Implications for Moral Education of Some Current Conceptions of Morality

1974 ◽  
Vol 18 (3) ◽  
pp. 288-298 ◽  
Author(s):  
Brian V. Hill
Keyword(s):  
Moral Education ◽  
Ordinary Language ◽  
Ordinary People ◽  
A Value

Those who claim to have made discussion of moral education easier by establishing a value-free concept of morality appeal to ordinary language as justification. This article claims that the discourse of ordinary people conceals at least four significantly divergent conceptions, and shows how the implications for curriculum which flow from each of these differ seriously.

scholarly journals Education and Religion in Secular Age from an African Perspective

2018 ◽  
Vol 8 (4) ◽  
pp. 155 ◽  
Author(s):  
Paul Isaak
Keyword(s):  
Moral Education ◽  
Political Ideology ◽  
Religious Diversity ◽  
German Colonialism ◽  
A Value ◽  
The Face ◽  
African Perspective ◽  
The Republic ◽  
The Right ◽  
Secular State

In this article the author shall argue that before Namibian independence in 1990, Christianity was used by some as a weapon of breaking down, or as a tool of, colonialism, racism, and apartheid. In the name of a religious god unashamed acts of violence and wars were committed and resulted in genocide of 1904 to 1908. However, such brutalities did not conquer the African spirit of what is identified in this article as the Ubuntu (humaneness). Inspired by their sense of Ubuntu the Africans, in the face of German colonialism and the South African imposed Apartheid system, finally emerged victorious and accepted the model of religious pluralism, diversity, and the principle of African Ubuntu. We shall, furthermore, argue that the Namibian educational system and the Namibian Constitution, Articles 1 and 21, the Republic of Namibia is established as a secular state wherein all persons shall have the right to freedom to practise any religion and to manifest such practice. It means religious diversity and pluralism is a value, a cultural or religious or political ideology, which positively welcomes the encounter of religions. It is often characterized as an attitude of openness in a secular state towards different religions and interreligious dialogue and interfaith programs. As an example we shall focus on the subject of Religious and Moral Education where such religious diversity and pluralism are directly linked to political, social, and economic issues, as well as moral values.

scholarly journals Confucius' Thought of Education and Insights for Today’s Moral Education

2021 ◽  
Vol 2 (1) ◽  
pp. 01-07
Author(s):  
Tran Quang Bao Phuc ◽  
Khalida Parveen ◽  
Ha Thi Minh Tran ◽  
Anh Quynh Hoang
Keyword(s):  
Moral Education ◽  
Educational Leaders ◽  
Ordinary People ◽  
Educational Thought ◽  
Education Philosophy ◽  
The World ◽  
Global Understanding ◽  
Equality In Education ◽  
Practical Implications ◽  
Class Distinction

The present paper attempts to gain insights into Confucius' thought of education and to draw lessons for today’s education in the Industry 4.0 era. Confucius, the founder of Confucianism, deserves the world recognition as ‘the great exemplary teacher for generations’ for his dedication and contributions to education with respect to the role, aim, contents, and pedagogical methods of education. As per Confucius, education should be a universal right and not a privilege only to a group of people in society. The theory of ‘no class distinction in education’ soon initiates a real revolution in ancient educational thought, availing education to the broad masses of ordinary people. This radical thought is the greatest of all, attesting the importance of equity and equality in education to people from all walks of life. A synthesis of Confucius' thought of education from prior studies, thus, extends the existing literature on education philosophy and expands global understanding of the greatest educational thoughts of all time. These insights have practical implications for today’s educational leaders and policymakers alike.

The genealogical analysis of the HKSAR’s civic education policy

2015 ◽  
Vol 4 (2) ◽  
pp. 204-220 ◽  
Author(s):  
Steven Hung Chung Fun
Keyword(s):  
Moral Education ◽  
Civic Education ◽  
Historical Context ◽  
Harmonious Society ◽  
Historical Change ◽  
Content Type ◽  
Policy History ◽  
A Value ◽  
Knowledge Formation ◽  
The Government

Purpose – Civic education in Hong Kong is quite confusing nowadays. To understand the policy, it should be placed into the reality of its historical context. In addition, to read through the documentary presentation of policy, the policy’s proposal and its initiation should be understood with an understanding of contextual progress and historical change following the handover of sovereignty to China. The paper aims to discuss these issues. Design/methodology/approach – The genealogical knowledge of policy history is applied for the purpose of understanding civic education. The concepts of genealogy put forward present an anti-essentialist position and are opposed to focusing on a singular or dominant ideology. Findings – As the government-dominated power, any knowledge of civic education was bound to be nationally identified and patriotic for the purposes of strengthening nation-state awareness. Another approach of moral education was adopted that emphasized traditional Chinese cultures and values in order to cultivate a recognition of a harmonious society in students. Originality/value – The paper helps to analyse the government-dominated process of knowledge formation in a value setting.

