scholarly journals La construcción de la identidad personal como proyecto de educación moral. Supuestos teóricos y delimitación de competencias

10.14201/3033 ◽  
2009 ◽  
Vol 15 ◽  
Author(s):  
Antonio Bernal Guerrero
Keyword(s):  
Moral Education ◽  
Personal Identity ◽  
Moral Identity ◽  
Central Element ◽  
Nous Proposons ◽  
Moral Dimension ◽  
Educational Approach ◽  
Education Project ◽  
Essential Component ◽  
The Individual

RESUMEN: En este estudio, replanteamos, vinculándolo a su dimensión moral, el problema de la identidad personal. Analizamos los elementos esenciales para la comprensión del fenómeno moral y proponemos el reconocimiento de la identidad en sentido formal, fundamento para el reconocimiento de la identidad de los demás, como alternativa a la tradicional perspectiva sustancializadora y al enfoque posmoderno que propone su disolución. Desde esta fundamentación del constructo identidad personal, se plantea la posibilidad de la construcción de la dimensión moral como parte central de la configuración positiva, humanizadora, de la identidad de la persona. Como componente esencial de un proyecto de educación moral, tratamos de delimitar las competencias generales que configuran la identidad moral del sujeto. Desde un enfoque educativo que asume la complejidad y la incertidumbre de los fenómenos humanos, las competencias propuestas se dirigen a la construcción posible de una persona moralmente autónoma.ABSTRACT: This study approaches the problem of personal identity linked to its moral dimension. We analyse the elements that are essential for understanding the moral phenomenon and we propose the recognition of identity in a formal sense, the basis for the recognition of the identity of others as an alternative to the traditional substantialising focus and to the post-modern focus that proposes its dissolution. From this basis for the personal identity construct, we propose the possibility of constructing the moral dimension as a central element of the positive, humanising configuration of the individual. As an essential component of a moral education project, we try to define the general responsibilities that configure the subject's moral identity. The proposed responsibilities are directed towards the possible construction of a morally autonomous individual from an educational approach that is fully aware of the unpredictable nature of human phenomena.SOMMAIRE: Dans cette étude, nous posons une fois de plus, en le rattachant à sa dimension morale, le problème de l'identité personnelle. Nous analysons les éléments essentiels en vue de la compréhension du phénomène moral et nous proposons la reconnaissance de l'identité dans son sens formel, comme fondement de la reconnaissance de l'identité des autres, comme alternative au point de vue substancialisateur et d'une optique post-moderne qui propose sa dissolution. À partir du fondement de la constructivité de l'identité personnelle, on envisage la possibilité de la construction de la dimension morale comme partie centrale de la configuration positive, humanisatrice, de l'identité de la personne. Comme compétence essentielle d'un projet d'éducation morale, nous essayons de délimiter les compétences générales qui configurent l'identité morale du sujet. D'un point de vue éducatif qui assume la complexité et l'incertitude des phénomèmes humains, les compétences proposées visent à la construction possible d'une personne moralement autonome.

‘A Routh O’ Auld Nick-Nackets’ – the antiquarian collection of John Rae

2015 ◽  
Vol 36-37 (1) ◽  
pp. 163-183
Author(s):  
Paul Taylor
Keyword(s):  
United States ◽  
Nineteenth Century ◽  
Social Context ◽  
Moral Education ◽  
The United States ◽  
Representative Case ◽  
National Museums ◽  
The Individual ◽  
The University

John Rae, a Scottish antiquarian collector and spirit merchant, played a highly prominent role in the local natural history societies and exhibitions of nineteenth-century Aberdeen. While he modestly described his collection of archaeological lithics and other artefacts, principally drawn from Aberdeenshire but including some items from as far afield as the United States, as a mere ‘routh o’ auld nick-nackets' (abundance of old knick-knacks), a contemporary singled it out as ‘the best known in private hands' (Daily Free Press 4/5/91). After Rae's death, Glasgow Museums, National Museums Scotland, the University of Aberdeen Museum and the Pitt Rivers Museum in Oxford, as well as numerous individual private collectors, purchased items from the collection. Making use of historical and archive materials to explore the individual biography of Rae and his collection, this article examines how Rae's collecting and other antiquarian activities represent and mirror wider developments in both the ‘amateur’ antiquarianism carried out by Rae and his fellow collectors for reasons of self-improvement and moral education, and the ‘professional’ antiquarianism of the museums which purchased his artefacts. Considered in its wider nineteenth-century context, this is a representative case study of the early development of archaeology in the wider intellectual, scientific and social context of the era.

