Creating Autonomy in the Advance of Teacher and Moral Educator Development

The demand for character development in many of the Western World’s public schools is increasing. Yet there are substantive steps being taken beyond manipulating student behavior in rigidly constructed contexts. Unfortunately manipulating behavior only develops self-interest as the measure of all good and might makes right the legitimation of authority. Yet as any anthropologist can explain it is role-modeling family and village elders that decides which of two instincts will dominate human development: self-interest or cooperation (Tomasello, 2019). As Aristotle famously observed, it makes no small difference what habits humans develop rather, it makes all the difference. But to be truly conducive to moral development those habits must reflect autonomous conviction to develop organizational well-being over the pandemonium self-interest leads towards. The Moral Self-assessment Protocol discussed herein creates the conditions for teacher and other leaders to track their own moral development to role model for those growing into organization membership, in schools, cities, states, countries and businesses.

Peran Ma’had Al-Jami’ah Walisongo dalam Mewujudkan Pendidikan Berbasis Islam Rahmatan Lil ‘Alamin

Ma'had is part of an institution that has noble hopes to produce a generation of people who specialize in religious education. Because it is the main source of religious knowledge and a place for moral development of students. In this case, Ma'had al-Jamiah Walisongo became one of the successors to raise the spirit of students (students) under the auspices of the Walisongo State Islamic University, Semarang. The role of Ma'had al-Jami'ah Walisongo is very relevant to the discourse on developing the quality of students who are integrative between intellectuals and morals. Through the Islamic-based ma'had curriculum, rahmatan Lil 'Alamin focuses more on classical book education and the development of students' talents and morals which are the strengths of UIN Walisongo Semarang Education to erode the problems of liberal and radical understanding and free morals that are controlled by the modernization of knowledge among teenagers. This paper tries to contribute thoughts towards the development of Islamic-based education rahmatan lil 'Alamin which leads to the intellectual, spiritual and moral integration of students to answer the challenges of modernizing the development of science that continues to develop at this time.Ma’had merupakan bagian lembaga yang memiliki harapan budi luhur untuk mencetak generasi bangsa yang mengkhususkan dirinya pada pendidikan keagamaan. Karena itu menjadi sumber utama pengetahuan agama dan tempat pembinaan moral anak didik. Dalam hal ini Ma’had al-Jamiah Walisongo menjadi salah satu penerus untuk membangkitkan semangat anak didik (mahasiswa) yang berada dalam naungan Universitas Islam negeri Walisongo Semarang. Peran Ma’had al-Jami’ah Walisongo sangat relevan dengan wacana pengembangan kualitas mahasiswa yang bersifat integrative antara intelektual dan moral. Melalui kurikulum ma’had yang berbasis Islam rahmatan Lil ‘Alamin lebih mengfokuskan pada Pendidikan kitab klasik dan pengembangan bakat dan akhlak mahasiswa yang menjadi kekuatan Pendidikan UIN Walisongo Semarang untuk mengikis problematika paham liberal dan radikal serta bebas moral yang dikuasai oleh arus modernisasi pengetahuan dikalangan remaja. Tulisan ini mencoba memberikan sumbangsih pemikiran kearah pengambangan Pendidikan berbasis Islam rahmatan lil ‘Alamin yang mengarah kepada integrasi intelektual, spiritual dan moral mahasiswa untuk menjawab tantangan modernisasi pengembangan ilmu pengetahuan yang terus berkembang saat ini.

Defective Decision Making

Teacher burnout as the result of poor career choice and decision making plagues new teachers in the field of education, as well as special education. This chapter introduces theories of moral development and self-efficacy that explain the thought processes of teachers whose expectations in the field do not match the reality of teacher practice. Therefore, their decision making to enter the field contributes to early teacher burnout. Three case studies are described as examples to understand how the psychology of choice determines the factors that result in burnout. The chapter describes how the teachers' decisions relate to the psychology of moral development theory and self-efficacy theory for their career choice. Their behavior and attitude as a teacher relates to their catastrophic choices. The chapter presents suggestions that teachers can implement to make better decisions for their career choice.

The Actualization of Tazkiyatun Nafs Values in The Moral Development of Students of The Ulul Albab Islamic Studies Organization (KSI) UIN Padang

