Moral Code of a Person

The paper reveals the moral code, extolled in the renowned Kipling’s poem “If” by means of cognitive interpretation. The author’s message containing his idea of moral code is unraveled in minimum meaningful spaces of the poem (usually one or two lines), which are analyzed in depth. Each space highlights the trajector features of character and the corresponding reference frames (domains), which serve as background for their understanding. The peculiarity of moral concepts consists in the fact that they are based on the evaluative component and therefore they form binary oppositions. The antagonist for the moral concept within such opposition serves as its benchmark, since the essence of a moral value is revealed only when it is contrasted to its opposite, therefore the paper makes an attempt of alignment trajector domains with the benchmarks. In order to delve into the Kipling’s understanding of moral code the distinguished ethical values were arranged in the form of field model. The nucleus of the model comprises most frequently actualized values from the moral code, while periphery includes values with lower rate of actualization. Along with cognitive analyses of Kipling’s moral doctrine the paper highlights the peculiarities of poetic narration, which include abstract dictum, use of subjunctive mood and symbolism. Particular attention is also paid to the use of personification and metaphor.

Territorial justice and equity criteria – spatial planning in Ticino

This paper analyses from a philosophical and interdisciplinary point of view two master plans of the canton Ticino – the first one from 1990, Keynesian, and the second one from 2009, neoliberal. The differences between the former and the latter are highlighted on a conceptual level. While the former stresses the importance of rebalancing and maintaining internal solidarity between the regions of the canton, the latter aims to make the canton more competitive and specialised. The discussion highlights how this type of analysis, by showing the political and moral concepts and criteria underlying a master plan, favours their political discussion and thus, ultimately, the implementation of a more inclusive planning process.

Ethical concepts in the seventh grade physical education curriculum in Jordan: المفاهيم الأخلاقية في منهاج التربية الرياضية للصف السابع في الأردن

The study aimed to Recognition The importance and development of ethical concepts in the seventh grade physical education curriculum in Jordan. to the results. The study showed the following results: 1-There are many ethical concepts that were addressed in the seventh grade physical education curriculum, and the researcher limited them to three concepts, the most prominent of which are (good manners, cooperation, respect), which must be available in such educational curricula. Integration with society, especially at such an age. 2-The contribution of the physical education curriculum to the development of moral concepts from the point of view teachers was average This is attributed to the need to pay more attention to these concepts, teach them, and emphasize their application and work. The study recommended focusing on ethical concepts in such contexts. The study recommended the following:1- concentration On Value Moral Islamic in a situation Curricula Education sport. 2- Awareness the society from Through that Education Sports Instrument educational and ethical and back benefit on the students. In addition to suggestions for complementary studies on the subject.

The effect of using metacognitive thinking in understanding moral concepts among eighth grade students in Jordan: أثر استخدام التفكير فوق المعرفي في استيعاب المفاهيم الأخلاقية لدى طلاب الصف الثامن الأساسي في الأردن

The current study aimed to identify the effect of using metacognitive thinking in understanding moral concepts among eighth grade students in Jordan. The researcher used the quasi-experimental approach to identify the effect of using metacognitive thinking in developing the comprehension of ethical concepts. The researcher prepared a test to measure the moral concepts of the study sample, which consisted of (72) students in two groups (control – experimental). The study reached several results, the most important of which is the existence of an effect of the metacognitive thinking strategy in developing the comprehension of moral concepts for the tenth grade students, where the experimental sample students outperformed the control sample students. The study recommended the necessity of using the metacognitive teaching strategy in all other units of Islamic education, as a unit (creed, interpretation, hadith.

