Moral person, moral leader, moral organization

2018 ◽  
pp. 167-172
Author(s):  
Roland Bardy
Keyword(s):  
Moral Person ◽  
Moral Leader

Apprenticeship

2018 ◽  
Author(s):  
W. B. Patterson
Keyword(s):  
Church Of England ◽  
English History ◽  
Religious Issues ◽  
Moral Leader ◽  
History Of ◽  
The Town ◽  
The Church

In 1634 Fuller became the minister of the parish at Broadwindsor, in Dorset. This provided him the opportunity to know John White, the minister in nearby Dorchester. White, the spiritual and moral leader of the town became a pastoral model for Fuller. In this setting, Fuller wrote The Historie of the Holy Warre, the first English history of the Crusades. His use of medieval sources was extensive, and his analysis of the motives and tactics of western leaders is shrewd and persuasive. Elected to the clerical Convocation that met in 1640, during sessions of the first Parliament to be called in eleven years, Fuller dissented from the leadership of Archbishop William Laud, who sought to impose more stringent rules or canons on the Church of England. This Convocation, continuing to meet after Parliament was dissolved, passed canons whose legality was contested. War with the Scots ensued over religious issues, forcing the king to call what came to be known as the Long Parliament.

scholarly journals Can Ethical Political Leadership Restore Public Trust in Political Leaders?

2021 ◽  
Author(s):  
N. A. Mozumder
Keyword(s):  
Ethical Leadership ◽  
Leadership Practices ◽  
Political Leadership ◽  
Public Trust ◽  
Political Leader ◽  
Political Leaders ◽  
Moral Person ◽  
Tone At The Top ◽  
The Uk ◽  
Depth Interviews

AbstractThis article presents findings from a qualitative study (via in-depth interviews with 121 local political leaders from 65 local authorities in the UK) that aims to understand how ethical leadership practices can restore public trust in political leaders. The study finds that being a moral person, an ethical political leader sets good examples of behaviour, sets the tone at the top and challenges those who do not behave ethically, as well as encourages, supports and rewards those who perform and conduct themselves well. As a result, the level of public trust in political leaders is likely to increase gradually.

scholarly journals The experience of moral interaction of students with other people: a pedagogical aspect

2021 ◽  
Vol 10 (3) ◽  
pp. 274-278
Author(s):  
Anna Aleksandrovna Razumovskaya
Keyword(s):  
Moral Education ◽  
External Factors ◽  
Structural Components ◽  
Moral Practice ◽  
Fundamental Structure ◽  
Cognitive Component ◽  
Moral Person ◽  
The World ◽  
Pedagogical Aspect ◽  
The Relationship

The paper actualizes the problem of a persons formation as a moral person with virtues. The directions of moral education, contributing to the formation of a moral personality, are indicated, and the need to highlight the formation of the experience of moral interaction with other people among university students as an aspect of moral education is argued. It is substantiated that the experience of moral interaction of students with other people is the result of the implementation of a special type of relationship in which moral values are actualized, taking the form of motives of actions and actions of students in relation to other people, which in such an experience reflecting moral practice as a set of real actions of a student, the world of morality and its inherent values is being realized. The methodological grounds for identifying the structure of the experience of moral interaction of students with other people are revealed: scientific provisions on the reflection in the fundamental structure of experience of the fundamental structure of the world; scientific provisions on individual morality, mediating the relationship between external factors that determine the behavior of a person and its internal (social, moral) meaning. The structural components of the experience of moral interaction of students with other people are highlighted: cognitive, motivational-value, communicative and behavioral components and the possibilities of identifying these components are argued. It is substantiated that the allocation of the cognitive component is based on the idea of the correspondence of behavior to knowledge; the allocation of a motivational-value component - on the position of the guiding role in human activity of motives, the form of which values take; highlighting the communicative component - on the interpretation of communication as one of the types of interaction that has a moral component; the allocation of the behavioral component - on the provisions of moral practice.

