scholarly journals Children’s moral culture in the context of the Christian-anthropological worldview

2020 ◽  
Vol 48 (6) ◽  
pp. 55-66
Author(s):  
Tamara I. Berezina ◽  
◽  
Olga L. Kameneva ◽  
Elena N. Fedorova ◽  
◽  
...  
Keyword(s):  
General Education ◽  
Individual Autonomy ◽  
Ethical Guidelines ◽  
Theoretical Understanding ◽  
Moral Culture ◽  
Ethical Thought ◽  
Weekend Schools ◽  
Sacrificial Love ◽  
Definition Of ◽  
The Individual

Introduction. The themes of good and evil, familiarizing the younger generation with the universal values of Good, Truth, and Beauty have been in the focus of the world pedagogical and ethical thought since ancient times, but are especially relevant in the modern era of the postmodern discrediting of all standards. The research purpose is to form a more complete theoretical understanding of the problem of the formation of children’s moral culture in the light of the Christian-anthropological worldview and the patristic doctrine of virtues. Materials and methods. The study was conducted using general scientific theoretical methods: hermeneutic analysis, generalization, synthesis, abstraction, induction and deduction, interpretation of results. Results. As a result of the study, the following definition of the phenomenon of “moral culture” in the context of the Christian-anthropological worldview was given. Moral culture is a system of moral and ethical guidelines and personality traits based on absolute moral values and Christian virtues: abstinence, chastity, mercy, meekness, joy, courage, humility, and love. Moral culture is manifested in the moral behavior and actions of a person and determined by the moral consciousness of an individual striving for self-improvement, heartfelt purity, and good deeds – through the feat of Christian life, overcoming vices and passions. Researchers come to the conclusion that the highest Christian virtue – sacrificial love for God and people – is impossible without the virtue of humility, which is considered in moral theology as a measure of holiness, the foundation of the entire structure of a person’s spiritual and moral life. Discussion and conclusion. Moral culture formation is of intimate and discrete nature, it continues throughout a person’s life, representing its highest goal and ideal. Morality cannot be formed, assimilated exclusively by external influence, it is based on the individual autonomy, the synergy of a person’s own efforts, and the action of Divine grace. Researchers conclude that moralization and moral terror are unacceptable in the formation of children’s moral culture. The research results can be taken into account in the practical activities of teachers working in Orthodox general education and weekend schools, as well as in family education.

Academic Orientation as a Function of Moral Fit: The Role of Individualizing Morality

2022 ◽  
pp. 003804072110724
Author(s):  
Kerby Goff ◽  
Eric Silver ◽  
Inga Dora Sigfusdottir
Keyword(s):  
Cultural Capital ◽  
Education System ◽  
Individual Autonomy ◽  
Moral Foundations ◽  
Education Systems ◽  
Moral Culture ◽  
Cultural Fit ◽  
Academic Orientation ◽  
The Individual ◽  
Culture Of Education

Researchers have studied academic orientation—students’ valuing of and commitment to education—as in part a function of a cultural fit between students’ cultural capital, competencies, identity, and the institutional culture of the education system. Recent research on students’ aspirations and commitment highlights the moral undertones of such cultural fit. Scholars have identified the perceived moral connotations of becoming “an educated person” and illustrated how students’ academic orientation may be intertwined with the unique moral culture of the education system. Neoinstitutional scholars have examined modern education systems’ emphasis on an individualizing type of moral culture, that is, an institutional moral culture emphasizing individual autonomy, rights, and achievement over traditional mores, knowledge, and social hierarchies. Scholars have yet to bridge these streams of research by examining the link between students’ personal moral culture and the institutional moral culture of education systems. In this study, we consider whether students whose moral orientation matches the individualizing moral culture of education systems are more academically oriented. We conceptualize this link as moral fit, and we use moral foundations theory to identify students’ personal moral culture. Analysis of a unique sample of students drawn from all secondary schools in Iceland (N = 10,525) shows (1) individualizing moral intuitions (those that emphasize the individual as the basic moral unit) are associated with a greater academic orientation, net of parental involvement, cultural capital, and other important controls, and (2) this association is only lightly moderated by differences in the school structure.

