Thematische Bibliographien / Literature and morals

Auswahl der wissenschaftlichen Literatur zum Thema „Literature and morals“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 3. März 2023

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Zeitschriftenartikel zum Thema "Literature and morals":

Flores-Yeffal, Nadia Y., und Kade Sparger. „The Shifting Morals of Moral Entrepreneurs“. Social Media + Society 8, Nr. 2 (April 2022): 205630512210954. http://dx.doi.org/10.1177/20563051221095444.

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By utilizing manipulative tactics, such as persuasion techniques and strategies through social media sites, moral entrepreneurs can maintain and/or increase their scope of influence. In this article, we propose another tactic utilized by moral entrepreneurs, a concept we refer to as shifting morals. The complexity of moral entrepreneurs’ life experiences provides them with an endless set of social and moral norms that they can use to tweak their own ideals to encompass other moral framing networks to gain more followers and thus increase their influence. We examine theoretical literature, while also providing examples that resulted from content analysis from media websites to illustrate our proposed concept of shifting morals. We conclude that the shifting morals tactic is another tool moral entrepreneurs use to increase their influence in society to enact social change.

Fodhil, Muhammad, und Siti Hanifah. „Analysis of The Values of Moral Education in Nadzam Imrithy by Sheikh Syarafuddin Yahya Al-Imrithy“. SCHOOLAR: Social and Literature Study in Education 2, Nr. 1 (04.06.2022): 40–44. http://dx.doi.org/10.32764/schoolar.v2i1.1477.

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Moral education is the formation of good behavior that fosters moral values to humans which will affect human behavior. In this 4.0 era, it is very important to form noble morals starting from early childhood, because we cannot deny that at this time there have been many cases played by early childhood such as being affected by the world of gadgets, disobeying parents, bullying to cases homicides committed by young children. Nadzam Al-imrithy is a book of nahwu which is very popular in the world of Islamic education. is a noble and monumental masterpiece of Imam Syarifuddin Yahya which contains 254 stanzas of nahwu knowledge. However, when examined more deeply, these nadzams also include moral values that are related to everyday life. The problem that is discussed in this study is the values of moral education contained in the implied meaning of nadzam al-imrithy by Sheikh Nerafudin and its actualization in the context of modern moral education. This research is literature, with the source nadzam al-imrithy. The data were collected from various literatures, with the method of tracking books, articles, internet, and magazines. The values of moral education implied in nadzam al-imrithy consist of morals to Allah, morality to the Prophet, morality to oneself, morals of a student, morals of a teacher, morals towards society and the surrounding environment.

Silalahi, Ronald Maraden Parlindungan, Rika Juliana, Hanson Citradi und Cecilia Cecilia. „Moral Value Comparison in Indonesian and British Folklores in Children Literature“. Anglophile Journal 2, Nr. 1 (31.10.2021): 12. http://dx.doi.org/10.51278/anglophile.v2i1.267.

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Folklore is a story created by the community whose existence is intended to entertain children through stories containing moral values to have an essential role for children. It usually based on the culture of those who created them, making folklores from different areas unique in their ways, including the morals they teach. This article is qualitatively aimed to analyse and compare folklores from both Indonesia and Britain, finding similarities and differences in the moral values they teach. This research is directed to compare folklore originating from Indonesia and England because they both have different cultural backgrounds and analyse how each culture can differentiate between two similar stories. The new criticism theory is applied during the comparison process, divided into first analysing the story, ending with the morals that the story attempts to teach. The result of this study shows that, despite the difference in culture between the two cultures, their folklores can teach the same morals, as shown by “Saudagar yang Kikir” dan “The Old Witch”. On the other hand, ‘Legenda Batu Menangis’ and ‘Cap O’ Rushes’ contain different moral values and are more difficult to compare, despite both having familial themes.. Keywords: Children Literature, Indonesian and British Folkflores, Literature Study

Ahmad, Eri Subaeri. „Peran Pendidikan Agama Islam terhadap Akhlakul Karimah Anak“. Mimbar Kampus: Jurnal Pendidikan dan Agama Islam 19, Nr. 1 (10.12.2021): 176–90. http://dx.doi.org/10.47467/mk.v19i2.430.

