scholarly journals Ways of Building of Moral Intelligence for Creativity‧Character Education

2010 ◽  
Vol null (33) ◽  
pp. 197-226
Author(s):  
InJae Lee ◽  
정수연
Keyword(s):  
2006 ◽  
Vol 2006 (40) ◽  
pp. 13-16 ◽  
Author(s):  
Doug Lennick ◽  
Fred Kiel

2017 ◽  
Vol 44 (1) ◽  
pp. 83-100 ◽  
Author(s):  
Kimberly Hutchings

AbstractThis article uses the example of Wittgenstein’s decision to go to war in 1914 to frame a contrast between two different ways of thinking about moral stupidity and moral intelligence in relation to war, those of Jeff McMahan and Jane Addams. The article clarifies how pathways for thinking about the morality of war are blocked and enabled not only by different accounts of justice but also by different understandings of war. It is argued that if we want to be morally intelligent in our judgments about the ethics of war we should follow the pathway marked out by Addams and think less about justice and more about war.


Author(s):  
Mohammad Abdu Ahmed Al-Mekhlafi

This corelational study aimed at investigating the relationship between the moral intelligence of a group of Yemeni EFL student teachers and their academic achievement. It also aimed at finding out any statistically significant differences between the moral intelligence of the student teachers who are categorized into high and low achievers. One hundred and twelve Yemeni EFL student teachers of a third level in the teacher preparation program at the Department of English in the College of Education at Sana’a University in Yemen participated in this study. Their ages ranged between 21 and 25 years. Data were collected using a literature-based questionnaire. The results of this study show that the mean of the ten categories of the moral intelligence is 4.02 (80.4%) indicating a high degree of moral intelligence. The results show that there is no statistically significant differencesat the 0.05 level between the moral intelligence and academic achievement in the Morphology and Syntax course. The results also indicate that there are no statistically significant differences at the level of 0.05 between high and low achievers on nine categories of the moral intelligence. Furthermore, the results indicate that there are no statistically significant differences at the level of 0.05 between female and male student teachers on nine categories of the moral intelligence, namely: Faith, Honesty, Integrity, Courage, Discipline, Responsibility, Service, Kindness and Courtesy. The study findings confirm the previous studies and present some suggestions for further research.


2020 ◽  

Introduction and Objectives: Appropriate relationships in society are shaped based on healthy and intimate rapports in families. Divorce is regarded as one of the most important sources of damage to families and marriages. This study aimed to design and test a model to investigate the effect of moral intelligence and early maladaptive schemas on emotional divorce considering the mediating role of marital burnout in women referring to psychological centers in Ahvaz, Iran. Materials and Methods: The statistical population of this descriptive-correlational study included all the women referring to psychological centers in Ahvaz, Iran, during 2019. In total, 264 individuals were selected using the convenience sampling method. The data were collected using an emotional divorce questionnaire, moral intelligence scale, early maladaptive schemas, and marital burnout questionnaire. Furthermore, the proposed model was evaluated using a path analysis method. A bootstrap test was utilized to test the indirect relationships. Pearson correlation coefficient and path analysis through AMOS software were employed to examine the relationships among the variables. Results: The results of this study showed the significance of all direct paths of the early maladaptive schemas with emotional divorce. Indirect pathways were also significant through marital burnout with emotional divorce (P<0.001). Conclusion: The proposed model indicated an acceptable fit level and was regarded as an important step in recognizing the effective factors in the emotional divorce of women. Moreover, it can be useful as a model to develop stress management programs and control increased emotional divorce among women.


Author(s):  
Paul M. Blowers

This chapter argues that the Christian “tragical conscience,” as described in the preceding chapter, was a conscience that demanded its own “cleansing” (catharsis) and clarified moral vision, which further relied on the cultivation, psychologically and existentially, of a whole panoply of tragical emotions that enriched Christian response to real-life tragedies. The assessment here of the development of a Christian “tragical pathos” draws from Martha Nussbaum’s work on the “moral intelligence” of emotions in Hellenistic philosophy and from Robert Kaster’s identification of “emotional scripts” in Greco-Roman moral philosophy and ethics. The bulk of this chapter is devoted to early Christian reworking or “re-scripting” of the classic (Aristotelian) tragical emotions of fear and pity, fear being relativized and recontextualized in relation to the superior fear of God, and pity reframed as empathetic mercy. Christian moralists, moreover, expanded the repertoire of “tragical” emotions beyond fear and pity, especially by encouraging a whole gamut of emotions of grief (lamentation, compunction, etc.) that were pivotal in Christian response to the tragic realities of sin, suffering, loss, and death.


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