A Study on Moral Education Methods through Moral Deliberation 337- Focusing on M. Johnson’s Moral Deliberation -

2021 ◽  
Vol 73 ◽  
pp. 337-357
Author(s):  
Jaeeun Kwon
Keyword(s):  
Moral Education ◽  
Moral Deliberation

The Evil Within

2018 ◽  
Author(s):  
Diane Jeske
Keyword(s):  
Case Studies ◽  
Moral Education ◽  
Moral Philosophy ◽  
Moral Virtue ◽  
Real Life ◽  
Serial Killer ◽  
Cultural Norms ◽  
Moral Deliberation ◽  
Moral Self ◽  
Death Camp

Thomas Jefferson and Edward Coles were men of similar background, but the former remained a slaveholder while the latter emancipated his slaves. Examining the ways in which people such as Jefferson, who perform wrong and even evil actions, attempt to justify those actions both to others and to themselves illuminates the mistakes that we ourselves make in moral reasoning. The study of moral philosophy can help us to identify and correct for such mistakes. In applying the tools of moral philosophy to case studies of Nazi death camp commandants, American slaveholders, and a psychopathic serial killer, the author demonstrates how we can become better moral deliberators, thereby fulfilling our duties of due care in moral deliberation, moral self-scrutiny, and the development of moral virtue. These case studies serve as extended real-life thought experiments of moral deliberation gone wrong, and can show us how four impediments to effective moral deliberation—cultural norms and pressures, the complexity of the consequences of our actions, emotions, and self-deception—can be identified and overcome by the study and use of moral philosophy. Thus, the study of moral philosophy ought to be incorporated into moral education so that its tools become common currency in moral deliberation, discussion, and debate.

Learning from Evil

2018 ◽  
Author(s):  
Diane Jeske
Keyword(s):  
Moral Reasoning ◽  
Moral Education ◽  
Moral Philosophy ◽  
Moral Virtue ◽  
Thought Experiments ◽  
Thomas Jefferson ◽  
Cultural Norms ◽  
Moral Deliberation ◽  
Moral Self

The actions of Thomas Jefferson, slaveholder, and Edward Coles, emancipator of slaves, pose critical questions about how people justify their complicity in evil practices. In this introductory chapter, the author lays out how she will examine four significant impediments to good moral deliberation: cultural norms and pressures, the complexity of consequences, emotions, and self-deception. She explains how she will illuminate the errors of bad people and show how they mirror errors that we ourselves commonly make. Thus, the moral philosophy presented here is an important tool in identifying such errors and can assist in fulfilling our duties of due care in moral deliberation, moral self-scrutiny, and the development of moral virtue. The author previews the case studies of bad people, such as Nazis and slaveholders, that she cites in later chapters, and she shows how the studies can act as extended thought experiments about the nature of moral reasoning and of effective moral education.

The Moral of Mr. Jefferson’s Story

2018 ◽  
Author(s):  
Diane Jeske
Keyword(s):  
Moral Education ◽  
Moral Philosophy ◽  
Thomas Jefferson ◽  
Moral Action ◽  
Moral Deliberation ◽  
Moral Agents ◽  
Nonhuman Animals ◽  
The Right ◽  
Cultural Pressures

In examining the case of Thomas Jefferson, the author shows how the impediments to good moral deliberation—cultural pressures and norms, the complexity of consequences, emotions, and self-deception—played a role in his thinking about slavery. The chapter also shows how these impediments play a role in our own thinking about our treatment of nonhuman animals and how the tools of moral philosophy can serve as a way of dealing with those impediments. We have to learn how to balance our own interests against those of others, and how to balance the interests of loved ones against the interests of strangers. We cannot leave moral action to the mercy of conscience, if we mean by conscience whatever we happen to think is the right thing to do. Employing the tools of moral philosophy in moral education can help us to raise good moral deliberators and, hopefully, good moral agents.

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.