scholarly journals Phenomenological approaches to personal identity

2021 ◽  
Author(s):  
Jakub Čapek ◽  
Sophie Loidolt
Keyword(s):  
Personal Identity ◽  
Life Experiences ◽  
The Self ◽  
Special Issue ◽  
The Social ◽  
Phenomenological Perspective ◽  
Nineteenth And Twentieth Centuries ◽  
Continental Tradition ◽  
The Individual ◽  
Temporal Becoming

AbstractThis special issue addresses the debate on personal identity from a phenomenological viewpoint, especially contemporary phenomenological research on selfhood. In the introduction, we first offer a brief survey of the various classic questions related to personal identity according to Locke’s initial proposal and sketch out key concepts and distinctions of the debate that came after Locke. We then characterize the types of approach represented by post-Hegelian, German and French philosophies of the nineteenth and twentieth centuries. We argue that whereas the Anglophone debates on personal identity were initially formed by the persistence question and the characterization question, the “Continental” tradition included remarkably intense debates on the individual or the self as being unique or “concrete,” deeply temporal and—as claimed by some philosophers, like Sartre and Foucault—unable to have any identity, if not one externally imposed. We describe the Continental line of thinking about the “self” as a reply and an adjustment to the post-Lockean “personal identity” question (as suggested by thinkers such as MacIntyre, Ricœur and Taylor). These observations constitute the backdrop for our presentation of phenomenological approaches to personal identity. These approaches run along three lines: (a) debates on the layers of the self, starting from embodiment and the minimal self and running all the way to the full-fledged concept of person; (b) questions of temporal becoming, change and stability, as illustrated, for instance, by aging or transformative life-experiences; and (c) the constitution of identity in the social, institutional, and normative space. The introduction thus establishes a structure for locating and connecting the different contributions in our special issue, which, as an ensemble, represent a strong and differentiated contribution to the debate on personal identity from a phenomenological perspective.

Formation of spirituality, morality and patriotic feelings in children of primary school age

2021 ◽  
pp. 130-136
Author(s):  
Fatima Kh. Kirguevа ◽  
Natalia A. Perepelkina ◽  
Elita S. Tabolova
Keyword(s):  
Primary School ◽  
Moral Education ◽  
Semantic Content ◽  
School Age ◽  
Educational Work ◽  
Human Relationships ◽  
Patriotic Education ◽  
Moral Qualities ◽  
The Individual ◽  
Primary School Age

The article deals with the specific aspects of the formation of spirituality, morality and patriotic feelings in children of primary school age. Spirituality, morality, and patriotic feelings are unchangeable universal values that may sound different, but their semantic content is identical among different peoples. The formation of these values is possible already in primary school age. It is spiritual and moral education that sets the attitudes that affect the essence of human relationships. The personality becomes spiritually richer through the introduction of children of the first stage of education to spiritual and moral values, through the formation of an attitude to themselves and to other people, to the surrounding world as a value, the development of the consciousness of the younger student and his spiritual qualities. The formation of moral qualities in students of primary school age will be more productive when creating a number of pedagogical conditions, since they are the most manageable, aimed at forming a certain kind of relationship. The analysis of theoretical sources gives us a reason to conclude that the problem of the spirituality of the individual occupies one of the central places in the system of knowledge about a person, and has repeatedly become the object of research by philosophers, psychologists and teachers. In order to identify the pedagogical conditions for the formation of spirituality, morality and patriotic feelings in younger schoolchildren by determining the level of formation of these qualities in students, a study was conducted in MBOU Secondary School No. 20 in Mineralnye Vody, Stavropol Territory. The authors identified the criteria of educational work on the formation of patriotic feelings and determine the stages of patriotic education in children of primary school age.