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This study aims to explore the concept of morality and Muslim personality according to the book of Akhlak Li Al-Banin. The research uses a qualitative approach with a literature study approach. The results of the document analysis show that: 1) morals of karimah include several aspects starting from morals towards Allah, morals towards the Prophet Muhammad SAW, morals towards mothers, morals towards fathers, morals towards sisters, morality towards brothers, morals towards relatives, towards assistants, morals towards people who hurt him, morals towards neighbors, morals towards teachers, and morals towards friends. 2) The factors forming the Muslim personality are internal and external factors (education), nature, taufik and guidance. 3) The Muslim personality has special characteristics both in relation to God (morals to God), relationships to apostles (morals to apostles) and relationships with fellow humans (morals to fellow humans). Akhlakul karimah is an implication for the formation of a Muslim personality who is obedient to Allah, the Apostle, and family. It is recommended that moral education in children should start early, before the character and personality of a child who is still holy is colored by environmental influences that are not necessarily parallel to religious guidance; 2) Everyone must equip himself with the Muslim personality, both through formal and non-formal education.

Komenská, Katarína. „Hugolín Gavlovič on moral education: Enlightenment ideas in baroque literature?“ Ethics & Bioethics 9, Nr. 3-4 (01.12.2019): 139–47. http://dx.doi.org/10.2478/ebce-2019-0023.

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Abstract The work of Hugolín Gavlovič belongs is part of the most influential literary and didactic heritage of 18th century literature in the region of contemporary Slovakia. Even though Gavlovič was not a systematic moral philosopher, the role and importance of ethics in his literary work is significant. He contributed greatly to the debate on moral education, which was (in the context of that time) linked to the fulfilment of God's will and to the accomplishment of a good life. In his extensive poetic work Valaská škola mravúv stodola [Shepherd´s school of morals], the author not only formulated moral norms but, inspired by classical Greek philosophy, he also defined them in the wider ethical context of virtue, morals, and human nature. In this study, the historical context of his work, marked by the literary and cultural transition to the Enlightenment era, will be presented, concepts related to the understanding of good life (as a goal of moral education) will be identified, and the possibility for further philosophical and ethical analysis of Gavlovič’s work will be offered (through a reflexion of Aristotle’s thoughts referred to in Valaská škola). Overall, the paper offers an original point of view on how to interpret the thoughts of Hugolín Gavlovič from the perspective of ethics. This has been, despite the impact of his work, rather omitted.

Snyder, Emery, und Tobin Siebers. „Morals and Stories“. Comparative Literature 47, Nr. 3 (1995): 253. http://dx.doi.org/10.2307/1771485.

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EMERSON, SHEILA. „MYTHS AND MORALS“. Essays in Criticism XXXIX, Nr. 4 (1989): 332–39. http://dx.doi.org/10.1093/eic/xxxix.4.332.

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M, Vijayalakshmi. „Pedagogical Principles in Moral Literature“. International Research Journal of Tamil 4, S-19 (10.12.2022): 565–69. http://dx.doi.org/10.34256/irjt224s1983.

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Innovation is the best tool for the creator to express what he sees, hears and feels in his life. The innovative creator sets up delicious characters and expresses his own experiences and events he has seen and heard. In earlier times, the lives of the upper caste people were considered as literature in Tamil. As a new wave, the lives of the underprivileged people are also being recorded. Morality is the guiding stone for every human born in this world. Morality is one of the most essential human traits. It can be seen that the authority of morals is explained in Thirukkural by Poiya Lingiyar to the respectable observer of morals.

Solihah, Mar’atus, und M. Iqbal Irham. „Muhkam: Nilai Pendidikan Akhlak dalam Alquran“. MUKADIMAH: Jurnal Pendidikan, Sejarah, dan Ilmu-ilmu Sosial 6, Nr. 2 (09.09.2022): 344–49. http://dx.doi.org/10.30743/mkd.v6i2.5340.

