scholarly journals Phronesis and the Knowledge-Action Gap in Moral Psychology and Moral Education: A New Synthesis?

2019 ◽  
Vol 62 (3) ◽  
pp. 101-129 ◽  
Author(s):  
Catherine Darnell ◽  
Liz Gulliford ◽  
Kristján Kristjánsson ◽  
Panos Paris
Author(s):  
Keimpe A. Algra

Posidonius of Apamea (Syria) was a Stoic philosopher and student of Panaetius. He taught in Rhodes. He combined a passion for detailed empirical research with a general commitment to the basic systematics of Stoic philosophy (which, however, he was willing to revise where necessary). As such he was probably the most ‘scientific’ of the Stoics. His wide-ranging investigations of all kinds of physical phenomena (especially in the areas of physical astronomy and meteorology) became particularly renowned, the best known case being his explanation of Atlantic tides as connected with the motions of the moon. His most original philosophical contributions are to be located in the connected areas of psychology and ethics. Posidonius appears to have been committed to a slightly Platonizing version of Stoic psychology, according to which the passions are no longer regarded as a malfunctioning of the rational faculty, but as motions of the soul which take their origin in two separate irrational faculties (anger and appetite). This revised moral psychology is accompanied by some corresponding revisions in ethics such as the conception of moral education as the blunting of the motions of the irrational faculties.


Hypatia ◽  
1998 ◽  
Vol 13 (1) ◽  
pp. 78-117 ◽  
Author(s):  
Susan Khin Zaw

Wollstonecraft's early works express a coherent view of moral psychology, moral education and moral philosophy which guides the construction of her early fiction and educational works. It includes a valuable account of the relation between reason and feeling in moral development. Failure to recognize the complexity and coherence of the view and unhistorical readings have led to mistaken criticisms of Wollstonecraft's position. Part I answers these criticisms; Part II describes and textually supports her view.


2017 ◽  
Vol 17 (2) ◽  
pp. 133-149
Author(s):  
Deborah S. Mower ◽  

The primary problem we face when educating for social justice involves making problems and issues ‘real’ in ways that enable deep comprehension of the nature of injustice, the effects of systemic and dynamic causes, and the interaction of structures and policies on the lives of individuals. To address this problem, I examine work from behavioral economics and moral psychology as theoretical resources. I argue that we can glean insights from the notions of behavioral nudges and virtue labeling and propose a new account of nudges, which I call experiential nudges. Experiential nudges provide an important mechanism in educating for social justice, in particular, and can be extended within moral education more broadly.