A Psycho-Educational Approach to Coping with Failure Amongst Pupils

1982 ◽  
Vol 3 (4) ◽  
pp. 231-235 ◽  
Author(s):  
Ruth Engel
Keyword(s):  
General Model ◽  
Early Stage ◽  
Educational Approach ◽  
Long Run ◽  
The Future ◽  
Basic Objective ◽  
The Individual

In this paper I hope to explain the reasons for developing a method to provide the individual with tools to cope with failure at an early stage of his life; additionally, the general principles of that method will be formulated. Obviously, the basic objective is ultimately aimed at conditioning the child's thinking towards development of different attitudes in relation to failure situations. Success of the method, in the long run, depends upon the repetition of similar techniques, at least during the first years of the child's schooling. Thus we tend to believe that if we ‘instil’ in the child the proposed way of relating, he will then be able to cope not only with failure in the future but also with pressures exerted by unskilled teachers in school, who may use failure as a threat. As an additional alternative there is proposed a general model of treating children who have not been trained at an earlier stage to deal with failure within the school framework.

scholarly journals A categorical analysis of the «personality self-determination» concept in the context of the problem of students’ orientation towards moral self-determination

2021 ◽  
Vol 10 (3) ◽  
pp. 269-273
Author(s):  
Oksana Konstantinovna Pozdnyakova
Keyword(s):  
Moral Education ◽  
Value Orientations ◽  
The Self ◽  
Self Determination ◽  
Moral Choice ◽  
Moral Self ◽  
Categorical Analysis ◽  
The Individual ◽  
Level Of Analysis

The paper raises the problem of students orientation towards moral self-determination as one of the directions of moral education of students. The necessity of carrying out a categorical analysis of the personality self-determination concept to determine the content and methods of orientation of students towards moral self-determination is substantiated. Personality self-determination is considered at the philosophical, psychological and pedagogical levels of analysis. At the philosophical level of analysis, the essence of the personality self-determination phenomenon and the concept adequate to it is revealed; it consists in a persons choice of certain actions and deeds in a given situation; shows the role of moral choice in the self-determination of the individual. At the psychological level of analysis, the author substantiates the relationship between the self-determination of the individual and the system of his/her relations (to the surrounding reality, other people and himself/herself), which determine the content of the personalitys position. At the pedagogical level of analysis, the self-determination of a person is associated with his/her choice of values, the source of which is his/her needs. The paper argues that the self-determination of a person is both a process and a result of a persons choice of his/her own position, there is a choice of relations that form the content of a position, there is a choice of values, the focus on which constitutes the value orientations of a person, which become the core of self-determination. The author also has determined some practical pedagogical tasks, the solution of which is aimed at creating conditions for the orientation of students towards moral self-determination: the task of students moral principles development, which will ensure their choice of their position, goals and means of self-realization in life; the task of familiarizing students with the value of good, which is the essence of their ethical attitude to the world, to people and to themselves; the task of developing students ability to substantiate the foundations of moral choice and its principles to reflection.

scholarly journals The ethics of teacher and learner at Mekdad Yalgen and its educational applications: أخلاقيات المعلم والمتعلم عند مقداد يالجن وتطبيقاتها التربوية

2017 ◽  
Vol 1 (3) ◽  
Author(s):  
Hind Mohammed bin Abdullah Al Ahmad ◽  
Afnan bin Fahad bin Abdullah Al Rashed
Keyword(s):  
Conceptual Framework ◽  
Moral Education ◽  
Educational Thought ◽  
Educational Framework ◽  
Moral System ◽  
Educational Applications ◽  
Definition Of ◽  
The Individual