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The issue of moral education is widely discussed in various books and articles, which makes this issue a trending topic of discussion. Concepts and discussions about this issue also vary, depending on the angle from which this problem is viewed. This study examines the value of moral education in the Qur'an. This study focuses on the verse of Muhkam in the Qur'an surah Al-Isra’ which aims to find out how the value of moral education is contained in the verse of Muhkam. This research is a literature study that uses the Qur'an as primary data. The secondary data were taken from various Quran interpretation books and other supporting books and articles related to the value of moral education. This study uses content analysis and uses a thematic interpretation approach (maudhu'i). The results of this study are the value of moral education which includes how to have morals towards God, morals towards others, and morals towards self.

Adams, Samuel Olorunfemi, Ngozi Virginia Osuji und Jason Uka-Olugu Idika. „IMPACT ANALYSIS OF YOUNG ADULT LITERATURE ON THE MORALS OF SCHOOL STUDENTS USING PARAMETRIC STATISTICAL TECHNIQUES“. EDUCATION, SUSTAINABILITY & SOCIETY 4, Nr. 1 (2022): 36–41. http://dx.doi.org/10.26480/ess.01.2022.36.41.

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Young adult literature (YAL) is an important and necessary part of moral upbringing in teenagers and young adult lives. The present study seeks to investigate the effect of young adult literature on the morals of students in high school. The study utilized the quasi-experimental cum survey design and a sample of one hundred and forty (140) students of two schools were drawn from the eleven senior secondary schools in Bwari Area Council of Abuja, Nigeria. The intact class was utilized in each of the two schools, and the instruments for data collection was an Attitude to Morals Questionnaire (AMQ). The reliability and validity of the research instrument was assessed using Cronbach Alpha test with result of 0.91. The research questions and hypotheses were tested using mean score and two independent sample t-tests statistical methodology and all tests were computed at the 0.05 levels of significance with Statistical Package for Social Science (SPSS) version 26. The findings of this study revealed that young adult literature significantly impact on the morals of the high school students. It was also discovered that honesty and respect for elders varies significantly in both the experimental and control groups. More so, the result showed that tolerance of male does not vary significantly with that of the female students in the experimental group. Schools should equip their libraries with sufficient novels on young adult literatures, the teachers should dwell more on the plot, theme and characters in the novels. Students should be guided, and emphasis should be made on the need to read young adult literatures, and more time should be allotted on the school timetable for reading of young adult literature.

Mehr Quellen

Dissertationen zum Thema "Literature and morals":

Ulas, Ekin. „Outrageous insights : the ethical value of transgressive literature“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209494.

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The aim of this thesis is to explore the ethical value of literature that I will call ‘transgressive’. That is, literature which depicts morally condemnable characters and their behavior while adopting a perspective that does not condemn them. When readers engage imaginatively with this kind of literature, responding emotionally as solicited by the text, they may end up caring for these morally condemnable characters, and thus be forced to go beyond their habitual moral attitudes. This can be experienced by many readers when reading Lolita (1955) by Vladimir Nabokov, In Cold Blood (1966) by Truman Capote, and A Clockwork Orange (1962) by Anthony Burgess, the works that are the focus of this thesis. The unexpected emotional responses of care, such as empathic feelings, sympathy, or compassion, that may appear as one engages with such transgressive novels can be ethically valuable as one transcends, in the fictive world, one’s often limiting norms of acceptability and expectations, and thus begins to understand and learn about so-called alien minds. Bridging the gap between fiction and reality, reading can become a transformative experience as the insight gained in a novel can impact one’s views and judgments in real life. Through imagination, one’s moral realm can be enhanced and refined to possibly train tolerance towards all aspects of humanity, even the most puzzling and disturbing ones. Importantly, by connecting us with people who at first seem not only separated but opposed to us in significant ways, fiction can be a place to question our own dangerous capacity to think, judge, and act in morally outrageous ways.
published_or_final_version
Philosophy
Master
Master of Philosophy

Whelan, Fiona Elizabeth. „Morals and manners in twelfth-century England : 'Urbanus Magnus' and courtesy literature“. Thesis, University of Oxford, 2015. https://ora.ox.ac.uk/objects/uuid:4ccb50b9-7e0e-49c8-b9c5-104dfefa3fea.