Impact Erasure

2017 ◽  
Author(s):  
Andrea Bachner
Keyword(s):  
Twentieth Century ◽  
Human Body ◽  
Ethical Thought ◽  
Early Twentieth Century ◽  
Late Nineteenth ◽  
Definition Of ◽  
The Individual

This chapter analyzes the use of inscriptive metaphors in trauma theories, from Freud’s psychoanalytical models of the late nineteenth and early twentieth century to contemporary theorists such as Agamben, Caruth, Hirsch, and Lyotard. As an unregistered shock that continues to haunt the individual, trauma is an inscription whose impact leaves no trace. Accordingly, the inscriptive metaphors deployed in theories of trauma tend to multiply since they are caught in the dilemma of representing trauma without sacrificing a definition of trauma as the unrepresentable par excellence. For a thorough analysis of the ways in which trauma turns inscriptive, this chapter zooms in on a scandalous counterpoint: that between the number tattoos of Holocaust victims and the mark of circumcision. Whereas the number tattoo brands and produces a human body as inhuman, but can be rewritten as a corporeal memorial, circumcision can be misconstrued as traumatic mark, as a supplement to castration, but can also serve as a model for an ethical thought.

Genetic Privacy

2011 ◽  
pp. 104-123
Author(s):  
Christina M. Akrivopoulou
Keyword(s):  
Public Interest ◽  
Genetic Information ◽  
Individual Autonomy ◽  
Privacy Rights ◽  
Genetic Privacy ◽  
Genetic Exceptionalism ◽  
Her Family ◽  
Definition Of ◽  
The Individual ◽  
Shared Character

Privacy is a right with many aspects. Although, a uniform approach on privacy is quite often sought, a consensus is growing that there are not only one but many privacy rights. This chapter explores whether there is in fact a right to protect our genetic privacy, since this is a right quite unique in its characteristics and is certainly not identified with our general presumptions about privacy. Its uniqueness lies in the fact, that apart form the dominant definition of privacy as a right to be let alone, as an individualistic right, genetic privacy protects not only the individual but also the members of his/her family. The present paper is examining the ‘hereditary’ and ‘shared’ character of our genetic information in an attempt to shape a right to genetic privacy that is based on the equilibrium of individual autonomy, family and public interest. In order to support such an argument, the premises of our genetic self are examined in connection with autonomy and its boundaries, mainly paternalism and genetic exceptionalism. Along this line, basic notions of the liberal privacy theory are critically examined, mainly the notions of control, confidentiality and consent, so as to maintain the existence of a right to genetic privacy that can enhance the individual’s autonomy without founding it on its selfish, individual interests.

Upbringing of Value Bases of Moral Culture of the Person

2018 ◽  
Vol 6 (1) ◽  
pp. 3-14
Author(s):  
Сергей Яковлев ◽  
Sergey Yakovlev
Keyword(s):  
General Education ◽  
Dynamic Model ◽  
Practical Application ◽  
Value System ◽  
Moral Culture ◽  
Personal Value ◽  
Education School ◽  
The Individual ◽  
Pedagogical Science

The article presents the axiological concept of upbringing of the moral component of the basic culture of the individual in the system of general education on the basis of the dynamic model of the personal value system that develops in ontogeny. The axiological potential of the content of general education, aimed at the development of the basic culture of the individual, is revealed. The value approach to the development of a program for the upbringing of the moral culture of students in the general education school is grounded. The method of realization of methods of upbringing in the language and style of pedagogical communication aimed at transferring the values of moral culture to the pupil is revealed. The prospects of practical application of the stated conceptual approaches to the development of modern pedagogical science are determined.

scholarly journals PROBLEMS OF FORMATION OF LEGAL CULTURE OF PERSONALITY

2020 ◽  
Vol 34 (2) ◽  
pp. 27-32
Author(s):  
O.M. Guseinov ◽  
◽  
Sh.B. Magomedov ◽  
G.O. Guseinov ◽  
◽  
...  
Keyword(s):  
Legal System ◽  
Legal Culture ◽  
Combined Effect ◽  
Theoretical Understanding ◽  
Social Discipline ◽  
Points Of View ◽  
Definition Of ◽  
The Individual