Lytton Strachey's Conception of Biography

PMLA ◽  
1951 ◽  
Vol 66 (4) ◽  
pp. 295-315
Author(s):  
Charles Richard Sanders
Keyword(s):  
Human Beings ◽  
Ordinary People ◽  
The Past ◽  
A Value ◽  
Starting Point ◽  
The Gift ◽  
The Subject ◽  
The One ◽  
Point Of Reference ◽  
Individual Human

Human beings are too important to be treated as mere symptoms of the past. They have a value which is independent of any temporal processes—which is eternal, and must be felt for its own sake.“ These two sentences, embedded in the well-known Preface to Eminent Victorians, must always be the starting point and a constant point of reference in any discussion of Strachey's conception of biography. The basis of all good biography must be, he firmly held, the humanistic respect for men—men in their separateness as distinct from lower creatures and in their separateness apart from economical, political, ethical, and religious theories; men in their separateness as distinct from one another, men as individuals, various, living, free. It has been well said that Strachey wrote with ”a glowing conviction that character is the one thing that counts in life“ and with a realization that individual human beings, however simple they may appear, are enigmatical, complex, and compact of contending elements. Each person carries his secret within him, and the biographer is one who has the gift for discerning what it is. Hence individual human beings are not only highly important; they are also highly interesting. The puzzle which the biographer has to solve in dealing with ordinary people is fascinating enough; but when the subject is a great man, the biographer works with his problem in an atmosphere of intense excitement, for about all great men there is something wondrous and incredible.

scholarly journals On the Possible Forms a Relationship Might Take between the Moral Character of a Teacher and the Moral Development of a Student

2009 ◽  
Vol 111 (1) ◽  
pp. 1-26 ◽  
Author(s):  
Richard D. Osguthorpe
Keyword(s):  
Moral Development ◽  
Moral Education ◽  
Ordinary Language ◽  
Moral Character ◽  
Alternative Conceptions ◽  
Philosophical Tradition ◽  
Philosophical Inquiry ◽  
Primary Roots ◽  
The Relationship

Background/Context The claim of a relationship between a teacher's moral character and a student's moral development has its roots in a rich philosophical tradition. It is a tradition that maintains that the young acquire virtue by associating with virtuous people in a virtuous community. In this way, it is assumed virtue is acquired by example and imitation. Recently, this relationship has received increased attention from philosophers of education, who emphasize the importance of the moral character of the teacher in bringing about the proper moral development of the student. Purpose/Objective This article is an examination of the various forms that a relationship might take between the moral character of a teacher and the moral development of a student. It brings important distinctions to bear on the assumed relationship and sheds new light on the complexities of the relationship and its possible permutations. The purpose of this article is to better understand these complexities and suggest alternative conceptions of the relationship in question. Research Design The methods employed in this article are primarily philosophical and follow the analytic tradition. Analytic philosophy is primarily concerned with the analysis of meaning, and its primary roots are found in the works of Frege, Wittgenstein, Carnap, Russell, and Moore. The success of this type of philosophical inquiry rests on an ability to better understand the use of language. This article draws on the method of ordinary language and concept analysis, relying on the process of making distinctions and suggesting inconsistencies in the language used to describe the relationship in question. Conclusions/Recommendations The analysis shows that each of the forms a relationship might take is seemingly quite reasonable and sensible. However, it also concludes that none of these forms provides a definitive claim that a relationship does or does not obtain between the moral character of a teacher and the moral development of a student. The applications for research suggest that scholars pay closer attention to (a) the agency of students in this relationship, (b) the relative influence of a teacher's unintentional moral expressions, and (c) the role of modeling in moral education. These applications also point to an important possible shift in the conceptualization of moral education: toward morally good teaching (for its own sake) and away from teaching students to be morally good.

scholarly journals NILAI EDUKASI DALAM NOVEL PARTIKEL KARYA DEWI LESTARI (The Value of Education in Particle Novels by Dewi Lestari)

2021 ◽  
Author(s):  
Uniqbu
Keyword(s):  
Moral Education ◽  
Religious Education ◽  
The Novel ◽  
Cultural Education ◽  
Educational Value ◽  
A Value ◽  
Data Source ◽  
The Subject ◽  
Observation Method ◽  
Ways Of Life

The purpose of this study was to identify the educational value of the novel Partikel by Dewi Lestari. This type of research is descriptive qualitative with a dynamic structuralism approach. The method used in this research is the observation method with the note-taking technique. The data was collected by classifying and describing the elements of literary works that were the subject of the study which emphasized the values that exist in the novel Partikel. The data source is the novel Partikel by Dewi Lestari, while the research data is sentences, phrases, and words that contain an educational value. The results showed that the educational value contained in the novel Partikel by Dewi Lestari is 1) the value of religious education; 2) the value of moral education; 3) social education value is a value that teaches people to be better towards themselves, other people, animals, and nature. The educational value contained in the novel Partikel by Dewi Lestari includes attitudes and ways of life of a person such as being loyal to friends, tolerance, determination, helping and preserving animals and nature; 4) the value of cultural education.