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This thesis investigates the twelfth-century Latin poem entitled Urbanus magnus or 'The Book of the Civilised Man', attributed to Daniel of Beccles. This is a poem dedicated to the cultivation of a civilised life, aimed primarily at clerics although its use extends to nobility, and specifically the noble householder. This thesis focuses on the text as a primary source for an understanding of social life in medieval England, and uses the content of the text to explore issues such as the medieval household, social hierarchy, the body, and food and diet. Urbanus magnus is commonly referred to as a 'courtesy text'. This thesis seeks to understand Urbanus magnus outside of that attribution, and to situate the text in the context of twelfth and thirteenth-century England. Thus far, scholarship of courtesy literature has focused on later texts such as thirteenth-century vernacular 'courtesy texts' or humanist works as exemplified by Erasmus's De civilitate morum puerilium. This scholarship looks back to the twelfth century and sees texts such as Urbanus magnus as 'early Latin courtesy texts'. This teleological view relegates such earlier texts to positions at the genesis of the genre and blindly assumes that they belong to the corpus of 'courtesy literature'. This neglects both their individual importance and their respective origins. This thesis examines Urbanus magnus as a didactic text which contains elements of 'courtesy literature', but also displays moral and ethical concerns. At the heart of the thesis is the question: should Urbanus magnus be considered as part of the genre of courtesy literature? This question does not have a simple answer, but this thesis shows that some elements and sections of Urbanus magnus do conform to the characteristics of courtesy literature. However, there are further sections that reflect other literary traditions. In addition to morals and ethics, Urbanus magus reflects other genres such as satire, and also reveals social issues in twelfth-century England such as the rise of anti-curiale sentiment and resentment of upward social mobility. This thesis provides an examination of Urbanus magnus through the most prevalent themes in the text. Firstly, it explores the dynamics of the medieval household, along with issues such as social mobility and hierarchy. Secondly, it focuses on the depiction of the body and bodily restraint, covering topics such as speech, bodily emissions, and sexual activity. Thirdly, it discusses food and diet, including table manners, food consumption, and dietary effects of foodstuffs. The penultimate chapter looks at the manuscript dissemination of the text to investigate the different uses which Urbanus magnus found in subsequent centuries. The delineation of Urbanus magnus as part of the genre of courtesy literature ignores the social, cultural, and literary impact on the creation of the text. In response, this thesis has two aims. The first is to minimise the notion of genre, and treat Urbanus magnus as a text in its own right, and as a product of the twelfth century. The second shows that Urbanus magnus reflects both continuity and change in society in England following the Norman Conquest.

Natarajan, Uttara Valli. „Hazlitt and the reach of sense : criticism, morals and the metaphysics of power“. Thesis, University of Oxford, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.308818.

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Conroy, Dene. „The development of a practical moral identity in Seneca's Epistulae morales 1-29“. Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52512.

