scholarly journals RELATIONSHIP BETWEEN NATIONAL AND GENERAL VALUES IN HUMAN VIRTUES

2021 ◽  
Vol 9 (5) ◽  
pp. 1085-1090
Author(s):  
Zulfiyakhon Aripova Solizhonovna ◽  
Keyword(s):  
Human Behavior ◽  
Human Dignity ◽  
Spiritual Maturity ◽  
Point Of View ◽  
Human Values ◽  
The Sublime ◽  
Universal Values ◽  
Hearts And Minds

In this article, the eastern part of the individuals problems, the glorification and analysis of human dignity, the formation of a persons spiritual maturity, the formation of human behavior, the influence of the sublime values ​​of religion, national and universal values ​​on human values. From this point of view, it is important to instill in the hearts and minds of our children a love for the Motherland, respect for national and universal values, to warn and protect them from all calamities and influences that are alien to us, and to bring up our children in this spirit.

Ч. АЙТМАТОВДУН ЧЫГАРМАЛАРЫНДАГЫ ЖАЛПЫ АДАМЗАТТЫК БААЛУУЛУКТАРДЫН МААНИСИ ЖАНА ЖАШ МУУНДАРДЫ ТАРБИЯЛООДОГУ ОРДУ

2020 ◽  
pp. 164-167
Author(s):  
Айнура Байтокова
Keyword(s):  
Deep Understanding ◽  
Cultural Development ◽  
Point Of View ◽  
Human Values ◽  
Spiritual Values ◽  
Future Teachers ◽  
Youth Education ◽  
Spiritual World ◽  
Universal Values

Аннотация. Макала учурдагы актуалдуу проблемалардын бири болгон жаш муундарда жалпы адамзаттык баалуулуктарды тарбиялоо. Макалада Ч. Айтматовдун чыгармаларындагы баалуулуктардын мааниси жана алардын жаш муундарды тарбиялоодогу орду жөнүндө маселени козгойт. Өзгөчө жаңы социалдык экономикалык өзгөрүүлөр менен жаш муундардын адеп-ахлактык, руханий дүйнөсү өзгөрүүдө. Бул жагдайдан алып караганда коомдун социалдык-маданий жактан андан ары өнүгүүсү үчүн башкы бириктирүүчү факторлордон болуп жаш муундардагы жалпы адамзаттык баалуулуктарды калыптандыруу маселеси биринчи орунга чыгат. Болочок мугалимдердин кесиптик билим алуусунда жалпы адамзаттык баалуулуктарды терең түшүнүүсү, алардын келечектеги кесиптик даярдыгына жардам берет. Демек, аларга жалпы адамзаттык баалуулуктарды сиңирүү абдан маанилүү учур талабы экендигин көрөбүз. Түйүндүү сөздөр: жалпы адамзаттык баалуулуктар, адамгерчилик, адеп-ахлак, руханий баалуулуктар, учурдагы көйгөйлүү маселелер, жаш муундар, базар экономикасы ж.б... Аннотация. В статье затронута одна из актуальных проблем современности – достойное воспитание молодого поколения. Статья рассматривает проблематику воспитания молодежи и формирования общечеловеческих ценностей. В статье речь идет о роли произведений Чингиза Айтматова в воспитании молодежи. В условиях перехода в новый социально-экономический период меняется нравственно-духовный мир молодежи, в том числе у студентов. С этой точки зрения на первый план выходит задача формирования общечеловеческих ценностей, которые должны стать главным объединяющим фактором дальнейшего социокультурного развития общества. Обогащение опыта глубокого понимания общечеловеческих ценностей у будущих педагогов в профессиональном обучении способствует формированию подготовленности будущих педагогов профессионального обучения в будущем, также важно привить в них систему общечеловеческих ценностей. Ключевые слова: общечеловеческие ценности, гуманность, нравственно-этические принципы, духовные ценности, рыночная экономика. Annotation. the article touches on one of the pressing problems of our time - the decent education of the younger generation. The article considers the issues of youth education and the formation of universal values. The article deals with the role of the works of Chingiz Aitmatov in the education of youth. With the transition to a new socio- economic period, the moral and spiritual world of young people is changing, including among students. From this point of view, the task of creating universal human values comes to the forefront, which should become the main unifying factor in the further socio-cultural development of society. The enrichment of the experience of a deep understanding of human values in future teachers contributes to the formation of preparedness of future teachers of vocational training in the future, it is also important to instill in them a system of universal values. Keywords: universal values, humanity, thinker, wise, moral and ethical principles, spiritual values, market economy.

