scholarly journals Moralsk opdragelse

2019 ◽  
Vol 7 (1) ◽  
pp. 46-54
Author(s):  
Merete Wiberg
Keyword(s):  
Moral Education ◽  
Moral Philosophy ◽  
Daily Life ◽  
Pragmatic Approach ◽  
Children And Parents ◽  
Life Context ◽  
Moral Meaning

The paper explores the concept of duty in the moral philosophy of the Danish educational philosopher KnudGrue-Sørensen. The aim is to discuss how Grue-Sørensen’s view on duty might contribute to answering thequestion of what the content of moral education should be. Grue-Sørensen is inspired by the German philosopherImmanuel Kant, but even though he in his prize dissertation from 1937 addresses the possibility ofobjective morality, he adopts a more pragmatic approach regarding what it means to do one’s duty. In anactual Danish daily life context, the concept of duty has lost its moral meaning and decayed into a matter ofdomestic duties such as cleaning and dishwashing. Grue-Sørensen’s view on duty in an educational contextmight contribute to revitalizing the concept in a more pragmatic sense, which is useful for teachers, socialeducators, children, and parents.    

Moral Education

2019 ◽  
pp. 121-148
Author(s):  
Craig Smith
Keyword(s):  
Middle Class ◽  
Moral Education ◽  
Moral Philosophy ◽  
Political Stability ◽  
Moral Science ◽  
Active Pedagogy ◽  
British State ◽  
Forward Looking

This chapter explores how Ferguson used the moral philosophy of chapter 3, based on the moral science of chapter 2, to create a system of education for the rising Scottish middle class. It examines his notion of active pedagogy and his use of stoic and Christian ideas to create a cadre of well-educated and sensible gentlemen who would form the backbone of the British state. The chapter examines Ferguson as a theorist of the modern gentleman rather than the ancient citizen and suggests that he saw institutions as shaped by their personnel. This leads to an account that favours political stability and gradual reform. Ferguson is seen as forward looking educator rather than backward looking nostalgic for Roman citizenship.

scholarly journals Model Pendidikan Karakter Anak Usia Dini Dan Anak Usia Sekolah Dasar Di Jepang.

KIRYOKU ◽  
2019 ◽  
Vol 3 (3) ◽  
pp. 141
Author(s):  
Budi Mulyadi
Keyword(s):  
Early Childhood ◽  
Character Education ◽  
Moral Education ◽  
Daily Life ◽  
Field Research ◽  
School Age Children ◽  
School Age ◽  
Step Method ◽  
Know How

The title of this paper is The character education of early childhood and elementery school age children in Japan. The main goal of this research is to know how to apply   the character education of early childhood and elementery school age children in Japan. This research is the combination between liblary reaserach and field research. The step method used in this research is observation, interview, clasification, analysis, interpretasion and description. From the result of this paper in general can be describe there are uniqueness and  differences from the application of character education of early childhood and elementery school age children in Japan. But there are similarities that both are very concerned with moral education and personality. Moral education and personality is not taught trough special subject but is applied in daily life.

Kant on Religious Moral Education

2015 ◽  
Vol 20 (3) ◽  
pp. 373-394 ◽  
Author(s):  
Dennis vanden Auweele
Keyword(s):  
Moral Education ◽  
Moral Philosophy ◽  
Religious Practices ◽  
Human Beings ◽  
Moral Perfection ◽  
Human Agent

AbstractWhile scholars are slowly coming to realize that Kant’s moral philosophy has a distinctive theory of moral education, the import of religion in such education is generally neglected or even denied. This essay argues that Kant’s reflections on religion in parts II and III of Religion within the Boundaries of Mere Reason interpret religion specifically as one aspect of moral education, namely moral ascetics. After first clearly distinguishing between a cognitive and a conative aspect of moral education, I show how certain historical religious practices serve to provide the conative aspect of moral education. Kant defines this aspect of moral education as practices that render the human agent ‘valiant and cheerful in fulfilling his duties’ (MS, 6: 484). By this it is meant that certain practices can inspire moral interests either by justifying rational hope in living up to a certain standard of moral perfection (Christology) or by endeavouring to unite human beings in a universal, invisible ethical community that inspires cooperation rather than adversity (ecclesiology).

Network Moral Education Research Based on the Network Media Age for Students

2014 ◽  
Vol 651-653 ◽  
pp. 2481-2484
Author(s):  
Ying Li
Keyword(s):  
College Students ◽  
Education Research ◽  
Moral Education ◽  
Daily Life ◽  
Rapid Development ◽  
Moral Order ◽  
The Internet ◽  
Network Media

Along with the wide application and rapid development of the Internet, the network has become an important channel and means of transmitting information, holding communication and acquiring knowledge for college students, and an indispensable component in their daily life. However, the network is a "double-edged sword", which facilitates students' study and life and inevitably causes some negative influences on their moral characters, and there are behaviors of network moral abnormality frequently happening, which damage network moral order seriously. Consequently, in the age of omnimedia, strengthening network moral education of college students is quite essential and urgent.

