The Moral Formation of Descartes’ Meditations

2022 ◽  
pp. 1-14
Author(s):  
Samuel A. Stoner
Keyword(s):  
Moral Formation

History among the Junipers: Hosea 14:2–10 as Metahistoriography

2019 ◽  
Vol 63 (1) ◽  
pp. 105-116
Author(s):  
Mark W. Hamilton
Keyword(s):  
Decision Making ◽  
Moral Formation ◽  
Divine Agency ◽  
Human Decision

Abstract The dual endings of Hosea promoted reflection on Israel’s history as the movement from destruction to restoration based on Yhwh’s gracious decision for Israel. It thus clarifies the endings of the prior sections of the book (chs. 3 and 11) by locating Israel’s future in the realm of Yhwh’s activities. The final ending (14:10) balances the theme of divine agency in 14:2–9 with the recognition of human decision-making and moral formation as aspects of history as well. The endings of Hosea thus offer a good example of metahistoriography, a text that uses non-historiographic techniques to speak of the movements of history.

Moral Formation in Christ, the Beautiful Beloved

2017 ◽  
Author(s):  
Sarah Stewart-Kroeker
Keyword(s):  
Holy Spirit ◽  
Human Beings ◽  
Moral Formation ◽  
Way Of Life ◽  
The Holy Spirit ◽  
In Christ ◽  
Loving Relationship ◽  
Falling In Love

Christ’s healing of humanity consists, crucially, in forming human beings for loving relationship with himself and others. In this respect, Christ also takes the role of the beautiful beloved. Believers become pilgrims by falling in love with the beautiful Christ by the initiative of the Holy Spirit, who cleanses their eyes to see him as beautiful and enkindles desire in their hearts. By desiring and loving the beautiful Christ, the believer is conformed to him and learns to walk his path. Desiring the beautiful Christ forms a believing community shaped aesthetically and morally for a particular way of life: pilgrimage to the heavenly homeland. Formation is both earthly and eschatological, for so too is the journey and the activity of the pilgrim.

Humanism, the Bible, and Erasmus’s Moral World Order

2018 ◽  
Author(s):  
Xavier Tubau
Keyword(s):  
Fifteenth Century ◽  
Just War ◽  
Historical Context ◽  
Just War Theory ◽  
World Order ◽  
Moral Order ◽  
Moral Formation ◽  
The Bible ◽  
Moral World

This chapter sets Erasmus’s ideas on morality and the responsibility of rulers with regard to war in their historical context, showing their coherence and consistency with the rest of his philosophy. First, there is an analysis of Erasmus’s criticisms of the moral and legal justifications of war at the time, which were based on the just war theory elaborated by canon lawyers. This is followed by an examination of his ideas about the moral order in which the ruler should be educated and political power be exercised, with the role of arbitration as the way to resolve conflicts between rulers. As these two closely related questions are developed, the chapter shows that the moral formation of rulers, grounded in Christ’s message and the virtue politics of fifteenth-century Italian humanism, is the keystone of the moral world order that Erasmus proposes for his contemporaries.

scholarly journals Science, virtue, and moral formation

2018 ◽  
Vol 47 (3) ◽  
pp. 267-271
Author(s):  
Timothy S. Reilly ◽  
Thomas A. Stapleford
Keyword(s):  
Moral Formation

scholarly journals PERAN ORANGTUA TERHADAP PERKEMBANGAN MORAL ANAK DALAM KELUARGA MORAL DEVELOPMENT OF CHILDREN THROUGH THE ROLE OF PARENTS IN A FAMILY

2017 ◽  
Vol 3 (2) ◽  
Author(s):  
Ahmad Yanizon
Keyword(s):  
Moral Development ◽  
Intellectual Development ◽  
Moral Vision ◽  
Moral Formation ◽  
Low Level ◽  
Parents And Children ◽  
The Family ◽  
The World ◽  
Role Of Parents

