremendous influence that he considered that his influence was extremely great in the French Bourgeois Revolution. He is considered one of the most significant Personages in the history of education, including industrial and practical Art education (Pannabecker, R. John, 1995). He was especially familiar with the natural idea, where the education of children was based on nature; he made a request to go back to nature. Rousseau had dealt with various topics of education, including physical, intellectual, moral and job education. Rousseau, was of the opinion that children should be educated and fed by the Mother rather than the Nurse, and by the age of 2 the main focus should be on their physical education. He considered that by the age of twelve, there is no need for proper intellectual education, according to him this should begin after this age. Rousseau had a different view of men for the education of women, and according to him, girls should be educated to create families, caring for husband and children, and doing housework. Rousseau was against physical punishments, but he was for the natural punishment towards children. Rousseau, very importantly considered the moral education of children, but according to him, this education should begin when the child is mature and is able to understand the moral concepts According to Rousseau, the reason solely teaches us to know good and evil, our conscience, which makes us love one another and hate the other one, it is regardless from the reason but cannot grow strongly without its assistance (Rousseau, J, J.1889 ).

scholarly journals Moral education and development in Poland after 1989

2016 ◽  
Vol 6 (1-2) ◽  
pp. 69-77
Author(s):  
Joanna Mysona Byrska
Keyword(s):  
Moral Education ◽  
Catholic Church ◽  
The State ◽  
The Other ◽  
State Model ◽  
The Past ◽  
Current State ◽  
Education And Development ◽  
State Schools ◽  
The Catholic Church

Abstract This paper aims to show the development of moral education in Poland after 1989. The Catholic Church, family and schools are the most important things concerning moral education and development in Poland. . In the past, moral education in families and in state schools was different. The Catholic Church was, for many years, the anchor of freedom and Polish identity. By 1989, there were two models of education and moral development in Poland: the state model in the communist spirit and the Catholic Church with its Christian values. Individual families were in favor of one or the other. After 1989 everything changed and the state model became the same as the model of the Catholic Church and Polish families. In the paper, I will try to show how the current state of moral education in Poland and also I will try to present the changes that took place after 1989 in moral education.

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