Contributing to Historical-Structural Injustice via Morally Wrong Acts

Alasia Nuti’s important recent book, Injustice and the Reproduction of History: Structural Inequalities, Gender and Redress (2019), makes many persuasive interventions. Nuti shows how structural injustice theory is enriched by being explicitly historical; in theorizing historical-structural injustice, she lays bare the mechanisms of how the injustices of history reproduce themselves. For Nuti, historical-structural patterns are not only shaped by habitual behaviors that are or appear to be morally permissible, but also by individual wrongdoing and wrongdoing by powerful group agents like states. In this article, I extend Nuti’s rich analysis, focusing on two questions that arise from her theory of historical-structural injustice: (1) Beyond being blameworthy for wrongful acts themselves, are culpable wrongdoers blameworthy for contributing to structural injustice? (2) Does historical moral ignorance mitigate moral responsibility for past injustice? Regarding (1), I distinguish between the local and societal structural effects of wrongdoing. Though I think this distinction is well-founded, it ultimately leads to tensions with structural injustice theory’s idea of ordinary individuals being blameless for reproducing unjust structures. Regarding (2), I argue that even though it is natural for the question of historical moral ignorance to arise in considering past wrongdoing, at least in the case of powerful group agents, we should not overlook forms of cruelty which present-day moral concepts are not needed to condemn.

ISSUES OF EXISTENCE AND EPISTEMOLOGY IN YUSUF KHOS HAJIB’S WORK KUTADGU BILIG

In the article, the author expresses his views on the views of the medieval Turkic peoples on the existence and knowledge in the work “Kutadgu bilig” by the great philosopher-scientist Yusuf Khos Hajib. It also analyzed a large-scale encyclopedic guide, a proverb, which reflects the whole existence of habits, moral concepts, moral principles, and norms. It raises many philosophical problems peculiar to the spiritual pursuits of the great medieval thinkers. KEY WORDS: epistemology, consciousness, cognition, gynecology, universal of nature, peripatetic, philosophy of compromise, rationalism, realistic ideas.

Influence of Family Background on Learning Outcome of Agricultural Undergraduates in Indian Conditions

Family as an entity teaches many concepts like social, economic, technical, moral concepts to the children for a better living. Thus the contribution of a family in an educational environment is undeniable. Thus this paper attempts to cull out various aspects of family background that influence the learning situation of the agricultural undergraduate students in the Indian conditions. Agricultural College and Research Institute, Coimbatore of TNAU were taken as the study center. B. Sc. (Agriculture) degree program was purposefully selected. 114 students studying final year were considered for the study by employing saturated sampling technique. Majority of the respondents’ families were found to be economically sound with stable occupation under any one sector. Being hostellers, the parents did not have adequate scope to engage in educational activities and interact with the institution. But they always find ways to back the students in all possible ways in other means.

Fundamentals and dominants of poetics by N.S. Leskov

In the presented article formative foundations and dominants of mnemonic poetics of N.S. Leskov were identified and formulated (based on the research of scientists of recent years). The main ones are considered. As part of the interaction of word and image, the correspondence of verbal and visible, the question was raised about the nature of the image among Leskov — intensely icon-painting, about the dialectics of classical and art-historical ecfrasis; the picture dominates the genre of the novel (in particular, “Bypassed” (1965)), the icon — in small genres (for example, “situation story”). Dialogue as a constructive principle in Leskov’s prose inherits the methods and techniques of philosophy dating back to the experiments of Socrates’ selfconsciousness (469–399 BC) and G.S. Skovorody (1722–1794). These features of the text in turn determine the functions of a word that problematizes specific moral concepts and moves the reader to his own ethical choice. Leskov’s artistic reception is simultaneously turned to legend and is innovative. The text of the Russian classical writer is always located on the border of archaic and modern. This feature of Leskov’s prose is clearly demonstrated by the creative history of the literary and artistic game “Flea” (1924–1931), the text-source of which is the story “Left” (1881). Established — memory, experience, tradition underlie the poetic system of the classic writer.

Physical Presence during Moral Action in Immersive Virtual Reality

Research on morality has focused on differences in moral judgment and action. In this study, we investigated self-reported moral reasoning after a hypothetical moral dilemma was presented on paper, and moral reasoning after that very same dilemma was experienced in immersive virtual reality (IVR). We asked open-ended questions and used content analysis to determine moral reasoning in a sample of 107 participants. We found that participants referred significantly more often to abstract principles and consequences for themselves (i.e., it is against the law) after the paper-based moral dilemma compared to the IVR dilemma. In IVR participants significantly more often referred to the consequences for the people involved in the dilemma (i.e., not wanting to hurt that particular person). This supports the separate process theory, suggesting that decision and action might be different moral concepts with different foci regarding moral reasoning. Using simulated moral scenarios thus seems essential as it illustrates possible mechanisms of empathy and altruism being more relevant for moral actions especially given the physical presence of virtual humans in IVR.