Construction of Moral Education Evaluation Model Based on Quality Cultivation of College Students

Contemporary young college students are greatly impacted in the aspects of moral cognition and moral choice, which results in the weak moral will of some college students, vague moral concepts, and weak ideals and beliefs, which seriously affect the formation and development of college students’ moral quality. Therefore, the moral education evaluation model based on college students’ quality cultivation is constructed. Firstly, the present situation and defects of college students’ quality training are analyzed. Based on this, association rules in data mining method are constructed and introduced to extract valuable knowledge hidden in the data to assist education managers to make effective decisions and improve management level. Finally, the evaluation index is selected and the weighted principal component TOP-SIS model is constructed to realize the evaluation of moral education based on college students’ quality cultivation. The experimental results show that the evaluation results of the model are consistent with the actual situation, high degree of fit and freedom, and good practical performance.

The change in the concept of virtue during the COVID-19 pandemic

The purpose of the article is to cover the change in the concept of virtue during the COVID-19 pandemic, show its connection with human values and ethics. Virtue is the highest spiritual quality of a person. The main virtues include wisdom, courage, justice, moderation, responsiveness, loyalty, modesty, generosity and many others that affect all aspects of human life. Despite the recognized value of virtue as a system of moral guidelines, its concept is fraught with disputes about whether it is really generally valid, as well as about the problem of the effectiveness of virtue as a universal guideline and criterion for moral choice and its relevance in modern moral experience. This article argues that the most significant shift in the concept of virtue during the pandemic was the rethinking and increased awareness of the importance of such virtues as solidarity and moral responsibility, as well as aspects of relationships with people such as kindness, compassion, and empathy. It is proved that the concept of virtue has moved from a question of choice to the category of necessity, the most important guideline and guarantee of the common good.

Fear Deciding Fate: How Fear Influences Moral Decision-Making

<p>Moral dilemmas require individuals to make a life-altering choice. Due to the severity of the choice, we argue that there is a degree of fear in moral decision-making. We aimed to see how prevailing fears in each individual predicts moral decision-making habits. We looked into the emotional and physical divisions of fear to deem which dimension of fear is more dominant in each participant. Then analysed these results against reported deontological or utilitarian moral inclinations to see if higher reports of fear impact moral decision-making. Additionally, we included two secondary variables that are most prevalent in fear research (gender and thinking styles) as well as the impact of burden on moral choice. We found that our research was supported; fear tendencies are linked to individual behaviours and burden of moral decisions was influenced by what we fear and affected moral choices.</p>

Fear Deciding Fate: How Fear Influences Moral Decision-Making

<p>Moral dilemmas require individuals to make a life-altering choice. Due to the severity of the choice, we argue that there is a degree of fear in moral decision-making. We aimed to see how prevailing fears in each individual predicts moral decision-making habits. We looked into the emotional and physical divisions of fear to deem which dimension of fear is more dominant in each participant. Then analysed these results against reported deontological or utilitarian moral inclinations to see if higher reports of fear impact moral decision-making. Additionally, we included two secondary variables that are most prevalent in fear research (gender and thinking styles) as well as the impact of burden on moral choice. We found that our research was supported; fear tendencies are linked to individual behaviours and burden of moral decisions was influenced by what we fear and affected moral choices.</p>

Compassionate Reasoning, the Mind, and Moral Choice

The ethical schools of thought are essential to decision-making for peacebuilding and positive social change. The directives emerging from ethical schools often contradict each other, but Compassionate Reasoning can help resolve these contradictions and guide people in a more coherent direction of thinking and acting. The cultivation of compassion is shown to be a glue that bonds schools of ethics into one enterprise of moral reasoning as seen through several lenses. People who reason together are more adept at problem solving than when reasoning alone, but only if they have cultivated caring and compassionate relationships as a group. Moral reasoning in fierce competition with others, by contrast, retards the discovery of solutions to thorny problems. Compassionate Reasoning encourages collective reasoning rather than isolated and selfish reasoning. Excessive obedience to authority is also one of the most dangerous aspects of the human lower brain. A critical antidote is extensive training in taking the perspectives of others through Compassionate Reasoning.

Mythopoetic Worldview of Bunin: Linguistic and Literary and Cultural Analysis Aspects

The results of the analysis of semantic groups of mythonyms of the poetic heritage of I. A. Bunin as means of explication of various historical-informational and cultural-symbolic worldview meanings are presented in the article. The relevance of the work is due to the interest of literary onomastics in identifying units of the onomastic code of artistic and aesthetic systems of various domestic and foreign writers. The novelty of the work is associated with the inclusion of lexical units with different ratios of the nominated image and denotation into the Bunin mythonymicon, with the synthesis of linguistic and literary-cultural approaches in characterizing each of the selected lexical units. The twelve described semantic groups of mythological names are organized in the form of a field with a core and peripheral parts. For each group, the features of contextual use are noted. The authors come to the conclusion that in the Bunin picture of the world, mythonyms of various semantics perform text-forming and meaning-forming functions. They not only represent archetypal images (Fire, Bottom, Feminine, Garden, etc.), axiological oppositions (light — darkness, good — evil, etc.), key ideas, themes and motives (the idea of being still, themes of love, death, motives of temptation, resurrection, dreams, etc.), historiosophical concepts (moral choice and fortitude), but also participate in the creation of an individual author’s myth.