This study, entitled "The Ethics of the Teacher and the Learner at Mekdad Yalgen and its Educational Applications," included four chapters in addition to the list of references. The study aimed to identify the cultural, social and educational framework that influenced educational ideas at Mekdad Yaljin, and on the first and the first principles which are the starting points of the study. And the ethics of the teacher and its educational applications at Mekdad Yalgen, the ethics of the learner and its educational applications at Mekdad Yalgen, and on the most prominent ways to promote the moral and moral learners at Mekdad Yalgen. Studying the need to conduct an educational intellectual study that shows the importance of teacher and learner ethics in educational thinkers. In the second chapter, it contains the conceptual framework and previous studies. The study covered the conceptual framework of Mekdad Yalgen, his birth, his stages, his education, his efforts and his scientific achievements, and the King Phil Award, and the most important factors influencing his educational idea. The researcher sought to follow the relevant studies in Yaljin and studies related to the ethics of the teacher and the learner. The third chapter deals with the general principles of educational thought at Mekdad Yalgen starting with the theory of knowledge of its concept and its dimensions. Then, it tackles the concept of human nature and its components, then the Islamic moral system, the definition of morality and the place of ethics. In the fourth chapter: the researcher dealt with the ethics of the teacher and learner at Mekdad Yalgen and its educational applications. Hali included the importance of moral education and the role of Islamic moral education in the building of the individual, society and human civilization, and also contained the ethics of the teacher and the learner and its educational applications at Mekdad Balgin.

scholarly journals Two Major Elements of Life Recovery After a Disaster: Their Impacts Dependent on Housing Damage and the Contributions of Psycho-Behavioral Factors

2021 ◽  
Vol 16 (7) ◽  
pp. 1107-1120
Author(s):  
Shosuke Sato ◽  
Ryo Ishibashi ◽  
Motoaki Sugiura ◽  
◽  
Keyword(s):  
Factor Analysis ◽  
Emotional Regulation ◽  
Demographic Factors ◽  
Well Being ◽  
Major Elements ◽  
Behavioral Factors ◽  
Educational Approach ◽  
Tsunami Disaster ◽  
Housing Recovery ◽  
The Individual

Clarification of the individual factors determining the speed and quality of life recovery after massive disasters is crucial in assessing the vulnerability and resilience of individuals and communities. The research, however, remains in its infancy in that the index of life recovery per se is yet to be established; researchers have utilized different sets of variables, and their importance seems to vary across recovery phases potentially reflecting the change in housing situation. In addition, previous research on promoting factors of life recovery has primarily focused on demographic factors and inadequately addressed the psychological and behavioral factors, which has large educational and cultural implications. In this study, to address these two issues, we analyzed the survey data of the 2011 Great East Japan Earthquake and Tsunami disaster. First, from the multiple questionnaire items relevant to the situations of life recovery, we extracted the major elements by factor analysis and investigated their relationship to subjective sense of life recovery. At this time, we compared the relationships obtained between victims who lost their housing and those who did not. Then, we examined the psycho-behavioral as well as demographic factors promoting these life-recovery elements. The factor analysis provides two recovery elements: Well-being (health and social connections) and Housing Recovery (integrity of residential environment). The main determinant of subjective sense of life recovery was the housing recovery element for victims who had lost their houses, while it was the well-being element for those who did not experience housing loss. Among the demographic factors, a robust effect of income on the housing recovery element was identified in both victim groups while the effect of age and household structures on the two elements varied between groups. We clarified that different psycho-behavioral factors promoted two life-recovery elements. Across groups, contribution of leadership to the housing recovery element and that of neuroticism (negative), emotional regulation, and active well-being to the well-being element were identified. The former finding is consistent with the importance of consensus building in housing reconstruction, and the latter may reflect the role of common psycho-behavioral capacity oriented to individuals’ well-being including social aspects. The two life-recovery elements and their promoting factors thus identified may provide a parsimonious macroscopic framework for the evaluation and promotion of life recovery from disasters, and have practical utility for an educational approach to strengthening community resilience.

scholarly journals REPORT BETWEEN SOCIAL ETHICS AND PERSONAL MORALS IN OUR DAYS

2019 ◽  
Vol 34 (6) ◽  
pp. 1737-1741
Author(s):  
Rita Loloçi ◽  
Orneda Gega Hoxha
Keyword(s):  
Moral Education ◽  
Social Ethics ◽  
Real Life ◽  
Human Society ◽  
Legal Rules ◽  
Or Groups ◽  
Traditional Societies ◽  
The Individual ◽  
Contemporary Development ◽  
Personal Ethics

