PENDIDIKAN ETIKA REKA BENTUK DALAM PROGRAM INDUSTRI KREATIF DI INSTITUSI PENGAJIAN TINGGI MALAYSIA [DESIGN ETHICS EDUCATION FOR CREATIVE INDUSTRIES PROGRAMMES IN MALAYSIAN HIGHER EDUCATION INSTITUTIONS]

Nowadays, the creative industry is rapidly developing with various technologies and creativity moving forward. However, problems and issues involving ethical aspects are still often seen on social media, television and print media, it clearly shows the lack of values and ethical aspects of the individual in the production of designs. Therefore, this study is conducted to propose the guidelines on ethical education design for creative industry programs in the institutions of higher learning. The objective of this study is to evaluate students' behavior towards design ethics among students of higher education institutions, evaluate teaching practices implemented by educators of higher education institutions as well as to assess challenges related to design ethics faced by creative industry professionals in submitting proposal regarding ethical education guidelines for creative industry programs. This study uses quantitative method which is the survey method in which questionnaires are distributed to respondents. For the sampling of studies, which is stratified sampling that refers to individual specific characteristic features in terms of his/her involvement in the creative industry. The numbers of respondents were 164 for the students, 108 respondents for the teaching staff and 89 respondents were from creative industry professionals. The findings of this study that are based on the mean value and standard deviation from the data collected through the survey study, show that students' behavior on ethical aspects is an important aspect of design ethics. Meanwhile, for the lecturers, the teaching practices implemented show that ethical aspects are a crucial element in the teaching sessions. Next, for the creative industry professionals, ethical aspects are considered as an important element in facing the challenges regarding design ethics. This is explained through the findings of students, lecturers and creative industry professionals through high recorded mean value. Therefore, it is clear that ethical aspects are a vital element to these three groups. Thus, a guideline on ethical education design for creative industry programs in institutions of higher learning is produced through the findings. Hence, this study provides a module on design ethics education that can be practiced in creative industry programs in Institutions of Higher Learning in Malaysia.

The Humble Reason. On Education in Kant and Fichte

In this paper I will focus on education as the core function of reason in Kant and Fichte. The notion of reason carries an intrinsic tendency to universality, which is difficult to be reconciled with its local (cultural, historical, anthropological) background and actualisation. I believe that the stress on the importance of learning, which can be seen in the works of both Kant and Fichte, might provide useful clues to approaching the relation between universality and particularity. I will start by focusing on Kant’s narration on the genealogy of human reason in the Conjectural Beginning of Human History, and then move on to the critical writings and selected lectures in order to focus on the role of human dignity and ethical education for the moral appraisal and the practice of virtue. Later, I will consider Fichte’s lectures on the Vocation of the Scholar, the Vocation of Man and The Characteristics of the Present Age, which are crucial to understanding the social, ethical and political role of the scholar. For Fichte, education is the best instrument to eradicate selfishness, regarded as a historical phenomenon which can lead a nation to ruin. I will then provide some conclusions concerning the two accounts and their implications.

Ethical Education for Grades 1 and 2 in Finland from the Values Perspective

The article addresses a key issue in curriculum policy, ethical education in Grades 1 and 2. The article uses the Finnish 2014 basic curriculum as the basis for a case study rooted in the humanities, philosophy, and the cultural sciences. The article explores what is embodied in this policy, especially the objectives of the subject of ethics in the curriculum. The article draws attention to the development of values through the curriculum in primary education in Finland and presents an overview of recent developments in values education in schools, taking curriculum research into account. The key part of the study is an analysis of the Finnish National Core Curriculum, principally those parts which involve secular ethics, as formulated by the Ministry of Education, and which emphasize the right of children to a good education and “to understand themselves, other people, the society, the environment, and different cultures” (National Core Curriculum, 2016, p. 15).

TO THE QUESTION ABOUT COMPUTER DEPENDENCE

This article is based on the report of the author of an all-institute seminar dedicated to the preliminary defense of the dissertation topic «Ethical education as a factor in preventing Internet addiction.» Internet addiction is understood here as the excessive computer enthusiasm of young people. The popularization of digital high-tech computer technologies creates addictions to computers, which leads to pathological disorders, as well as other diseases. In this regard, the authors seek to analyze the essence and content of computer addiction.