The article is devoted to the theoretical understanding of the problem of the formation of the legal culture of the individual as a factor designed to strengthen and improve not only social discipline and order, but the whole system of the spiritual and moral relationships of people functioning in society. The aim of the article is to find ways, methods and means of forming the legal culture of the individual. The analysis of points of view to the definition of the concept of legal culture of personality. The need for constant updating and improvement of the existing judicial legal system to improve the legal culture of society has been identified and justified. In conclusion, it is concluded that in the formation of the legal culture of the individual, it is necessary to take into account the combined effect on the personality of all possible ways and means, and this work should be systematic and comprehensive.

The Autobiographical Subject and the Death Penalty

2013 ◽  
Vol 35 (2) ◽  
pp. 165-187
Author(s):  
E. S. Burt
Keyword(s):  
Death Penalty ◽  
First Person ◽  
Philosophical Investigation ◽  
The Subject ◽  
Definition Of ◽  
The Individual

Why does writing of the death penalty demand the first-person treatment that it also excludes? The article investigates the role played by the autobiographical subject in Derrida's The Death Penalty, Volume I, where the confessing ‘I’ doubly supplements the philosophical investigation into what Derrida sees as a trend toward the worldwide abolition of the death penalty: first, to bring out the harmonies or discrepancies between the individual subject's beliefs, anxieties, desires and interests with respect to the death penalty and the state's exercise of its sovereignty in applying it; and second, to provide a new definition of the subject as haunted, as one that has been, but is no longer, subject to the death penalty, in the light of the worldwide abolition currently underway.

ГЕРМЕНЕВТИКА ЛИЧНОСТИ КАК МЕТОД СОВРЕМЕННОЙ ПЕРСОНОЛОГИИ

1970 ◽  
Vol 6 (1) ◽  
pp. 32-42
Author(s):  
Елена Старовойтенко
Keyword(s):  
Text Setting ◽  
Research Setting ◽  
Textual Representations ◽  
General Scientific ◽  
Definition Of ◽  
The Individual ◽  
The Continuum

Персонологическая интерпретация текстов предполагает реализацию общенаучных, а также специфических для персонологии, герменевтических установок, к которым относятся: установка на интерпретацию текста как исследование, установка на разнообразие герменевтических действий с текстом, установка на выявление неисследованных содержаний текста, установка на творческое постижение тайн текста, установка на целостное отношение к личности и "Я" автора текста, установка на выявление способности автора быть "практикующим феноменологом", установка на определение места изучаемого текста в континууме текстовых репрезентаций "личности", установка на соотнесение своего понимания текста с другими интерпретациями и их интеграцию, установка на раскрытие сущности авторской "идеи личности", возможное только в единстве интерпретаций, установка на построение и применение герменевтической модели, определяющей процедуру интерпретации как исследования и творчества, установка на определение места проделанного герменевтического поиска в культуре познания и жизни личности, установка на интерпретацию различных видов "текстов личности". Personological interpretation of texts suggests the implementation of the general scientific and also hermeneutical settings specific for Personology which include the setting of the interpretation of the text as a research, setting of a variety of hermeneutical actions with the text, setting to identify unexplored contents of the text, setting of the creative comprehension of the mysteries of the text, setting of the integrity of the attitude of the individual and the "I" of the author of the text, setting to reveal the author's ability to be "practicing phenomenologist", setting of the definition of the place in the text in the continuum of textual representations of the "personality", setting in the correlation of the understanding of the text with other interpretations and their integration, setting of the disclosure of the author's "ideas person" is possible only in the unity of interpretation, setting of the construction and usage of hermeneutical models defining the procedure for the interpretation of both studies and work, the setting to determine the place of hermeneutical research in culture and knowledge of a person's life, setting of the interpretation of various types of "texts of the individual."