Perkembangan moral pada masa kanak-kanak masih dalam tingkat yang rendah. Hal ini disebabkan karena perkembangan intelektual anak-anak belum mencapai titik di mana ia dapat mempelajari atau menerapkan prinsip-prinsip abstrak tentang benar dan salah. Orang tua merupakan tempat pertama terbentuknya moral anak. Kasih sayang yang diberikan orang tua terhadap anak, membangun sistem interaksi yang bermoral antara anak dengan orang lain. Hubungan dengan orang tua yang hangat, ramah, gembira dan menunjukkan sikap kasih sayang merupakan pupuk bagi perkembangan moral anak. Dengan demikian, maka penting sekali peranan orang tua di keluarga dalam perkembangan moral anak, karena orang tua merupakan pendidik pertama yang diterima anak ketika mereka terlahir kedunia. Adapun peran orang tua dalam pembentukan moral anak dilihat dari pegembangan pandangan moral, perasaan moral dan tingkah laku moral. Ketiga unsur tersebut terbentuk dari interaksi orang tua anak dalam keluarga yang berlangsung dari anak-anak hingga dewasa. Oleh karena itu, sudah seharusnyalah orang tua berperan sebagai teladan yang baik di keluarga untuk menjadi contoh bagi anak-anaknya.Kata Kunci: Moral, Peran Orang Tua Moral development in childhood is still in a low level. It is because of the children’s intellectual development has not already reached the level where he is able to learn or apply the abstract principles about right and wrong things. Parental is the first point of children’s moral formation. Parents’ Affection toward children, build their moral interaction systems. A warm, friendly, happy relationship and affection between parents and children are children’s moral development fertilizer. Thus, parents’ roles toward children’s moral development are very essential, because parents are the first educators for children when they got born into the world. Parents’ roles toward children’s moral formation are viewed from children’s developing moral vision, a sense of morality and moral behavior. These three elements were formed from parents and children’s interaction in a family since childhood to adulthood. Therefore, it is a must for parents to figure well in the family to be as a good example for their children.Keywords: Moral, Parents’ Role  

scholarly journals TAREKAT �ALAWIYYAH DI KALIMANTAN SELATAN: Sebuah Telaah Unsur Neo-Sufisme dalam Tarekat

2017 ◽  
Vol 10 (1) ◽  
Author(s):  
Abdul Hakim
Keyword(s):  
Social Activity ◽  
Essential Element ◽  
Moral Formation ◽  
Moral Aspect

As a known tarekat, the tarekat 'Alawiyah basically insists on planting experience of shariah and noble character. Tarekat Alawiyah in South Kalimantan taught by teacher Bachiet also emphasized the moral aspect of his disciples. Moral formation was through the Majelis taklim assemblies. Among its activities are sympathize widows, orphans and habaib. The establishment of moral and social activity is an essential element in the neo-Sufism. In addition, remembrance and carried muraqabah also an element of neo-Sufism. But the use of the dzikir of isim mufrad and dhamir "Hua" is the influence of philosophical sufism is mostly found in South Kalimantan. Practice of the tarekat by taking account of social activity are part of the neo-Sufism that need to be developed, so that they practice this Sufism (the tarekat) is also directly involved with issues facing today's society.

scholarly journals FUNGSI TASAWUF TERHADAP PEMBENTUKAN AKHLAK (ETIKA) KERJA:Studi pada Murid Tarekat Qadiriyah Naqsyabandiyah di Kota Pontianak Kalimantan Barat

2016 ◽  
Vol 24 (2) ◽  
pp. 115-138
Author(s):  
Fatmawati Fatmawati
Keyword(s):  
Sociology Of Religion ◽  
Research Data ◽  
Qualitative Approach ◽  
Moral Formation ◽  
Work Activities ◽  
Appropriate Behavior ◽  
Spiritual Dimension ◽  
Relevant Today ◽  
Islamic Values ◽  
Descriptive Method

