scholarly journals John Dewey on the Reflective Moral Life: Renewing His Lessons for Moral Education Today

2016 ◽  
Vol 6 (3) ◽  
Author(s):  
Jessica Ching-Sze Wang
Keyword(s):  
Moral Education ◽  
John Dewey ◽  
Moral Life ◽  
Education Today

scholarly journals John Dewey, From Philosophy of Pragmatism to Progressive Education

2017 ◽  
Vol 6 (9) ◽  
pp. 23
Author(s):  
Dimitris Pavlis ◽  
John Gkiosos
Keyword(s):  
Moral Education ◽  
John Dewey ◽  
Progressive Education ◽  
Democratic Education ◽  
Philosophy Of Education ◽  
The Other ◽  
Educational Issues ◽  
The One

<p>The reason for this publication has been our interest in educational issues on the one hand, and, on the other, in the philosophy of education of J. Dewey. This resulted in further approaching the philosophy of Pragmatism and considering its influence on J. Dewey’s philosophy of education. At the same time, we have sought the influences on his work from Aristotelian thought. In this direction, we show that the American philosopher considered the philosophy of pragmatism as applicable to a democratic education, which is also considered to be moral education.</p>

Regret: A Vital Structure of Critical Engagement in Moral Education

2019 ◽  
Vol 19 (1) ◽  
pp. 1-16
Author(s):  
Alexander Keller Hirsch ◽  
Keyword(s):  
College Students ◽  
Moral Education ◽  
Moral Imagination ◽  
Counterfactual Thinking ◽  
Moral Life ◽  
Self Awareness ◽  
Self Reflection ◽  
Critical Engagement ◽  
Moral Learning ◽  
Vital Structure

I argue that helping college students to hone their faculty for regret is key to at least three interrelated functions of critical engagement in moral education: 1) empathic unsettlement; 2) counterfactual thinking; and 3) anagnorisis, Aristotle’s term for a tragic and too-late turn in self-awareness. All three functions support an attitude of humility and self-reflection germane to rigorous moral reflection. Though it can be difficult to confront and assume, I argue that claiming regret can help students to catalyze thinking, curiosity, and responsiveness in ways that bear under-explored potential in moral learning. In what follows, I defend regret as a vital structure of moral life, and give several examples of how regret might work to advance moral imagination in the classroom.

scholarly journals The ideas of F. Bacon, R. Descartes, T. Hobbes about the morality and ethics relating to education

2017 ◽  
Vol 6 (1) ◽  
pp. 178-182
Author(s):  
Anna Vladimirovna Guschina
Keyword(s):  
Moral Education ◽  
Practical Problem ◽  
Human Life ◽  
Point Of View ◽  
Moral Life ◽  
Modern Time ◽  
Moral Wisdom ◽  
Inner World ◽  
Ethnicity And Race

The paper provides evidence of the importance and necessity to resort to the ideas of modern time philosophers about morality. Understanding their application to education makes it possible to identify conserved and preserved ideas of moral education of humans. The author shows that the moral wisdom include the experience of mankind that has started to realize the value of each person, the equality of all people regardless of ethnicity and race, to understand that living in harmony with their own kind means to contribute to the prosperity of mankind. The author proves that identification of the relation between morality and ethics is conditioned by the need to solve a practical problem - to identify the ideas of F. Bacon, R. Descartes, T. Hobbes about morality and ethics who consume these categories as synonyms relating to education. According to F. Bacon, morality comes to a person from outside and a leading way of moral decency acquisition is teaching, turning into manners. Morality, from R. Descartes point of view, guiding human life and customs, is given to man from outside; following the rules of human morality is a key way of building a proper and moral life. Morality, from R. Descartes and T. Hobbes point of view, determines mans inner world.

scholarly journals The Challenge against Economic Regulation Ethics under the COVID-19 Epidemic: An Analysis of Unethical Behavior of Convenience

CONVERTER ◽  
2021 ◽  
pp. 74-79
Author(s):  
Jianguo Qu
Keyword(s):  
Moral Education ◽  
Public Interest ◽  
Unethical Behavior ◽  
Moral Life ◽  
Economic Regulation ◽  
Moral Hazards ◽  
Unethical Behaviors ◽  
Important Means ◽  
Public Ethics ◽  
And Control

Purpose: Under the COVID 19 epidemic, public interest should be treated as a kind of public ethics. From the perspective of economic regulation, this study regards unethical behavior arising from the pursuit of convenience as a challenge against the public interest. It attempts to analyze the relationship between convenience and moral behavior from the perspectives of moral philosophy and psychology, reveal the factors influencing occurrence of unethical behavior of convenience, and express opinions on the construction of citizen morality under the epidemic. Method: By combining literature research and life cases, analysis is made on unethical behavior of convenience in life. Results: Convenience is a need in human moral life, and people may have unethical behaviors in the pursuit of convenience. The degree of convenience in the context of moral life, the clarity of moral clues, whether moral evasion is successful, and the tolerance of moral hazards are factors that affect whether individuals commit unethical behaviors in the pursuit of convenience. Conclusion: Respect for individual convenience is also respect for individual human rights, and overall convenience is the inherent requirement of social moral life. The epidemic has significantly impacted individual lives and public lifestyles. It is undoubtedly an important means to prevent and control the COVID-19 epidemic by regarding public interests as public ethics. For the need to jointly prevent and control the epidemic, it is recommended that schools incorporate convenience-related moral education content in light of the epidemic situation.

scholarly journals ¿Cabe una educación sexual que sea expresión de una inteligencia cultivada?