Prinsip Dasar Ekonomi Dan Bisnis Dalam Islam

AKADEMIKA ◽  
2015 ◽  
Vol 9 (1) ◽  
pp. 69-77
Author(s):  
Misbahul Khoir
Keyword(s):  
Economic Development ◽  
Economic System ◽  
Human Behavior ◽  
Business Performance ◽  
Positive Impact ◽  
Economic Life ◽  
Universal Values ◽  
The Government ◽  
Islamic Economic ◽  
And Behavior

In order for humans could reach the so-called falah (goodness), human behavior needs to be colored with the spirit and norms of Islamic economics reflected in its values. The principles and values of Islamic economics are considerably two inseparable things. The implementation of economic principles without being colored with values or values without being based on principles could keep people far away from their purpose, namely falah. The implementation of values not based on principles will tend to bring with it the normative economics, which would cause it trapped into injustice. While the implementation of values on the Islamic economic development is based on the five universal values, namely akidah (belief), 'adl (justice), nubuwwah (prophetic), khilafah (the government), and ma'ad (results). The five principles are used as the basis for building theories of Islamic economics. But strong and adequate theories not applied into a system will make the Islamic economics just as the study of science without giving positive impact on the economic life. Therefore, based on the five universal values, the three derivative principles should be built into the characteristics and the forerunner of the Islamic economic system. The Islamic economic system makes sure that there are no economic transactions that are contrary to the Shari'a. But business performance depends on the man behind the gun. For that reason, the economic actors within this framework could be held by non-Muslims. The Islamic economics could only be developed if the mindset and behavior of Muslims are already itqan (diligent) and ihsan (professional). It "may be" one of the secrets of the Prophet's statement, saying "Truly I was sent to perfect good character". Because good character could be an indicator of knowing good or bad behavior in determining both the success and the failure of business itself.

Reason, Development, and the Conflicts of Human Ends: Sir Isaiah Berlin's Vision of Politics

1980 ◽  
Vol 74 (1) ◽  
pp. 38-52 ◽  
Author(s):  
Robert A. Kocis
Keyword(s):  
Moral Development ◽  
Human Nature ◽  
Human Dignity ◽  
Active Participation ◽  
Human Interaction ◽  
Human Values ◽  
The Political ◽  
Positive Liberty ◽  
Political Question

At the root of the conflict between Berlin and his critics is a fundamental disagreement over the possibility of certainty and over the relation of human ends to politics. Gerald MacCallum's formalist critique obscures the political question of whose values a free person is at liberty to pursue. Macpherson's attempt to defend positive liberty as not rationalistic is shown to fail because he (a) conflates liberty with its conditions and (b) assumes a rational pattern to human moral development. And Crick charges Berlin with ignoring politics, understood as active participation in the polis. Finally, Berlin's conception of politics as a form of human interaction aimed at creating the conditions of human dignity in a situation where we sincerely disagree over the ends of life is shown to be an effort to liberate us to live life for our own purposes. Yet Berlin's defense of liberty is problematic because it is too skeptical; to overcome this difficulty, a non-teleological yet developmentalist account of human nature and a weakly hierarchical account of human values is suggested.

scholarly journals Kepentingan Pendidikan Humanistik dalam Pengembangan Psikologi

2020 ◽  
Vol 12 (1) ◽  
pp. 33
Author(s):  
Khairul Nizam Bin Zainal Badri
Keyword(s):  
Human Nature ◽  
Human Dignity ◽  
Psychological Development ◽  
Human Values ◽  
Humanistic Education ◽  
True Meaning ◽  
Human Intellect