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Thesis (MA)--Stellenbosch University, 2001.
ENGLISH ABSTRACT: In the Epistulae Morales Seneca presents his moral philosophy. Scholars such as Hadot, Mans and Smuts have studied Seneca's moral philosophy in the Epistulae Morales. The question is, how does Seneca present and develop his moral philosophy in the Epistulae Morales, i.e. what literary technique does he use? Scholars have pointed out that Seneca's use of the epistolary form is an integral part of this literary technique. The epistolary form was an ideal medium for conveying his moral philosophy: "[Seneca] presented himself as a spiritual guide, and for that purpose he made use of the literary form of letters ... In this form Seneca was able to give a detailed presentation of the course of moral education" (Misch 1950:419). The more specific question is thus: how does Seneca use the epistolary form to present and develop his moral philosophy in the Epistulae Morales? In order to answer how Seneca employs the epistolary form, it is necessary to understand what Seneca's goal was with the Epistulae Morales. I suggest that the goal of Seneca's moral philosophy in the Epistulae Morales is the development of a practical moral identity. Seneca's choice of the letter as the form of his philosophical discussion enabled him to create certain fictional personae. The three main personae of the Epistulae Morales are the Ideal Persona (the embodiment of Seneca's moral philosophy), the persona Seneca and the persona Lucilius. These personae demonstrate the phases of moral progress. The Ideal Persona is the ideal, which the personae Seneca and Lucilius must strive towards becoming. The persona Seneca acts in the role of the mentor, advising the persona Lucilius on how to achieve this ideal, but he is himself still struggling towards it. The persona Lucilius is just beginning to walk the road of moral progress at the beginning of the Epistulae Morales. The phases of moral progress, which are enacted by the three personae, are also the phases of the development of a practical moral identity. The practical moral identity should thus be viewed both as a goal and as a process in the letters. Epistulae Morales 1-29 form a separate whole, as scholars have pointed out. These letters also supply sufficient evidence of Seneca's literary technique of developing a practical moral identity in the Epistulae Morales. A close reading of Epistulae Morales 1-29 in Chapter 2 analyses this literary technique. Chapter 3 involves a systematic exposition of the practical moral identity in terms of certain themes. The themes represent the main aspects of moral development, i.e. the main aspects of the development of a practical moral identity in Epistulae Morales 1-29.
AFRIKAANSE OPSOMMING: In die Epistulae Morales bied Seneca sy morele filosofie aan. Vakkundiges soos Hadot, Mans en Smuts het Seneca se morele filosofie in die Epistulae Morales bestudeer. Die vraag is egter, hoe ontwikkel Seneca sy morele filosofie in die Epistulae Morales, m.a.w watter literêre tegniek gebruik hy? Vakkundiges het daarop gedui dat Seneca se gebruik van die briefvorm 'n integrale deel van hierdie literêre tegniek uitmaak. Die briefvorm was 'n ideale medium om sy morele filosofie weer te gee: "[Seneca] presented himself as a spiritual guide, and for that purpose he made use of the literary form of letters ... In this form Seneca was able to give a detailed presentation of the course of moral education" (Misch 1950:419). Die meer spesifieke vraag is dus: hoe gebruik Seneca die briefvorm om sy morele filosofie in die Epistulae Morales te ontwikkel? Om hierdie vraag te beantwoord, is dit nodig om te verstaan wat Seneca se doel met die Epistulae Morales was. Ek stel voor dat Seneca die ontwikkeling van 'n praktiese morele identiteit ten doel gehad het. Seneca se gebruik van die briefvorm het hom in staat gestel om sekere fiktiewe personae te skep. Die drie hoof personae van die Epistulae Morales is die Ideale Persona (die verpersoonliking van Seneca se morele filosofie), die persona Seneca en die persona Lucilius. Hierdie personae verteenwoordig die fases van morele ontwikkeling. Die Ideale Persona is die ideaal, wat Seneca en Lucilius moet nastreef. Seneca speel die rol van mentor. Hy gee Lucilius raad oor hoe om hierdie ideaal te verwesenlik, maar hyself streef ook daarna. Die Epistulae Morales open met Lucilius aan die begin van sy morele ontwikkeling. Die fases van morele ontwikkeling wat deur die drie personae opgevoer word is ook die fases van die ontwikkeling van 'n praktiese morele identiteit. Die praktiese morele identiteit moet gesien word as beide 'n doel en 'n proses in die briewe. Epistulae Morales 1-29 vorm 'n afsonderlike geheel, soos deur vakkundiges uitgewys is. Hierdie briewe verskaf voldoende bewys vir die literêre tegniek waarmee die praktiese morele identiteit in die Epistulae Morales geskep word. 'n Gedetailleerde analise van Epistulae Morales 1-29 in Hoofstuk 2 analiseer hierdie literêre tegniek. Hoofstuk 3 gee 'n sistematiese uiteensetting van die praktiese morele identiteit in terme van sekere temas. Die temas verteenwoordig die hoof aspekte van morele ontwikkeling, m.a.w. die hoof aspekte van die ontwikkeling van 'n praktiese morele identiteit in Epistulae Morales 1-29.

