scholarly journals The Logic of Inquiry in Moral Life and Moral Education

2013 ◽  
Vol null (41) ◽  
pp. 33-70
Author(s):  
길병휘
Keyword(s):  
Moral Education ◽  
Moral Life ◽  
Logic Of Inquiry

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.

Review of The Moral Life of Schools.

1994 ◽  
Vol 39 (9) ◽  
pp. 913-913
Author(s):  
Stewart Ehly
Keyword(s):  
Moral Life

An Annotated Conceptual Appetizer in Moral Education

PsycCRITIQUES ◽  
2008 ◽  
Vol 53 (39) ◽  
Author(s):  
Stephen A. Sherblom
Keyword(s):  
Moral Education

Nilai-Nilai Pendidikan Akhlak dalam Al-Qur’an

2018 ◽  
Vol 10 (2) ◽  
pp. 269-295
Author(s):  
Sri Waluyo
Keyword(s):  
Moral Education ◽  
Primary Source ◽  
Secondary Data ◽  
Primary Data ◽  
The Core ◽  
Primary Data Source ◽  
Before And After ◽  
Data Source

This paper discusses the content of Q.S. al-Baqarah ([2]: 67-73). The data used in the preparation of this paper is the data that is primary and secondary. The primary source is data obtained from the core source. In conducting a study of a verse, it is clear that the primary data source is derived from the Qur'an,precisely on Q.S. al-Baqarah ([2]: 67-73). Secondary data is dataobtained from other sources that are still related to the problemand provide interpretation of the primary source. The method usedin analyzing this paper is the tahlili method. This method describesthe meaning contained by the Qur'an, verse by verse, and letterafter letter according to the order in the Mushaf. The descriptionincludes the various aspects which the interpreted verses contain,such as the meaning of the vocabulary, the connotation of thesentence, the background of the verse down, its relation to otherverses, both before and after. And do not miss the opinion that hasbeen given regarding the interpretation of these verses, whetherdelivered by the Prophet, companions, the tabi'in, as well as othercommentators. This study shows that in Q.S. (2): 67-73) there arevalues of moral education which include: 1) morals in asking, (2)morals to parents, (3) patience of educators, (4) educator honesty,and (5) obedience of learners.

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