Profit and Other Values: Thick Evaluation in Decision Making

2017 ◽  
Vol 27 (3) ◽  
pp. 353-379 ◽  
Author(s):  
Bastiaan van der Linden ◽  
R. Edward Freeman
Keyword(s):  
Decision Making ◽  
Profit Maximization ◽  
Ordinary Language ◽  
The Other ◽  
Knowing How ◽  
For Profit ◽  
Making Sense ◽  
A Value ◽  
The Many

ABSTRACT:Profit maximizers have reasons to agree with stakeholder theorists that managers may need to consider different values simultaneously in decision making. However, it remains unclear how maximizing a single value can be reconciled with simultaneously considering different values. A solution can neither be found in substantive normative philosophical theories, nor in postulating the maximization of profit. Managers make sense of the values in a situation by means of the many thick value concepts of ordinary language. Thick evaluation involves the simultaneous consideration of different values: making sense of a value always involves knowing how to engage with it given the other values in the situation. This also goes for profit: maximization is only one way of engaging with the value of profit, and grasping whether maximization is appropriate involves considering other values. We discuss some consequences of our approach for stakeholder theorists and profit maximizers.

scholarly journals The Significance of Context: Moral Education and Religious Education Facing the Challenge of Sustainability

2017 ◽  
Vol 8 (2) ◽  
pp. 24-37 ◽  
Author(s):  
Ole Andreas Kvamme
Keyword(s):  
Moral Education ◽  
Religious Education ◽  
Theoretical Approach ◽  
Common Ground ◽  
Ethical Values ◽  
School Subject ◽  
A Value ◽  
Interpretive Approach ◽  
Universal Values ◽  
Empirical Material

Abstract Education for sustainable development as presented by UNESCO involves a value dimension which is both pivotal and problematic. Pivotal, because values concern what matters to beings, problematic because the values brought forward are formulated as universal values, with the risk of suppressing the plurality of context. The first part of the article develops a theoretical approach for a research project on environmental ethical values in moral education which accommodates for both universality and context. While the scope is mainly theoretical, some empirical material is brought in to illustrate and exemplify. The school subject involved includes religious education, and the empirical material shows that religion is a part of the context. However, this aspect is not accentuated in the theoretical approach presented. The second part is a mediation between this theoretical approach on moral education and the interpretive approach addressing religious education. The aim is to explore common ground, uncover factual tension and reflect on how both moral education and religious education may contribute to environmental and sustainability education.

scholarly journals The Importance of Forming a Value-Based Attitude to the Heroic past Of the Ancestors through Spirituality among Modern Youth

2021 ◽  
Author(s):  
Marina Lvovna Vartanova
Keyword(s):  
Young Person ◽  
Human Society ◽  
Ordinary People ◽  
Legal Norms ◽  
Organic Unity ◽  
A Value ◽  
Urgent Task ◽  
Ideological Struggle ◽  
Independent Life ◽  
Historical Heritage

The most relevant and useful for today's Russia and its historical heritage is, first of all, the tradition of the organic unity of our peoples, which was developed and postponed in the course of our history as a result of everyday exercises in justice, mutual respect and harmony. Despite the fact that every Russian people has its own traditions, customs, languages, and heroic past – together they make up a common heritage. To revive it, to always remember it – and not lose sight of it – is the urgent task of time. We must believe that the troubled times, poverty and disenfranchisement of ordinary people-workers, disrespect for the moral and legal norms of human society are a temporary phenomenon. Its elimination consists in a good, comprehensive preparation of every young person entering an independent life. Our research has confirmed the assumption that in the conditions of today's acute ideological struggle for the minds and hearts of young people, it is necessary to turn to the her

scholarly journals Alternatif Strategi Penguatan Pendidikan Karakater melalui Pendekatan Broken Windows

2018 ◽  
Vol 6 (1) ◽  
pp. 161-180
Author(s):  
Sutomo Sutomo
Keyword(s):  
Character Education ◽  
Moral Education ◽  
Broken Windows ◽  
Early Prevention ◽  
Broken Windows Theory ◽  
A Value ◽  
The World ◽  
Education Today ◽  
Alternative Solutions ◽  
School Care

This paper discusses the strategy of strengthening the character education of learners through broken windows approach. Character education is interpreted as a value education, character education, and moral education, whose purpose is to develop the ability of learners to make a decision of the good and bad, to maintain goodness and to realize the good in their daily life deeply. The main problem faced in the world of education today is the decline of moral values ​​and character of learners, ranging from the level of primary education to secondary education. The problem is a very distant portrait of the educational character that we expect together, from the case of the students torturing the teacher to death, the learner challenges the teacher, the parents of the learners persecute the teacher, friend bullying, harassment, violence, brawl, etc. These events will certainly not happen if all the citizens of the school care and can prevent it from the beginning. Broken Windows Theory is one of the alternative solutions to the problems that are engulfing education in Indonesia. The strategy of using this theory is by making early prevention of negative behavior that is considered small but the beginning of a larger behavior. Application of Broken Windows theory in the world of education is expected to form learners with better character.

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