Abstract: Every adult male who works with various types of background work is a form of responsibility to provide for his family members . Observing one's work activities , this study analyzed the work activities on college institutes followers of Qadiriyah Naqsyabandiyah (QN) in Pontianak city. The research analyzes using perspective of Sociology of Religion , how functions can Sufism moral formation (ethics ) working his followers . Furthermore, this study used a qualitative approach comes with a descriptive method. Networking research data using the snowball technique in college institutes informant followers of Qadiriyah Naqsyabandiyah As-Salam and An-Nuur in Pontianak city QN flow assuming a more dominant in Pontianak. The next stage of data were analyzed using qualitative analysis. The results of the research—stageportrait of detainees practice Sufism by iḥsān; students were guided by mursyid (teacher like procession allegiance) and remembrance procession done consistently implications for morality (ethics) work has a spiritual dimension and Islamic values. Morality (ethics) refers to the working properties such as the nature of the Prophet Muhammad,ṣiddiq (right ), amanah (trust), faṭanah (intelligence) and tablīgh (sermons/promotion) which is still relevant today. When performing work activities of Qadiriyah Naqsyabandiyah (QN)followersfeel have the power within themselves so that they always feel to be watched. They are careful in their work and always maintain appropriate behavior Islamic morality . Abstrak: Setiap laki-laki dewasa yang bekerja dengan berbagai latar belakang jenis pekerjaan adalah sebagai bentuk tanggung jawabnya untuk memberi nafkah anggota keluarga¬nya. Mencermati aktivitas kerja seseorang, kajian ini meng¬analisis aktivitas kerja pada pengikut perguruan tarekat Qadiriyah Naqsyabandiyah (QN) di kota Pontianak. Adapun pisau analisis penelitian menggunakan persfektif Sosiologi Agama, bagimana fungsi tasawuf dapat pembentukan akhlak (etika) kerja para pengikutnya. Selanjutnya penelitian ini menggunakan pendekatan kualitatif dilengkapi dengan metode deskriptif. Penjaringan data penelitian ini meng¬gunakan teknik snow ball yakni pada informan pengikut perguruan tarekat Qadiriyah Naqsyabandiyah As-Salam dan An-Nuur di kota Pontianak dengan asumsi aliran QN lebih dominan di Pontianak. Tahapan selanjutnya data dianalisis dengan menggunakan analisis kualitatif. Hasil penelitian mengambarkan tahapan-tahahan pengamalan tasawuf oleh ikhsan/murid yang dibimbing oleh mursyid/guru seperti prosesi bai’at (ikrar) dan prosesi zikir yang dilakukan secara konsisten berimplikasi pada akhlak (etika) kerja yang mempunyai dimensi spiritual dan nilai-nilai Islami. Akhlak (etika) kerja merujuk sifat-sifat Nabi Muhammad Saw seperti sifat ṣiddiq(benar), amanah (tangungjawab), faṭanah (kecerdasan) dan tablīgh (promosi) yang masih relevan hingga kini. Ketika melakukan aktivitas kerja para pengikut QN merasa mempunyai kekuatan spiritualdi dalam dirinya, yakni merasa selalu ada yang mengawasi. Mereka berhati-hati dalam bekerja dan selalu menjaga perilakunya sesuai akhlak Islami. Keywords: tasawuf, tarekat, akhlak, etika.

scholarly journals FILOSOFIA DA EDUCAÇÃO NO CONTEXTO DE ERASMO DE ROTTERDAM E ROUSSEAU

2015 ◽  
Vol 22 ◽  
pp. 88
Author(s):  
Sidnei Francisco do Nascimento
Keyword(s):  
Teaching Methods ◽  
Philosophy Of Education ◽  
Moral Formation ◽  
Good Education

Erasmo e Rousseau concordavam com o cuidado que os pais deveriam ter com a escolha da ama de leite. Criticavam o despotismo dos professores e o método de ensino que não respeitasse a liberdade e a individualidade da criança. Propagavam uma religiosidade sincera e interior sem ritos e formalismos e concebiam como princípio de uma boa educação a formação intelectual e moral baseada em suas concepções sobre a natureza.Palavras-chave: Erasmo. Rousseau. Religião. Educação. Razão. Natureza. PHILOSOPHY OF EDUCATION IN THE CONTEXT OF ERASMUS OF ROTTERDAMAND ROUSSEAUAbstract: Erasmus and Rousseau agreed in relation to the caution that parents should have when choosing awet-nurse. They criticized teachers’ despotism and teaching methods that did not respect the children’s freedom andindividuality. They spread an inner and sincere religiosity, without rites and formality and understood as the principlefor good education the intellectual and moral formation that was based on their conception on nature.Keywords: Erasmus. Rousseau. Religion. Education. Reason. Nature. FILOSOFIA DE LA EDUCACIÓN EN EL CONTEXTO DE ERASMO DE ROTTERDAM Y ROUSSEAUResumen: Erasmus y Rousseau estuvieron de acuerdo con la atención que los padres deben tener la opción de nodriza. Criticado el despotismo de los profesores y el método de enseñanza que no respeta la libertad y la individualidad del niño. Se propaga una religiosidad sincera e interior sin ritos y formalidades y concebido como un principio de una buena educación la formación intelectual y moral basado en sus puntos de vista sobre la naturaleza.Palabras-clave: Erasmus. Rousseau. La religión. La educación. La razón. La naturaleza. 

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