2021 ◽  
Vol 79 (278) ◽  
Author(s):  
David Reyero García ◽  
Keyword(s):  
Sex Education ◽  
Good Life ◽  
Human Sexuality ◽  
Human Condition ◽  
Moral Life ◽  
Intellectual Life ◽  
Normative Judgment ◽  
Sexually Transmitted ◽  
Personal Character ◽  
Education Today

This article aims to show how sex education today responds to the dominance that philosophies of suspicion have achieved over intellectual life, a dominance that hinders a normative judgment of human sexuality. Any attempt at regulation is suspected of concealing some kind of domination by some over others. The lack of regulations makes meaningful education about sexuality impossible and only allows for education that is superficial, instrumental, and limits itself to managing unwanted consequences such as teenage pregnancies and sexually transmitted infections. This work shows that there is another way of understanding intellectual life that is linked to moral life, open to the truth, and not just dedicated to denunciation. Thinking well involves living within a tradition and on the path of a good life. A concept of a good life supposes a teleological understanding of the human condition and the necessary cultivation of virtues in order to remain within it. In this dimension, sexuality has a meaning that is not merely biological but also relational, generative, and communicative, and it is subject to rules that derive from our personal character and sexuality’s relationship with intimacy.

John Dewey and Jewish Education Today

1983 ◽  
Vol 51 (4) ◽  
pp. 35-37
Author(s):  
Ronald Kronish
Keyword(s):  
John Dewey ◽  
Jewish Education ◽  
Education Today

Konsep Pendidikan Akhlak dalam Tafsir Al-Ibriz Bisri Mustofa Serta Relevansinya dengan Pendidikan Islam di Indonesia

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Firman Sidiq ◽  
Rahman Mantu
Keyword(s):  
Moral Education ◽  
Positive Impact ◽  
Moral Values ◽  
Islamic Education ◽  
Orang Asli ◽  
Ecological Vision ◽  
Quality Life ◽  
The Social ◽  
The World ◽  
Education Today

Abstract: Moral education is the initial foundation for forming and creating a better and quality life. In addition, it can also develop human attitudes to become more perfect, so that they have a positive impact on life and are always open to good and closed from all forms of evil. Furthermore, with the values of moral education will certainly have a positive impact on various aspects and elements of life, moral education can be interpreted as a process of internalizing moral values into oneself. In order to be firmly planted in the mindset, speech, actions, and interactions with God, humans and nature. In addition, moral values can also form trancendental-spiritual vision, sociological vision and ecological vision. Thus, these values can be inherent in themselves so as to form a culture of behavior and character. Departing from the background of the thoughts described above, this article is directed at reviewing and constructing Bisri Mustofa's thinking with a focus on studies on the values of moral education contained in Bisri Mustofa's Tafsir al-Ibriz. The factors behind the author chose Bisri Mustofa's interpretation because he was an Indonesian native, so the interpretations made by him would certainly be very interactive with the social realities that exist on Indonesian soil, which would greatly help writers in their efforts to benefit the education world in Indonesia especially Islamic education, and will be able to answer various problems that exist in the world of education today. Abstrak: Pendidikan akhlak merupakan landasan awal untuk membentuk dan menciptakan kehidupan yang lebih baik dan berkualitas. Selain itu, dapat juga menumbuh kembangkan sikap manusia agar menjadi lebih sempurna, sehingga berdampak positif bagi kehidupan dan selalu terbuka bagi kebaikan dan tertutup dari segala bentuk keburukan. Lebih lanjut, dengan adanya nilai-nilai pendidikan akhlak tentunya akan berdampak positif juga pada berbagai aspek dan unsur kehidupan, pendidikan akhlak dapat diartikan sebagai proses internalisasi nilai-nilai akhlak ke dalam diri. Agar tertanam kuat dalam pola pikir, ucapan, perbuatan, serta interaksinya kepada Tuhan, manusia dan alam. Selain itu, nilai-nilai akhlak dapat pula membentuk visi trancendental-spiritual, visi sosiologis dan visi ekologis. Sehingga, nilai-nilai tersebut dapat melekat dalam diri sehingga membentuk budaya perilaku dan karakter. Berangkat dari latar pemikiran yang telah penulis uraikan di atas, maka artikel ini diarahkan untuk mengkaji dan mengkonstruk pemikiran Bisri Mustofa dengan fokus kajian pada nilai-nilai pendidikan akhlak yang terkandung dalam Tafsir al-Ibriz karya Bisri Mustofa. Adapun faktor yang melatar belakangi penulis memilih tafsir Bisri Mustofa karena ia merupakan orang asli Indonesia, sehingga tafsir yang dibuat olehnya tentu akan sangat interaktif dengan realitas sosial yang ada di bumi Indonesia, yang hal tersebut akan dapat sangat membantu penulis dalam upaya memberikan manfaat terhadap dunia pendidikan di Indonesia khususnya pendidikan Islam, serta akan dapat mampu menjawab berbagai problem yang ada dalam dunia pendidikan dewasa ini.

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