I. Kant’s Ethics: Freedom As the Aim of Moral Education

2021 ◽  
Vol 21 (1) ◽  
pp. 807-827
Author(s):  
Daeho Park
Keyword(s):  
Moral Education ◽  
Kant's Ethics

scholarly journals Study of Ethics and Human Rights in Western Schools and Discourse of Political Islam

2017 ◽  
Vol 9 (1) ◽  
pp. 130
Author(s):  
Mahya Rafiee Bandari
Keyword(s):  
Human Rights ◽  
Moral Education ◽  
Political Islam ◽  
Third Way ◽  
Good School ◽  
Moral System ◽  
Rights Discourse ◽  
The One ◽  
Kant's Ethics ◽  
Human Rights Discourse

According to the invariance of many provisions of Islamic teachings on the one hand and existence of interest on the other hand, political Islam by interpreting repeated primary and secondary rules meaning tries to strengthen Islamic state.Therefore, moral meaning and discourse of human rights concepts such as freedom, equality, justice and ... is different from many traditional and political jurists and implications in the moral bases at west (Kant’s own good school and school of profitability) and Western human rights. Accordingly, in this paper, we try that according to the views of Imam Khomeini as the founder of political Islam in Iranand Ayatollah Mesbah Yazdi as one of the most important theorists of this discourse that have different ideas about ethics and discourse concepts of human rights and explain the position of political Islam with regard to the domestic interests in the west moral education with an emphasis on Kant’s own good and utility schools and moral concepts of human rights.Now the question in study is that according to the ethics discourse of human rights concepts and some basic precepts of Islamic teachings, whether political Islam and more has functionality the consistency with Kant’s ethics or due to the use of evidence deemed, is consistent with profitability school or not or finally by rejecting the aforementioned schools, offers a third way? And according to his moral system in contrast to the concepts of human rights discourse, provides what position?

scholarly journals Pedagogika moralna Immanuela Kanta jako wyraz wychowania do odpowiedzialności

2019 ◽  
pp. 87-100
Author(s):  
Anna Nowicka
Keyword(s):  
Moral Responsibility ◽  
Moral Education ◽  
A Priori ◽  
Categorical Imperative ◽  
Moral Principles ◽  
The Status ◽  
Responsible Attitude ◽  
Kant's Ethics

The author discusses I. Kant’s pedagogical views and beliefs related to moral education. In particular, the author attempts to prove the thesis that, for Kant, all education and proper upbringing was ultimately linked with moral education and that moral education, in turn, was just education to responsibility. After a presentation of the main assumptions of Immanuel Kant’s ethics, the author proceeds to discuss the status of pedagogy within its framework as a science that aims at educating people and forms attitudes that were understood to involve meeting of one’s obligations expressed in the formula of the categorical imperative, and precisely based on making one to the influence of a priori moral principles and on practicing skills of making everyday use of them in different life situations. The author characterizes notions that are related in Kant’s philosophy to the problems of prospective and positive moral responsibility, and discusses how this philosophy responds to the problem of feasibility and ways of developing a responsible attitude in man. Further on, the author discusses in detail Kant’s pedagogy, i.e. attempts to discover the connective concepts necessary to understand how Kant perceived the educational reality within the context of responsibility, attempts to answer what its goal and essence are and what measures are to be taken to successfully achieve the goal. The considerations on the notion of responsibility and pedagogy in Kant’s thought are summarized in a brief presentation of its essential significance for the pedagogy of morality.

Kant's Doctrine of Virtue

2021 ◽  
Author(s):  
Mark Timmons
Keyword(s):  
Moral Education ◽  
Ethical Theory ◽  
Human Beings ◽  
Moral Law ◽  
Radical Evil ◽  
Perfect Duties ◽  
Philosophical Background ◽  
Metaphysics Of Morals ◽  
Kant's Ethics ◽  
Final Work

This book is a reader’s guide to Kant’s final work in moral philosophy, The Doctrine of Virtue, Part II of the 1797 Metaphysics of Morals. The guide has five parts plus a conclusion. Part I, “Background,” includes two chapters: 1. “Life and Work” and 2. “Philosophical Background.” Part II, “General Introduction to The Metaphysics of Morals,” covers the introduction to the entire work and includes three chapters: 3. “On the Idea of and Necessity for a Metaphysics of Morals,” 4. “Mental Faculties, the Moral Law, and Human Motivation,” and 5. “Preliminary Concepts and Division of the Metaphysics of Morals.” Part III, “Introduction to The Doctrine of Virtue,” includes four chapters covering Kant’s dedicated introduction to the Doctrine of Virtue: 6. “The Doctrine of Virtue as a Doctrine of Ends,” 7. “General Ends that Are Also Duties,” 8. “Radical Evil and the Nature of Virtue,” and 9. “The Science of Ethics.” Part IV, “The Doctrine of Elements,” is devoted to Kant’s system of duties of virtue that represents his normative ethical theory. It contains six chapters: 10. “Perfect Duties to Oneself as an Animal Being,” 11. “Perfect Duties to Oneself Merely as a Moral Being,” 12. Imperfect Duties to Oneself,” 13. “Duties of Love to Other Human Beings,” 14. “The Vices of Hatred and Disrespect,” and 15. “Friendship.” Part V, “The Doctrine of Methods of Ethics and Conclusion,” includes chapter 16 “Moral Education and Practice.” The book’s conclusion reflects on the significance of The Doctrine of Virtue for understanding Kant’s ethics.