scholarly journals Morality as a property of human: the pedagogical aspect

2017 ◽  
Vol 6 (3) ◽  
pp. 279-283
Author(s):  
Anna Vladimirovna Guschina
Keyword(s):  
Prospective Teachers ◽  
Educational Process ◽  
Point Of View ◽  
Moral Person ◽  
Pedagogical Aspect ◽  
Points Of View

In this paper the author shows that it is important to teach morality to prospective teachers. The author also shows that the solution of this task connected with the introduction of the student to the values that are in the norms of morality satisfies the need of our society in the moral teacher. The paper contains evidence that a moral educator is called upon to educate a person who can live among people. The author shows that a moral person honors the memory of ancestors, keeps memorable dates in his moral memory, and supports the preserved and preserved traditions. Two points of view of scientists regarding morality as human properties are revealed: according to the first point of view, a persons morality comes down to knowing the norms of morality towards himself/herself as well as towards the surrounding reality in the educational process; according to the second point of view, morality as a property of man is manifested in social being, and its form and external manifestation are social, its function is the preservation of collective ties, and thus of society.

The Quest for Maturity

2016 ◽  
Vol 81 (1) ◽  
pp. 32-49
Author(s):  
Monica Bouman
Keyword(s):  
Role Model ◽  
Civil Servant ◽  
Secretary General ◽  
Moral Leadership ◽  
International Service ◽  
Plane Crash ◽  
The World ◽  
Moral Leader

unSecretary-General Dag Hammarskjöld, who in September 1961 died in a plane crash in Africa, became to most of his successors and many more people all over the world a role model in moral leadership. Both in his work and in his speeches he promoted an attitude of international service. He perceived the quest for maturity and maturity of mind as basic elements of this attitude. This article explores Hammarskjöld’s search for maturity in three aspects: first in his capacity as an international civil servant; then the personal quest of his inner person; and finally in his role as moral leader. As an explorative case study, the article traces Hammarskjöld’s main thoughts and insights in response to his mission to Beijing and its follow-up in 1955. It further illustrates the relevance of his approach in the world we live in today.

British Military Reform during the Administration of Lord Grey, 1830–1834

1972 ◽  
Vol 4 (2) ◽  
pp. 82-93
Author(s):  
Philip Dwight Jones
Keyword(s):  
Administrative Reform ◽  
Financial Reform ◽  
Dead Weight ◽  
Military Reform ◽  
The Public ◽  
National Budget ◽  
British Military ◽  
Moral Leader ◽  
Administrative Change ◽  
Commander In Chief

Before gaining office, the members of the Whig-Radical government of 1830 had continually pressed for reform not only of Parliament, but also of the institutions of the kingdom. The reformers complained about numerous branches of royal administration, including the church, the legal profession, and the army. In the years between 1815 and 1830, the army was especially irksome to the parliamentary opposition. As the most expensive item in the national budget and the traditional stronghold of Tory aristocrats with the proper “connexions” it was vulnerable to the favorite opposition demand for “retrenchment and reform.”During the reform government's tenure of office from 1830 to 1834, relations between the Commander in Chief, Lord “Daddy” Hill, and the Prime Minister, Lord Grey, were not good. Lord Hill openly opposed the Reform Bill and other reform measures, often with the support of William IV. Aggravating the mutual hostility between civilian and military authorities was the position of the Duke of Wellington. He stood as the acknowledged moral leader of the army, as well as the official leader of the Tory party.In this tense situation, the Grey government made several attempts at military reform. These were related directly to parliamentary and public demands regarding the army and may be grouped under the headings of financial, administrative, and humanitarian reform. Financial and administrative reform were closely linked in the minds of the reformers, who saw reduced expense as a primary aim of administrative change. For many of the Whigs and Radicals administrative reform, other than reducing offices and expenses, simply meant getting military patronage away from the Tories. This was especially important since Tory control of military appointments since the 1790's had made the army into a Tory institution. Financial reform usually meant reduction of expense by nearly any means. For the public as well as the parliamentary reformers, one of the most unnecessary expenses was the “dead weight” in the Army Estimates — the pension paid to retired soldiers and the half-pay given to retired officers. Another important objective of financial reform was destruction of the army sinecure system. Finally, the most popular and almost the onlv demand for humanitarian reform was the campaign against corporal punishment.

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