ETHICS AS A PHILOSOPHY OF SCIENCE (KNOWLEDGE)

2015 ◽  
Vol 1 (1) ◽  
pp. 54-61
Author(s):  
Fahrul Siregar
Keyword(s):  
Philosophy Of Science ◽  
Moral Philosophy ◽  
Daily Life ◽  
Ancient Greece ◽  
Ethical Values ◽  
Science Knowledge ◽  
Field Of Study ◽  
Intellectual Discourse ◽  
Actual Field

ABSTRACTIt is a philosophy of ethical values, morality, about good and bad. In addition to studying the ethical values, as well as a knowledge of the values themselves. Some say that ethics is part of a philosophy that teaches the whole mind (good and bad). The concept of ethics as a field of study of philosophy, especially moral philosophy, ethics has very long been the intellectual discourse of the philosophers. Ethics has become the center of attention since the days of ancient Greece. Until now, even ethics still be interesting and actual field of study. Even considered semankin important to not just talk in academic circles but also practiced in daily life interactions every civilized ma. Keywors : Ethics, Philosophy of Science

Moral particularism

2018 ◽  
Author(s):  
Roger Crisp
Keyword(s):  
Decision Making ◽  
Moral Education ◽  
Moral Philosophy ◽  
Moral Decision ◽  
Moral Sensitivity ◽  
Moral Decision Making ◽  
Moral Particularism ◽  
Moral Principles ◽  
Moral Theories

Moral particularism is a broad set of views which play down the role of general moral principles in moral philosophy and practice. Particularists stress the role of examples in moral education and of moral sensitivity or judgment in moral decision-making, as well as criticizing moral theories which advocate or rest upon general principles. It has not yet been demonstrated that particularism constitutes an importantly controversial position in moral philosophy.

The Evil Within

2018 ◽  
Author(s):  
Diane Jeske
Keyword(s):  
Case Studies ◽  
Moral Education ◽  
Moral Philosophy ◽  
Moral Virtue ◽  
Real Life ◽  
Serial Killer ◽  
Cultural Norms ◽  
Moral Deliberation ◽  
Moral Self ◽  
Death Camp

Thomas Jefferson and Edward Coles were men of similar background, but the former remained a slaveholder while the latter emancipated his slaves. Examining the ways in which people such as Jefferson, who perform wrong and even evil actions, attempt to justify those actions both to others and to themselves illuminates the mistakes that we ourselves make in moral reasoning. The study of moral philosophy can help us to identify and correct for such mistakes. In applying the tools of moral philosophy to case studies of Nazi death camp commandants, American slaveholders, and a psychopathic serial killer, the author demonstrates how we can become better moral deliberators, thereby fulfilling our duties of due care in moral deliberation, moral self-scrutiny, and the development of moral virtue. These case studies serve as extended real-life thought experiments of moral deliberation gone wrong, and can show us how four impediments to effective moral deliberation—cultural norms and pressures, the complexity of the consequences of our actions, emotions, and self-deception—can be identified and overcome by the study and use of moral philosophy. Thus, the study of moral philosophy ought to be incorporated into moral education so that its tools become common currency in moral deliberation, discussion, and debate.

Using the Context of Pempek on the Algebraic Form Operation for Jumping Task

2021 ◽  
Vol 1 (2) ◽  
pp. 1-8
Author(s):  
Azela Fitri ◽  
Ratu Ilma Indra Putri
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Daily Life ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
School Students ◽  
Algebraic Form ◽  
Higher Order Thinking Skills ◽  
Life Context ◽  
The Subject

Jumping task is a part of learning process on LSLC. Moreover, Jumping Task as the central part of teaching that uses Higher Order Thinking Skills (HOTS) and in Indonesia, The 2013 Curriculum emphasizes learning using HOTS, and the daily life context. This research aimed  to find out the characteristic of jumping tasks which valid, practical, and also useful for supporting secondary school students learning algebraic form operation  using PMRI with the context of pempek. The subject of this research was seventh-grade students of secondary school in Palembang. This research uses PMRI as the content materials and contexts. Results of this research are valid ant practical jumping tasks on mathematucs topic algebraic form operation. Moreover, using context of pempek for jumping task, students can learning algebraic form operation.

The moral glocalization of sport: Local meanings of football in Chota Valley, Ecuador

2016 ◽  
Vol 52 (1) ◽  
pp. 82-96 ◽  
Author(s):  
Isabel Jijon
Keyword(s):  
Moral Education ◽  
Racial Pride ◽  
Local Actors ◽  
Moral Meaning

Studies of the glocalization of sport usually focus on ‘aesthetic glocalization’ (how local actors adopt a global sport and create a new hybrid aesthetic). This has led some critics to dismiss glocalization as a superficial ‘façade’ of diversity hiding global homogeneity. This paper challenges this view by looking at the ‘moral glocalization’ of sport and at the ways local actors give global sports local moral meanings. Drawing on interviews with Afro-descendants from Chota valley, Ecuador, it shows that in this peripheral community football is seen as: (1) a morally safe emotional outlet; (2) a moral education; (3) a source of national ‘communitas’; (4) racial pride; (5) a space for local moral heroes; and (6) a gateway to communal progress. In conclusion, local actors give global football deep moral meaning when they can associate it to local conceptions of the sacred.

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