The (Mis) Education of Immigrant Children in Today’s America

2019 ◽  
Vol 5 (2) ◽  
pp. 32
Author(s):  
Gabriela E. Gui
Keyword(s):  
General Education ◽  
Immigrant Students ◽  
Geographical Location ◽  
Personal Characteristics ◽  
Immigrant Children ◽  
Playing Field ◽  
Survey Interviews ◽  
The Individual ◽  
The Relationship ◽  
General Education Classrooms

In today’s America, not every child starts on a level playing field, and very few children move ahead based solely on hard work or talent. Generational poverty and a lack of cultural capital hold many students back, robbing them of the opportunity to move up professionally and socially. Children of immigrants are especially at-risk because, in addition to facing poverty, race, geographical location or economic disadvantages, they are also confronted with failure due to their limited or non-existent English proficiency. This study focuses on the degree to which teachers in a mid-sized urban school district take into consideration the individual needs of immigrant children in the process of their education. The study also examines the preparation teachers have had to equip them with knowledge of best practices in teaching immigrant children, and the relationship between teachers’ practices, beliefs, and their demographic and personal characteristics (age, gender, years of experience, level of education, etc.). Quantitative data was collected via a survey. Interviews with teachers and one central office administrator provided data for the qualitative section of the study. The findings revealed that teachers, in general, appeared to lack knowledge of specific policies for mainstreaming immigrant students into general education classrooms; their use of effective teaching practices for working with immigrant children were limited; and most of the teachers had not participated actively in professional development that focused on teaching immigrant children.

¿Quién soy yo? Reflexiones teórico sistémicas acerca de la indentidad individual

2017 ◽  
Vol 1 (1) ◽  
pp. 15-31
Author(s):  
Francisco Xavier Morales
Keyword(s):  
Identity Construction ◽  
Social Systems ◽  
Social Contexts ◽  
Individual Identity ◽  
Contemporary Society ◽  
Self Identity ◽  
Moral Communication ◽  
Identity Based ◽  
Definition Of ◽  
The Individual

The problem of identity is an issue of contemporary society that is not only expressed in daily life concerns but also in discourses of politics and social movements. Nevertheless, the I and the needs of self-fulfillment usually are taken for granted. This paper offers thoughts regarding individual identity based on Niklas Luhmann’s systems theory. From this perspective, identity is not observed as a thing or as a subject, but rather as a “selfillusion” of a system of consciousness, which differentiates itself from the world, event after event, in a contingent way. As concerns the definition  of contents of self-identity, the structures of social systems define who is a person, how he or she should act, and how much esteem he or she should receive. These structures are adopted by consciousness as its own identity structures; however, some social contexts are more relevant for self-identity construction than others. Moral communication increases the probability that structure appropriation takes place, since the emotional element of identity is linked to the esteem/misesteem received by the individual from the interactions in which he or she participates.

Public Service Motivation in Buffy the Vampire Slayer

Public Voices ◽  
2016 ◽  
Vol 12 (1) ◽  
pp. 67 ◽  
Author(s):  
Sharon Mastracci
Keyword(s):  
Popular Culture ◽  
Public Service ◽  
Public Service Motivation ◽  
Public Servants ◽  
Buffy The Vampire Slayer ◽  
The Public ◽  
American Popular Culture ◽  
Public Servant ◽  
Definition Of ◽  
The Individual

In this paper, the author examines public service as depicted in the television series Buffy the Vampire Slayer (BtVS). First, she shows how slaying meets the economist’s definition of a public good, using the BtVS episode “Flooded” (6.04). Second, she discusses public service motivation (PSM) to determine whether or not Buffy, a public servant, operates from a public service ethic. Relying on established measures and evidence from shooting scripts and episode transcripts, the author concludes Buffy is a public servant motivated by a public service ethic. In this way, BtVS informs scholarship on public service by broadening the concept of PSM beyond the public sector; prompting one to wonder whether it is located in a sector, an occupation, or in the individual. These conclusions allow the author to situate Buffy alongside other idealized public servants in American popular culture.

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