ВИХОВНИЙ ПОТЕНЦІАЛ УРОКІВ ЧИТАННЯ ДЛЯ ФОРМУВАННЯ ТОЛЕРАНТНОСТІ МОЛОДШИХ ШКОЛЯРІВ

The article emphasizes that the world around us sets its own requirements for the ability of a junior student to adapt to it, to his tolerant willingness to build constructive relationships with others. In reading lessons, which aim, among other things, to form the values of primary school students, they learn to choose an individual way of self-presentation, behavior and communication. The task of the teacher is to teach to observe life, to notice human kindness, sacrifice, courage, as well as heartlessness, cruelty, indifference. Hence the signs of a tolerant personality, such as patience, indulgence, tolerance for differences, kindness, the ability to listen to others, not to judge others, to take their position, the ability to empathize, humanism. The updated content of literary material, which comprehensively covers the sphere of interests of junior schoolchildren, its emotionality, novelty, decoration, interesting forms and methods of working with texts of works and children's books with preference to problematic, creative tasks should convince students that fiction is a special kind of art, and reading – a special, unique means of satisfying cognitive interests, knowledge of the world and self-knowledge, which can not be replaced by any other means of mass culture. In the process of experimental learning, we tried to design and implement such types of educational activities of students, which contributed to the formation of tolerance in them as the most important value of the individual. After analyzing some aspects of updating the content and methodology of reading lessons in primary school in the context of implementing the ideas of tolerant education, we note that the new textbooks and manuals for extracurricular reading contain many texts with the potential for educating this quality of personality. actions of characters; to feel the state of another person, to make a moral choice. Key words: formation of tolerance in junior schoolchildren, reading lessons, educational potential of reading lessons, formation of personality of junior schoolchildren.

Apriorism as the Basis of Spirituality in the Philosophical Heritage of Europe and Russia: An Ethical Aspect

Статья призвана определить значение нравственного компонента априорности в философском наследии И. Канта, В. С. Соловьева и М. Шелера и выявить потенциал соответствующих концепций в аспекте совершения нравственного выбора. Исследование основано на трудах перечисленных мыслителей и результатах научных изысканий современных философов. Для каждой из рассмотренных концепций установлено значение чистых априорных категорий и чувственного опыта в нравственном выборе. Эволюция осмысления априорных форм в европейском и отечественном философском наследии заключалась в движении от кантовского формализма к пониманию априорности как целостной установки, определяющей предпочтение человеком одних ценностей другим. Подчеркнута актуальность проанализированных произведений философского наследия для современной моральной практики. Моральный выбор должен осуществляться личностью, нравственно-априорные основания которой актуализируются посредством чувственно-эмоционального переживания этических ценностей. The article aims to establish the meaning of the moral component of apriorism in the philosophical heritage of Immanuel Kant, Vladimir Solovyov, and Мax Scheler, and to determine the possibility of using appropriate conceptions when choosing the moral position of a person in modern culture. The research material was writings by the mentioned thinkers and research analysing their heritage by modern scholars. The methodology is based on the principles of philosophical comparative studies and an axiological approach, which allowed comparing the values and ideas inherent in the conceptions of the three philosophers. The author examines Kant’s heritage in the aspect of the analysis of ideas related to a priori forms and pays special attention to Kant’s theses related to the practical activities of a person as basic apriorism and the importance of moral law in this activity. The author next turns to the philosophical heritage of Solovyov and identifies his views on the elements of an ethical nature that make up the ontological basis of the philosopher’s personality. She further analyses works by Scheler, which allowed comparing his view with Kant’s ethical ideas by the criterion of revealing a person’s attitude to the surrounding world. The value of pure a priori categories and sensory experience in moral choice is established for each of the considered conceptions. The author concludes that the comprehension of the meaning of a priori forms in the European and domestic philosophical heritage during almost three centuries demonstrates a sufficiently clear evolution based on Kant’s formal law of duty, which later received a critical assessment in the works of Russian and foreign thinkers. The main content of this evolution was a departure from Kant’s formalism towards understanding apriorism as a holistic attitude, which determines a person’s preference for some values to others and thus contributes to the formation of a hierarchy of personal values. The three thinkers emphasised the importance of apriorism and a priori forms as fundamental foundations of human morality; however, the philosophical meaning and specific characteristics of the forms changed noticeably throughout the three centuries. Based on her research, the author emphasises the relevance of the examined works for modern moral practice. The individual must be not only a subject of cognitive activity but also a person, whose moral and a priori foundations are actualised through the sensual and emotional experience of ethical values.