Od Jana Amosa Komeńskiego do Jeana Frédérica Oberlina – od idei do praxis

Resulting from his reflections on education and shaped by the idea of pansophism, the phenomenon of Comenius' pedagogical thought for centuries not only had an impact on the development of the subsequent philosophical trends forming the (perennial) educational exemplar but also it indicated the direction of the essential educational reforms. One of the inheri-tors of Comenius' pedagogical visionary was the author of Poêles à tricoter - John Frederic Oberlin. In his archetype of kindergarten, a reflection of Comenius' idea related to the early education can be found, which was included in Informatorium scholae maternae ('On early education'), which Oberlin puts into a language of pedagogical praxis. Comenius' ideas of religious-ethical education, child’s multisided development and education leading to child's readiness to be a pupil were given not only an application character but also an institutional form by Oberlin. Initiated by Oberlin in Ban de la Roche in 1769 on the pages of Poêles à tricoter and referring directly to Comenius' reflections, the educational solutions commenced the new era in the history of education.

Beyond policy narratives: exploring the role of pedagogical beliefs in classroom practices of secondary school Civics and Ethical Education teachers

In Ethiopia, secondary school Civics and Ethical Education has been offered to students with prime objective of producing competent and rational citizens. While policy narratives advocate constructivist pedagogy for achieving this goal of the curriculum, the reality on the ground hints that the subject is far behind achieving its stated goal. In line with this, teachers’ role in implementing the curriculum cannot be understated. Teachers are policy actors who implement the official curriculum. Their classroom practice; however, is largely dependent on their pedagogical beliefs. To this end, this study aimed at examining the role of secondary school Civics and Ethical Education teachers’ pedagogical beliefs in their perceived classroom practices vis-à-vis selected demographic variables. The study was conducted using correlational design participating 324 Civics and Ethical Education teachers from 43 government and private secondary schools in Addis Ababa city. Two-way multivariate analysis of variance and multiple regression were used to analyze the data. The regression analysis revealed that teachers' pedagogical beliefs explained 45.8% of the variance in classroom practice. Teachers were also found to have strong constructivist belief, even though they do not completely reject traditional belief per se. Their constructivist practice is; however, below the expected level, suggesting the interplay of contextual factor(s) which should be further studied. The findings implied the need to redefine continuous professional programs with emphasis on reflective teaching practice and improve climate of secondary schools.

Transformation of education in the perspective of secular ethics

The article analyzes the preconditions for the transformation of the higher education system to the trinity of social, emotional, and ethical learning. The author considers the formation of education system with the use of secular Buddhist ethics on the example of Emory University (Emory, USA). The article pays great attention to the speeches of Dalai Lama and the influence of Buddhist philosophy of education on the system of socio-emotional and ethical education. The theoretical analysis of the curriculum of social-emotional-ethical training presents the methodology and the methods of the study. The object of the research is the Buddhist philosophy of education. The subject of the study is SEE Learning program (social-emotional-ethical learning) as a way of reception of the Buddhist philosophy of education in the higher education system. The author considers the implementation of SEE Learning program – social-emotional-ethical learning at Emory University (Atlanta, Georgia). This program is the result of the university’s collaboration with Dalai Lama XVI and the Tibetan Exile Community. The author concludes that the change of value orientations and the decolonization of education are factors that influence the development of educational systems. Social-emotional-ethical learning can solve the problem of lack of ethical education at universities. The introduction of ethics education will enable higher education institutions to produce not only practically and theoretically competent professionals, but also individuals who are able to understand the consequences of their decisions.

A Study of Philosophical Theory and Educational Science of Insights on Ethics, Values, Characters, and Morals rooted into the Islamic and Contemporary Western Perspectives

The present article addresses the necessity for entrenching characters, morals, values, and ethical education in science teaching and science education. It explains the argument and rationale, and buttresses ethics, values, and nurturing of morals in students through a modified curriculum science education and describes their benefits to humanity. Additionally, the study discusses the rapidness of technological advancements, science, and globalization that are influencing the complications of human social life and underpinning the level of values, ethics, and morality in education and teaching sciences. Analyses and syntheses are presented to the pedagogical and philosophical questions related to the above-mentioned themes, as it may assist in conceptualizing and uttering a solid theoretical outline for the enhancement of school curricula. A proportional analysis in view of the philosophical, the collective Islamic moral education and values and hypothetical foundation of contemporary Western ethical education is outlined to generate and extend maximum academic benefits and to establish a supplemented theoretical background of character education and moral which may contribute to global acceptability of the character education and moral theoretical framework in Western.