Duric, Catherine Lynne. „'Reading makes a country great' : towards a pragrammatological ethics of reading“. Thesis, University of Cambridge, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.610388.

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Mink, JoAnna Stephens Morgan William Woodrow. „The evolution of the literary hero a survey and a proposal for teaching strategies /“. Normal, Ill. Illinois State University, 1985. http://wwwlib.umi.com/cr/ilstu/fullcit?p8525562.

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Thesis (D.A.)--Illinois State University, 1985.
Title from title page screen, viewed June 23, 2005. Dissertation Committee: William W. Morgan (chair), Glenn A. Grever, Stanley W. Renner, Ray Lewis White, William Piland. Includes bibliographical references (leaves 191-201) and abstract. Also available in print.

Martins, Daniele Pavan. „A contação de histórias como recurso facilitador do desenvolvimento do juízo moral de crianças da educação infantil /“. Bauru, 2016. http://hdl.handle.net/11449/136464.

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Orientador: Rita Melissa Lepre
Banca: Antonio Francisco Marques
Banca: Leonardo Lemos de Souza
Resumo: A autonomia moral envolve a construção de valores por meio das relações interpessoais. Processo que se inicia na infância por meio da vivência de exemplos a situações cotidianas. O objetivo deste estudo foi verificar se um programa intencional e planejado com contação de histórias e reflexão coletiva pode contribuir para o desenvolvimento do juízo moral de crianças da pré-escola, tendo como objetivos específicos verificar como os juízos morais infantis são expressos durante as discussões das histórias contadas, e, desenvolver um instrumento de avaliação do juízo moral de crianças não alfabetizadas (produto final desta pesquisa). Fundamentado na Psicologia Genética de Jean Piaget a contação de histórias norteou este estudo. A metodologia adotada foi a da pesquisa-ação, na qual a pesquisadora atuou como observadora-participante. Participaram deste estudo 14 crianças de três a quatro anos de um Centro de Convivência Infantil de uma cidade de médio porte do interior paulista. Para a coleta de dados, foram elaboradas pares de histórias com gravuras que expressam a situação/dilema proposto. O instrumento proposto foi aplicado nas crianças participantes antes e depois de uma intervenção com 13 encontros, nos quais foram trabalhados os valores generosidade, amizade e justiça. Os resultados mostram que: as gravuras ajduaram as crianças a entenderem os dilemas e auxiliaram a emitirem as respostas; detectou-se a necessidade de adequação das histórias/dilemas para a idade das crianças entrevistadas que demonstraram entender efetivamente a proposta e o contexto das histórias, identificando o conflito moral e se posicionando sobre o mesmo; a intervenção possibilitou a elevação qualitativa do juízo moral das crianças e uma melhoria na capacidade dialógica e participativa do grupo. Considera-se que o desenvolvimento moral pode ser estimulado desde a mais tenra idade por meio de um trabalho intencional...
Abstract: The moral autonomy involves building values through interpersonal relationships. Process that begins in childhood by living examples and everyday situations. The aim of this study was to investigate whether an intentional program and planned with storytelling with storytelling and collective reflection can contribute to the development of moral judgment of children of pre-school, and aimed at verifying how children's moral judgments are espressed during the discussions of storytelling and develop an assessment tool of moral judment of illiterate children (final product of this research). Based on Genetic Psychology of Jean Piaget the story-telling guided this study. The methodology adopted was action research, in which the researcher has served as an observer-participant. The study included 14 children aged three to four years of Children's Social Center ofa mid-sized city in São Paulo State. To collect data, pair were prepared stories with pictures that express the situation/ proposed dilemma. The proposed instrument was applied in the participating children before and after an intervention with 13 meetings in which the values were worked generosity, freindship and justice. The results show that: the pictures helped the children understand the dilemmas and helped to issue responses; detected the need to adapt the stories / dilemmas for the age of the children interviewed who demonstrated effectively understand the proposal and context of the story, identifying the moral conflict and positioning on it; the intervention enabled the qualitative elevation of moral judgment of children and an improvement in the dialogic and participatory capacity of the group. It is considered that moral development can be stimulated from an early age by means of an intentional work involving
Mestre