In this study, we will try to explain the correlation that exists between social ethics and personal ethics. Today’s challenges of human society in the field of ethics, morality and consciousness are not the same in different eras and in nations or groups of states. All three of these domains move more slowly than other processes, but are indispensable in everyday life. State authority in constantly way strive to create legal rules, but their non-compliance with ethic, principles of morality and conscience create major problems in contemporary development. Rapid contemporary developments, especially those in the field of technology and science have brought other concepts to social and personal ethics, but the necessity of their presence always adapting to other conditions has been felt. Today’s man seeks to understand it more in the form of ethics and social education. For example: nudity, morality principles to this phenomenon have changed from generation to generation, once considered shame and today as something private. The reality of the moral and conceptual problems that human and society have had over law, the rights and ethics have changed, concepts have been overthrown, and the way how people have been judged for different situations has evolved. Individual’s education in the traditional societies have been very important issue in his/ her life. That was a lifelong learning process instead. Education’s main purpose was to help the individual during his/her life so that he/she was not only responsible and aware of the environment, but to prepare the individual to fit into real life. In the actual society there are different points of views as far as the moral and civilizing education bonds are concerned. A mutual environment asks for mutual values, but on the other hand it is assumed the need to understand, accept and support even the values which may be different from the individual ones. In other words, the civil education has to treat moral as a separate issue, even though there are different opinions like: moral is a personal choice, moral is given by God, moral is a social agreement, etc. What we should emphasize is the fact that dealing with similar points of view is as important as debating against the opposite ones. It would be very positive if this could be achieved for a common understanding. But does everyone understand what moral, social and personal ethic is? Another question adds to this one: How is the problem of moral going to be treated? And is it necessary to set tasks or duties on moral as well? What features must moral education have in a view of the evolution of society as whole in terms of a new worldview? Today humanity is on the rise and is heading towards great organisation, but one must keep in mind that within this uniformity there is also diversity to be respected. The new worldview must be open to new progress and thinking not only from the content but also from the form.

scholarly journals MODERATION EFFECT OF MORAL OBLIGATION ON STUDENT’S INTENTION TOWARDS ACADEMIC DISHONEST BEHAVIOUR: THE CASE OF PUBLIC UNIVERSITIES IN GHANA

2021 ◽  
pp. 24-27
Author(s):  
YAYRA DZAKADZIE
Keyword(s):  
Moral Education ◽  
Undergraduate Students ◽  
Academic Dishonesty ◽  
Moral Obligation ◽  
Structural Equation ◽  
Process Analysis ◽  
Moderation Effect ◽  
Undergraduate University Students ◽  
The Individual ◽  
Conditional Process Analysis

The study examined the moderation effect of moral obligation on students’ intention towards academic dishonest behaviour. A survey-inferential design was used to randomly sample the views of 1,200 undergraduate university students. A structured questionnaire was used to collect. Structural Equation Modelling (SEM) and Conditional Process Analysis (CPA) were used for the analyses. Moral obligation statistically significantly moderated the intention to engage in academic dishonesty.  It was concluded that an intention to engage in academic dishonesty decrease as moral obligation increases in the individual students. It was recommended that university authorities should introduce moral education as a core course among undergraduate students. This would instill in them a higher moral obligation in order to curb the academic dishonesty menace.

scholarly journals A STUDY ON AGGRESSIVE BEHAVIOUR AND EMOTIONAL MATURITY OF ADOLESCENT STUDENTS

2018 ◽  
Vol 6 (7) ◽  
pp. 10-15
Author(s):  
Mary Jeba N
Keyword(s):  
Aggressive Behavior ◽  
Moral Education ◽  
Aggressive Behaviour ◽  
Great Role ◽  
Anova Analysis ◽  
Emotional Maturity ◽  
Adolescent Students ◽  
The Mean ◽  
The Individual

The study intended to find out any relationship between aggressive behavior and emotional maturity of adolescents. Aggressive behavior is the reactionary and impulsive behaviour. The role of education is the modification of behaviour of the individual. So, school has a great role in mending the behaviour of the students. Moral education and mediation can be given to students. This may help them to get rid of the aggressive behaviour. The investigator used the mean, standard deviation, t-test and ANOVA (analysis of variance) to analyze the data and results were tabulated. The adolescent students show more aggressive behaviour than emotional maturity.

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