2018 ◽  
Vol 6 (1) ◽  
pp. 89-106
Author(s):  
Khamim Khamim

Abstract The issues of moral degradation are increasingly widespread. Developments have more or less given their influence on human personality, including Muslims. Tracing back, many hadith have told us about the importance of cultivating superior morals and personality. This article will examine the importance of fostering social piety in the perspective of tarbawi hadith. Hermeneutic analysis using a qualitative approach to literature study becomes a tool for a more comprehensive new synthesis. From the analysis, it can be concluded that moral education is indeed often alluded to in various hadiths of the Prophet. This is not surprising anymore considering the main mission of the Prophet Muhammad sent by Allah SWT to this world is to perfect morals. Moral education certainly comes from strong faith in humans. Strong faith will bring about noble character, which is then called individual piety. Individual piety can be seen from ritual piety and certainly will lead to social piety. Community life is not as easy as imagined, because it requires good interpersonal sensitivity and quality. That is why the Prophet often reminded Muslims to get used to social piety, starting from the ethics of visiting and being able to receive guests, or also the elegant ways of living. Of course social piety can start from small things such as answering greetings, visiting sick people, arranging bodies, fulfilling invitations, or also praying for our brothers who sneeze. Good social piety will certainly strengthen ukhuwah Islamiyah. All of this is expected to create a superior Islamic civilization. Therefore, in tarbawi hadith, social piety is indeed important to be cultivated in daily life. Keywords: Morals, Social Piety, Hadith ملخص تنتشر قضايا التدهور الأخلاقي في المجتمع تزداد على مر الزمان. كيف لا، مراحل تطور العصر أكثر أو أقل تأثيرًا على جانب الشخصية الإنسانية، الخطر يستهدف الجميع بما في ذلك المسلمين. ثم إننا إذا نظرنا مرة أخرى في القائمة المذكورة، من الحديث النبوي والذي يتضمن قول الرسول الكريم يدل على أهمية ترقية الأخلاق الحسنة في المجتمع التي سيتم توسيعها في مشارق الأرض. ستدرس هذه المقالة عن أهمية تعزيز الأخلاق الإجتماعية من منظور الحديث التربوي. استخدام هذا التحليل التأويلى النهج نهجًا نوعيًا مع نوع البحث الوصفي باستخدام الدراسة المكتبية لجذب توليفة جديدة أكثر شمولاً. من التحليل الذي قام به الباحث، يمكن الاستنتاج به أن كثيرا ما يذكر الحديث فى تربية الأخلاق. هذا ليس من المستغرب، بالنظر إلى أن مهمة البعثة الرئيسية لرسول الله صلى الله عليه وسلم إلى هذه الدنيا لإتمام مكارم الأخلاق. بالطبع، أن تنمية التربية الأخلاقية في المجتمع التي وردت من الإيمان القوي بالبشر. والإيمان القوي سوف يؤدي إلى الأخلاق الكريمة، والذى سمي بعد ذلك التقوى الشخصي. يمكن رؤية التقوى الشخصية من طقوس التقوى الشخصي في جميع الأماكن، وبالتأكيد سوف سوف تتحول إلى التقوى الاجتماعي. العيش بين يدي المجتمع ليس سهلاً كما يتصور الناس في كثير الأحيان، لأنه يتطلب إلى حساسية وجودة شخصية جيدة. لذلك ذكر ونصح الرسول صلى الله عليه وسلم المسلمين في كثير من الأحيان بالاعتياد على التقوى الاجتماعي. بدأ من الأخلاق عند زيارة واستقبال الضيوف وفي الأحياء المجاورة. وبالطبع يمكن بدء التقوى الاجتماعي من الأشياء الصغيرة مثل إلقاء السلام ورد السلام و عيادة المريض و اتباع الجنازة و إجابة الدعوة وتشميت العاطس. التقوى الإجتماعي الجيد سيعزز الأخوة الإسلامية. كل هذا من المتوقع أن يكون قادراً على تحقيق الحضارة الإسلامية المتفوقة. لذلك، في منظور الحديث التربوي، فإن التقوى الاجتماعي مهمة لتزرع ومعتادة في الحياة اليومية. مفتاح الكلمات: الأخلاق، التقوى الاجتماعي، الحديث التربوي. Abstrak Isu-isu degradasi moral semakin hari semakin merebak. Bagaimana tidak, perkembangan zaman sedikit banyak telah memberikan pengaruhnya pada sisi kepribadian manusia, termasuk umat Islam. Apabila kita cermati ulang, dalam hadis telah banyak diriwayatkan mengenai pentingnya memupuk akhlak dan keribadian unggul yang nantinya akan meluas dan membumi. Artikel ini akan mengkaji tentang pentingnya menumbuhkan kesalehan sosial dalam perspektif hadis tarbawi. Analisis hermeneutik menggunakan pendekatan kualitatif berjenis studi kepustakaan menjadi alat untuk menarik sintesa baru yang lebih komprehensif. Dari analisis yang telah dilakukan, dapat disimpulkan bahwa pendidikan akhlak memang sering disinggung dala berbagai hadis Rasulullah. Hal ini tidak mengherankan lagi mengingat misi utama Nabi Muhammad SAW diutus Allah SWT ke dunia ini adalah untuk menyempurnakan akhlak. Pendidikan akhlak tentu saja bersumber dari keimanan yang kuat dalam diri manusia. Iman yang kuat akan memunculkan akhlak mulia, yang kemudian disebut dengan kesalehan individual. Kesalehan individual akan dapat dilihat dari kesalehan ritual dan tentunya akan berdiferensiasi menjadi kesalehan sosial. Hidup bermasyarakat tidak semudah apa yang dibayangkan, karena ia memerlukan kepekaan dan kualitas interpersonal yang baik. Karena itulah Rasulullah sering kali mengingatkan umat Islam untuk membiasakan diri menuju kepada ranah kesalehan sosial. Mulai dari etika bertamu dan adab menerima tamu, atau juga cara-cara hidup bertetangga yang elegan. Tentu saja kesalehan sosial dapat dimulai dari hal-hal kecil seperti menjawab salam, menjenguk orang sakit, menguruskan jenazah, memenuhi undangan, atau juga mendoakan saudara kita yang bersin. Kesalehan sosial yang baik tentu akan mempererat ukhuwah Islamiyah. Semua ini diharapkan akan dapat menciptakan peradaban Islam yang unggul. Oleh karena itu, dalam kacamata hadis tarbawi, kesalehan sosial memang penting untuk ditumbuhkan dan disemaikan dalam kehidupan sehari-hari. Kata Kunci: Akhlak, Kesalehan Sosial, Hadis.


Author(s):  
Franco V. Trivigno

This chapter foregrounds aspects of Plato’s thinking about virtue that may be useful for contemporary virtue ethicists. First, Plato presents Socrates’ self-knowledge as a kind of ‘moral epistemic humility,’ and this notion may be important for theories that set a high bar for moral knowledge. Second, Plato provides various models—with wisdom at the forefront—for configuring the relationship amongst the virtues. Third, Plato’s view that virtue is sufficient for happiness, though external goods contribute to one’s level of happiness, represents an underexplored option in contemporary work. Fourth, very few scholars have drawn from Plato’s rich account of the moral psychology of eros, or love, in the development and maintenance of the proper attitude toward virtue. Finally, Plato’s political thought, in which the state’s central task is tend to the virtue and happiness of its citizens, may provide a rich resource for those interested in moral education and virtue politics.


2019 ◽  
pp. 266-291
Author(s):  
Kristján Kristjánsson

Aristotelianism is all the rage in contemporary virtue ethics. Yet given how anachronistic Aristotle’s account of the meta-virtue of megalopsychia seems to be, there is a tendency to pass over it in silence. This chapter argues against such a move and maintain that Aristotle’s ideal can help illuminate a number of contemporary debates. In moral psychology, megalopsychia helps mediate between realist and anti-realist conceptions of selfhood. In moral education, megalopsychia casts light on the levels of moral development to which we can aspire through the cultivation of character, as well as the necessary individualization of education in virtue. In moral philosophy, megalopsychia helps crystallize debates about role moralities and the demands of noblesse oblige; the relationship between objective and subjective well-being; and to what extent contemplation and self-transcendence enter into well-being. This chapter provides a whistle-stop tour of those topics and explains the lessons Aristotle’s account of megalopsychia can teach us about them.


2012 ◽  
Vol 1 (87) ◽  
pp. 143-185
Author(s):  
이정렬 ◽  
Changwoo Jeong

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