This article aims to analyze the importance of humanistic education from a psychological standpoint. Humanistic education can be considered as a form of education that promotes positive psychological development. Through humanistic education, human dignity is elevated as much as human intellect can be, and thinking can be further developed. Humanistic education also enlivens human nature through the realization of one's existence. However, humanistic education must be in line with religion so that students will not be confused by the true meaning of freedom. True human values must be based on religion and not on mere logic

Reasons, Causes, and Intentional Explanation

1986 ◽  
Vol 8 (1) ◽  
Author(s):  
Frederick Stoutland
Keyword(s):  
Social Sciences ◽  
Human Behavior ◽  
Point Of View ◽  
The Social ◽  
Intentional Explanation ◽  
Covering Law ◽  
Causal Laws ◽  
Physical Laws ◽  
And Behavior

AbstractThe reasons-causes debate concerns whether explanations of human behavior in terms of an agent's reasons presuppose causal laws. This paper considers three approaches to this debate: the covering law model which holds that there are causal laws covering both reasons and behavior, the intentionalist approach which denies any role to causal laws, and Donald Davidson’s point of view which denies that causal laws connect reasons and behavior, but holds that reasons and behavior must be covered by physical laws if reasons explanations are to be valid. I defend the intentionalist approach against the two causalist approaches and conclude with reflections on the significance of the debate for the social sciences.

scholarly journals Justice Ontology; A Study of ‘Umar Ibn Al-Khaṭṭāb’s Ijtihād

Al-Ahkam ◽  
2021 ◽  
Vol 31 (1) ◽  
pp. 91-108
Author(s):  
Ahsan Dawi Mansur ◽  
Siti Murtiningsih
Keyword(s):  
Point Of View ◽  
Philosophical Theory ◽  
Theory Of Justice ◽  
Library Research ◽  
Universal Values ◽  
The Law

The paper was conducted to discover the nature of justice in the view of 'Umar Ibn Al-Khaṭṭāb and to reveal his ijtihād from the point of view of a philosophical theory of justice. This research includes philosophical research that is historical-factual about a character with the type of library research then analyzes and presents it in a descriptive form. This paper finds that the essence of justice in the view of 'Umar Ibn Al-Khaṭṭāb is acceptable behavior that is animated by the principle of equality. 'Umar Ibn Al-Khaṭṭāb has applied the principle of equality before the law. He treats reason and revelation in harmony and balance in his ijtihād. 'Umar Ibn Al-Khaṭṭāb drew inspiration from the intellect that Allah had given him by capturing universal values brought by the Koran, such as justice and equality, which are valid forever. This research contributes to the flexibility of 'Umar Ibn Al-Khaṭṭāb in ijtihād, which is imbued with the principle of equality.

The Philosophical Enquiry, theories of the sublime and the sister arts tradition

2018 ◽  
Author(s):  
Hélène Ibata
Keyword(s):  
Point Of View ◽  
Visual Artists ◽  
Verbal Representation ◽  
The Sublime ◽  
The Arts ◽  
Sister Arts ◽  
Isolated Point

This first chapter emphasises what Burke’s Enquiry owes to the existing discourse on the sublime (to Longinus and Addison in particular), in order to highlight its innovations, more specifically its aesthetically stimulating irrationalism and sensualism. It then focuses on Burke’s unique distinction between visual and verbal representation, his rejection of their common mimetic basis, and his argument that only the non-mimetic, suggestive medium of the verbal arts, language, may impart the sublime. At a time when parallels between the arts prevailed, this was an isolated point of view, which introduced a new paragone situation, and a challenge to visual artists. The end of the chapter examines a number of competing theories of the sublime that were compatible with painting, which makes it possible to enhance the specificity of the Enquiry and the paradox of its appeal to visual artists.