<p><em>This study focuses on examining the actualization of the values </em><em></em><em>of Tazkiyatun Nafs in the moral development of the students of the KSI Ulul Albab organization UIN Imam Bonjol. The thought of Imam Al-Ghazali and other scholars about the tazkiyatun nafs is very interesting and important to apply as a moral basis in developing the morals of the people, especially the development of the younger generation. By using descriptive qualitative research by conducting interviews with students who are active in KSI, it is concluded that the actualization of the values </em><em></em><em>of tazkiyah al-nafs in building morals and religious character in instilling noble souls and having al-karimah character. then from the application of the values </em><em></em><em>of tazkiyah al-nafs it also includes a strategy in the habituation of students of the KSI Ulul Albab organization in the hope of creating student discipline and changing bad morals or being therapy for bad souls into good morals. Even the application of tazkiyah al-nafs values </em><em></em><em>in the form of mental therapy. Tazkiyah al-nafs in the form of mental therapy is based on the argument that the human soul can be treated. Efforts to treat mental illness must be done through science and charity. Science here serves to determine the cause and effect of a mental illness</em></p><p><em>Penelitian ini mengkaji tentang aktualisai nilai-nilai </em><em>Tazkiyatun Nafs dalam pembinaan akhlak mahasiswa organisasi KSI Ulul Albab UIN Imam Bonjol. </em><em>P</em><em>emikiran Imam Al-Ghazali</em><em> dan ulama lain </em><em>tentang tazkiyatun nafs tersebut</em><em> diterapkan sebagai landasan moril dalam pengembangan akhlak umat teritama pembinaan generasi muda. Dengan menggunakan penelitian kualitatif deskriptif, peneliti melakukan wawancara dengan mahasiswa yang aktif dalam KSI serta mengamati kegiatan mereka</em><em>. Sehingga dapat</em><em> disimpulkan bahwa </em><em>aktualisasi nilai-nilai tazkiyah al-nafs d</em><em>ilakukan melalui</em><em> pembinaan akhlak dan karakter religious dalam menanamkan jiwa-jiwa yang mulia dan berakhlaq al-karimah. Penerapan nilai-nilai tazkiyah al-nafs itu juga termasuk strategi dalam pembiasaan mahasiswa organisasi KSI Ulul Albab dengan harapan tercipta suatu kedisiplinan mahasiswa dan perubahan akhlak yang buruk atau menjadi terapi bagi jiwa yang buruk menjadi akhlak yang baik</em><em>. Bahkan </em><em>p</em><em>enerapan nilai-nilai tazkiyah al-nafs dalam bentuk terapi jiwa. </em><em>Tazkiyah al-nafs dalam bentuk terapi jiwa didasari argument bahwa jiwa manusia dapat diobati. Upaya pengobatan penyakit jiwa mesti dilakukan melalui ilmu dan amal. Ilmu disini berfungsi untuk mengetahi sebab dan akibat suatu penyakit jiwa</em></p><p> </p>

It’s Good for Me

This study examines moral development’s role in judgments of health messages. This research assesses which appeals and type of benefit advertised in health ads impact ad effectiveness and health intentions. Results indicate that messages advertising a third-person benefit of the behavior are more appealing than a first-person benefit and that moral development should be considered when designing health messages. The ads presenting a third-person benefit and an emotional appeal were more effective among those who rated higher in the maintaining norms schema of moral development and among those with higher moral development. This indicates that health messages targeting adolescents should emphasize the principles at play when encouraging behavior or attitude change and should highlight societal values in the behaviors.

Commentary: The moral limits of service markets – just because we can, should we?

Purpose This commentary extends our 2020 11th SERVSIG Panel The moral limits of service markets: Just because we can, should we?, inspired by Michael J. Sandel’s book What Money Can’t Buy: The Moral Limits of Markets. In Sandel’s (2012) book, the pursuit of “the good life” is a common motivation for pushing the moral boundaries of markets and “the good life” is dominated by service consumption. Design/methodology/approach Like Sandel (2012), this commentary begins with a provocation regarding the need for moral development in services marketing. Next, we present three real-life case studies about a modern slavery survivor service, aged care services and health-care services as examples of moral limits, failings and tensions. Findings The commentary proposes four guidelines and a research agenda. As service marketers, we must reignite conversations about ethics and morality. Taking charge of our professional moral development, exercising moral reflexivity, promoting an ethics of care and taking a bird’s-eye perspective of moral ecologies are our recommended guidelines. Morality is an essential condition – a sine qua non – for service marketers. Hence, our proposed research agenda focuses first on the service marketer and embeds a moral gaze as a universal professional protocol to engender collective moral elevation. Originality/value This commentary highlights the need for a moral refresh in services marketing and proposes ways to achieve this end.

Conceptualizations of Knowledge in Structuring Approaches to Moral Development: A Process-Relational Approach

Like other aspects of child development, views of the nature and development of morality depend on philosophical assumptions or worldviews presupposed by researchers. We analyze assumptions regarding knowledge linked to two contrasting worldviews: Cartesian-split-mechanistic and process-relational. We examine the implications of these worldviews for approaches to moral development, including relations between morality and social outcomes, and the concepts of information, meaning, interaction and computation. It is crucial to understand how researchers view these interrelated concepts in order to understand approaches to moral development. Within the Cartesian-split-mechanistic worldview, knowledge is viewed as representation and meaning is mechanistic and fixed. Both nativism and empiricism are based in this worldview, differing in whether the source of representations is assumed to be primarily internal or external. Morality is assumed to pre-exist, either in the genome or the culture. We discuss problems with these conceptions and endorse the process-relational paradigm, according to which knowledge is constructed through interaction, and morality begins in activity as a process of coordinating perspectives, rather than the application of fixed rules. The contrast is between beginning with the mind or beginning with social activity in explaining the mind.

Moral Development

One traditionally important part of education, broadly conceived, is to foster moral development. Drawing on the long history of moral life, and using examples of moral progress, the chapter elaborates an approach to moral decision-making. It argues that the method used must be collective. No individual, whether sage, priest, prophet, philosopher, or professional ethicist, has the final authoritative word. Rather, moral reform should emerge from the style of deliberation identified in Chapter 4. This perspective is used to suggest ways of helping the moral growth of children, adolescents, and adults. Chapters 3–5 thus combine in a synthetic picture of how two of the main goals of education—personal fulfillment and morally responsible citizenship—might be achieved together.