PEMIKIRAN PENDIDIKAN SPIRITUAL SYAIKH 'ABD AL-QADIR AL-JILANIY

ALQALAM ◽  
2015 ◽  
Vol 32 (1) ◽  
pp. 196
Author(s):  
Badrudin Badrudin
Keyword(s):  
Moral Education ◽  
Education System ◽  
Teaching Method ◽  
Moral Values ◽  
Islamic Education ◽  
Religious Leaders ◽  
Spiritual Education ◽  
Educational Materials ◽  
Educational Thought ◽  
The Core

The Principles of Islam requirehuman to maintain  and improve their moral values BuT in fact, many  Moslems  face problems of moral deteriora tion, crisis of beliefs, and moral decadence that happenin all aspects of life. This moral deterioration is often associated by  the  experts  of  education  with the failure of educat ion. The failure of education relates to the education system that has various components that affect each other. The elements needed in the education system are the goal of education , educators, students, tool s,  and  natural  surroundings. The results of this study indicate that the essence of  spiritual  learning obligations according to Syaikh 'Abd al-Qadir al-Jilaniy is araising the total of  truth towards  Allah SWT's path.  The aims of the learning areto implement knowledge and clean  the heart (tazkiyyah al-nafs) from worldly characters and the lust of dirtiness to ma'rifatullah. Spiritual educators are  those who  practice  the law of Allah, clean the heart and  guide  students to the  safety of life  in the Hereafter . Learners constantly face Allah and obey Him, do not meet the call besides Allah, listen  to  the  call  of  Allah  and implement everything stated in the Qur ·an  and  the  Prophet tradition. Teaching method used is the method of mau'izhah, sima',  ahwal ,   and   muhasabah  fial-nafs (introspection). Educational materials are  based  on  the  basics  of  spiritual education in the Qur'an, the Prothet tradition. and the opinion of Muslim religious leaders who have noble characters and integrate science.  Moral education  is  the core of Islamic education. The implications of the spiritual educational thought of Syaikh 'Abd al-Qadir al-Jilaniy toward the reality of Islamic education in Indonesia is the emphasis of moral education that leads to a balance relationship  between  the  exoteric  and esoteric aspects of the learning process.

The Role of Moral Education on the Dress Code in the Higher Learning Institution

Sains Insani ◽  
2016 ◽  
Vol 1 (1) ◽  
pp. 10-14
Author(s):  
Ira Meilita Ibrahim ◽  
Taufik A. Latif ◽  
Afi Roshezry Abu Bakar ◽  
Muthualagan Thangavelu
Keyword(s):  
Moral Education ◽  
Private University ◽  
Public University ◽  
Higher Learning ◽  
Private Institutions ◽  
Dress Code ◽  
Institutions Of Higher Learning ◽  
The World ◽  
Definition Of

The advancement of European dress to the rest of the world was linked to the definition of civilization as “a stage of social development considered to be more advanced” and “polite and good-mannered”. The widespread of their fashion style in the 19th and 20th centuries influenced the way the rest of the world attire. The fashion trend and dressing style thus change the purpose of dressing through time. The dressing style in campuses especially in private institutions of higher learning is under particular scrutiny, as it is often said to be inappropriate for a learning environment. This study looked at the importance of moral education, and its role in implementing the dress code for students among university students especially between two types of university i.e. public university and private university. It looked on the dressing style of students, both male and female, and the factors that lead to their dressing pattern which is common among students. This study also advocated the students’ understanding of the content of dress codes in their learning institution and the role played by moral education in regard to dress code. The overall study highlighted students’ perception towards the implementation of the dress code and punishment in their learning institution. The methodologies used to carry out this study are questionnaires and interviews. This study will therefore ascertain the important of dress code among students at higher learning institution and the role of moral education in cultivating values in order to dress properly or decently. Key Words: moral education, dress code, higher learning institution, civilization.

Words Not in the Story: Paratextual Analysis of Moral Education in a School Edition of Gulliver's Travels in China

2015 ◽  
Vol 8 (1) ◽  
pp. 31-44 ◽  
Author(s):  
Haifeng Hui ◽  
Lei Fan
Keyword(s):  
Elementary Students ◽  
Moral Education ◽  
Young Readers ◽  
Reading List ◽  
Gulliver's Travels ◽  
Peripheral Position

As a world classic, Jonathan Swift's Gulliver's Travels is on the compulsory reading list for elementary students in China, and many school editions have been published to meet this curricular requirement. This paper aims to reveal how the paratext, which is often neglected because of its peripheral position, contributes to moral education, especially in influencing young readers' positive interpretation of the protagonist. The two additional narrators which are introduced in the paratext by the translator/adapter form a dialogue with the main story and represent an effort to harness the story with a specific moral educational direction.

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