scholarly journals Geloofsvolwassenheid en Christelike spiritualiteit binne die knyptang van prestasiedruk tydens vroegbejaardheid

2005 ◽  
Vol 39 (3) ◽  
Author(s):  
D.J. Louw
Keyword(s):  
Old Age ◽  
Decisive Role ◽  
Spiritual Maturity ◽  
Christian Spirituality ◽  
Developmental Models ◽  
Related Research ◽  
Performance Pressure ◽  
The Sublime ◽  
Life Issues

Spiritual maturity and Christian spirituality within the crush between performance pressure and adjustment to early pre-elderliness In this article it is argued that a developmental understanding of the different stages of life is appropriate for a pastoral hermeneutical approach. In order to link spiritual maturity to life issues, both J. Fowler’s and E.H. Erikson’s developmental models are discussed. However, little attention has been given in existing subject-related research to the “in-between stage”: between performance and preparation for retirement. In order to focus a pastoral hermeneutics on the unique needs this phase has for Christian spirituality, it is argued that an understanding of the Biblical notion of parrhēsia can play a decisive role in helping people to discover continuity and courage “to be in order” and to cope with the eventual demands of old age. For this purpose a new aesthetics should be rediscovered: the existence of the sublime within the ridiculous. (The paradox of hope and beauty despite fraity and disfigurement.)

scholarly journals Prisoners' right to education: A philosophical survey

2014 ◽  
Author(s):  
John Vorhaus
Keyword(s):  
Human Rights ◽  
Human Dignity ◽  
Point Of View ◽  
Respect For Persons ◽  
Human Right ◽  
Right To Education ◽  
The Face ◽  
The Right ◽  
International Conventions ◽  
And Training

Article 26 of the Universal Declaration of Human Rights declares: 'Everyone has the right to education.' This implies that the right to education and training applies to all persons, including all persons in prison. This position is considered here from a philosophical point of view and it will receive some support. Yet it is not obvious that the position is correct, nor, if it is, how it is best explained. I will examine the basis for asserting a right to education on behalf of all prisoners, and consider what is required by way of its defence in the face of common objections. I illustrate how international conventions and principles express prisoners' right to education, and I look at how this right is defended by appeal to education as a means to an end and as a human right – required by respect for persons and their human dignity.

scholarly journals Autonomy and the Ownership of Our Own Destiny: Tracking the External World and Human Behavior, and the Paradox of Autonomy

Philosophies ◽  
2020 ◽  
Vol 5 (3) ◽  
pp. 12
Author(s):  
Lorenzo Magnani
Keyword(s):  
Human Behavior ◽  
Cognitive Processes ◽  
Human Dignity ◽  
Common Knowledge ◽  
External World ◽  
The Other ◽  
Moral Autonomy ◽  
The Political ◽  
Human Autonomy

Research on autonomy exhibits a constellation of variegated perspectives, from the problem of the crude deprivation of it to the study of the distinction between personal and moral autonomy, and from the problem of the role of a “self as narrator”, who classifies its own actions as autonomous or not, to the importance of the political side and, finally, to the need of defending and enhancing human autonomy. My precise concern in this article will be the examination of the role of the human cognitive processes that give rise to the most important ways of tracking the external world and human behavior in their relationship to some central aspects of human autonomy, also to the aim of clarifying the link between autonomy and the ownership of our own destinies. I will also focus on the preservation of human autonomy as an important component of human dignity, seeing it as strictly associated with knowledge and, even more significantly, with the constant production of new and pertinent knowledge of various kinds. I will also describe the important paradox of autonomy, which resorts to the fact that, on one side, cognitions (from science to morality, from common knowledge to philosophy, etc.) are necessary to be able to perform autonomous actions and decisions because we need believe in rules that justify and identify our choices, but, on the other side, these same rules can become (for example, as a result of contrasting with other internalized and approved moral rules or knowledge contents) oppressive norms that diminish autonomy and can thus, paradoxically, defeat agents’ autonomous capacity “to take ownership”.

Sign in / Sign up

Export Citation Format

Share Document