An Annotated Conceptual Appetizer in Moral Education

PsycCRITIQUES ◽  
2008 ◽  
Vol 53 (39) ◽  
Author(s):  
Stephen A. Sherblom
Keyword(s):  
Moral Education

Nilai-Nilai Pendidikan Akhlak dalam Al-Qur’an

2018 ◽  
Vol 10 (2) ◽  
pp. 269-295
Author(s):  
Sri Waluyo
Keyword(s):  
Moral Education ◽  
Primary Source ◽  
Secondary Data ◽  
Primary Data ◽  
The Core ◽  
Primary Data Source ◽  
Before And After ◽  
Data Source

This paper discusses the content of Q.S. al-Baqarah ([2]: 67-73). The data used in the preparation of this paper is the data that is primary and secondary. The primary source is data obtained from the core source. In conducting a study of a verse, it is clear that the primary data source is derived from the Qur'an,precisely on Q.S. al-Baqarah ([2]: 67-73). Secondary data is dataobtained from other sources that are still related to the problemand provide interpretation of the primary source. The method usedin analyzing this paper is the tahlili method. This method describesthe meaning contained by the Qur'an, verse by verse, and letterafter letter according to the order in the Mushaf. The descriptionincludes the various aspects which the interpreted verses contain,such as the meaning of the vocabulary, the connotation of thesentence, the background of the verse down, its relation to otherverses, both before and after. And do not miss the opinion that hasbeen given regarding the interpretation of these verses, whetherdelivered by the Prophet, companions, the tabi'in, as well as othercommentators. This study shows that in Q.S. (2): 67-73) there arevalues of moral education which include: 1) morals in asking, (2)morals to parents, (3) patience of educators, (4) educator honesty,and (5) obedience of learners.

PEMIKIRAN PENDIDIKAN SPIRITUAL SYAIKH 'ABD AL-QADIR AL-JILANIY

ALQALAM ◽  
2015 ◽  
Vol 32 (1) ◽  
pp. 196
Author(s):  
Badrudin Badrudin
Keyword(s):  
Moral Education ◽  
Education System ◽  
Teaching Method ◽  
Moral Values ◽  
Islamic Education ◽  
Religious Leaders ◽  
Spiritual Education ◽  
Educational Materials ◽  
Educational Thought ◽  
The Core

The Principles of Islam requirehuman to maintain  and improve their moral values BuT in fact, many  Moslems  face problems of moral deteriora tion, crisis of beliefs, and moral decadence that happenin all aspects of life. This moral deterioration is often associated by  the  experts  of  education  with the failure of educat ion. The failure of education relates to the education system that has various components that affect each other. The elements needed in the education system are the goal of education , educators, students, tool s,  and  natural  surroundings. The results of this study indicate that the essence of  spiritual  learning obligations according to Syaikh 'Abd al-Qadir al-Jilaniy is araising the total of  truth towards  Allah SWT's path.  The aims of the learning areto implement knowledge and clean  the heart (tazkiyyah al-nafs) from worldly characters and the lust of dirtiness to ma'rifatullah. Spiritual educators are  those who  practice  the law of Allah, clean the heart and  guide  students to the  safety of life  in the Hereafter . Learners constantly face Allah and obey Him, do not meet the call besides Allah, listen  to  the  call  of  Allah  and implement everything stated in the Qur ·an  and  the  Prophet tradition. Teaching method used is the method of mau'izhah, sima',  ahwal ,   and   muhasabah  fial-nafs (introspection). Educational materials are  based  on  the  basics  of  spiritual education in the Qur'an, the Prothet tradition. and the opinion of Muslim religious leaders who have noble characters and integrate science.  Moral education  is  the core of Islamic education. The implications of the spiritual educational thought of Syaikh 'Abd al-Qadir al-Jilaniy toward the reality of Islamic education in Indonesia is the emphasis of moral education that leads to a balance relationship  between  the  exoteric  and esoteric aspects of the learning process.

The Role of Moral Education on the Dress Code in the Higher Learning Institution

Sains Insani ◽  
2016 ◽  
Vol 1 (1) ◽  
pp. 10-14
Author(s):  
Ira Meilita Ibrahim ◽  
Taufik A. Latif ◽  
Afi Roshezry Abu Bakar ◽  
Muthualagan Thangavelu
Keyword(s):  
Moral Education ◽  
Private University ◽  
Public University ◽  
Higher Learning ◽  
Private Institutions ◽  
Dress Code ◽  
Institutions Of Higher Learning ◽  
The World ◽  
Definition Of

The advancement of European dress to the rest of the world was linked to the definition of civilization as “a stage of social development considered to be more advanced” and “polite and good-mannered”. The widespread of their fashion style in the 19th and 20th centuries influenced the way the rest of the world attire. The fashion trend and dressing style thus change the purpose of dressing through time. The dressing style in campuses especially in private institutions of higher learning is under particular scrutiny, as it is often said to be inappropriate for a learning environment. This study looked at the importance of moral education, and its role in implementing the dress code for students among university students especially between two types of university i.e. public university and private university. It looked on the dressing style of students, both male and female, and the factors that lead to their dressing pattern which is common among students. This study also advocated the students’ understanding of the content of dress codes in their learning institution and the role played by moral education in regard to dress code. The overall study highlighted students’ perception towards the implementation of the dress code and punishment in their learning institution. The methodologies used to carry out this study are questionnaires and interviews. This study will therefore ascertain the important of dress code among students at higher learning institution and the role of moral education in cultivating values in order to dress properly or decently. Key Words: moral education, dress code, higher learning institution, civilization.

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