Larsson, Jessica. „”’It’s a Missage,’ he said to himself, ‘that’s what it is.” : Morals in A.A.Milne’s Winnie-the-Pooh and the House at Pooh Corner“. Thesis, Karlstad University, Faculty of Arts and Education, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-1582.

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This essay focuses on morals and different moral stages of the characters in A.A.Milne’s Winnie-the-Pooh and the House at Pooh Corner. The books about Winnie-the-Pooh are children’s books and like most books written for children, they contain valuable lessons that are meant to teach children something, usually something about morals. Both Winnie-the-Pooh and The House at Pooh Corner demonstrate, as I will discuss, different kinds of morals, which vary between different characters. The method I use is a close reading of Milne’s books about Winnie-the-Pooh, applying to them theories from Jean Piaget and other authorities on cognitive development and moral behavior. The result of my research points to different moral stages of the characters and the different lessons there are to learn from them. Utilizing Piaget’s theories on cognitive development, my conclusion is that some of the characters represent the adult world and mature adult behavior and some of the characters are more immature and behave as children. For the young reader, there are thus lessons to learn both from the representatives of the adult world and from the experience of children.

Ocic, Sundberg Erik Daniel. „A Narratological Comparison of the Morals of Herbert West and Victor Frankenstein : Traces of Prometheus through Shelley towards Lovecraft“. Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-61014.

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This essay explores the influence of contemporary values in two iterations of the Greek Prometheus myth and argues that the events portrayed in the two texts follow the structure of the myth and that the discourse in the texts shows traces of contemporary moral values. Mary Shelley’s Frankenstein (1818) is used as a starting point, but the focus is on Howard Phillip Lovecraft’s “Herbert West: Reanimator” (1922) as a later iteration of the Prometheus myth.The method for comparison is centred on disassembling the texts in accordance with the instructions found in Mieke Bal’s Narratology: Introduction to the Theory of Narrative (1997) to form tables of events. The functions of the events found in the Prometheus myth will then be used to sort the events from Lovecraft’s and Shelley’s work to assert focal points for comparing the moral values in the discourse.

Dunbar, Erin Armintor Deborah Needleman. „The sacred and the profane Nin, Barnes, and the aesthetics of amorality /“. [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-11047.

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Bücher zum Thema "Literature and morals":

Siebers, Tobin. Morals & stories. New York: Columbia University Press, 1992.

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Mercedes, Bengoechea, und Sola Buil Ricardo, Hrsg. Moral y escritura (1940-1990) =: Morals and writing (1940-1990). [Alcalá de Henares, Spain]: Servicio de Publicaciones, Universidad de Alcala, 1995.

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Martins, Manuel Frias. Em teoria: A literatura = In theory : literature. Porto [Portugal]: Ambar, 2003.

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Zarucchi, Jeanne Morgan. Perrault's morals for moderns. New York: P. Lang, 1985.

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Vento, Javier Alcoriza. La ética de la literatura. [Valladolid]: Junta de Castilla y León, Consejería de Cultura y Turismo, 2005.

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Curran, Mary Bernard. Thinkers through time: Reading ethics with literature. Bell Buckle, Tenn: Iris Press, 1993.

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Khan, Saniyasnain. The morals of believers. New Delhi: Goodword Books, 2008.

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Dorothee, Gelhard, Hrsg. Ethics and literature. Glienicke/Berlin: Galda + Wilch, 2001.

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Stock, Brian. Ethics through literature: Ascetic and aesthetic reading in Western culture. Hanover: University Press of New England, 2007.

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Levchev, Vladimir. Literatura i moral. Sofii︠a︡: Anubis, 1994.

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Buchteile zum Thema "Literature and morals":

Banerjee, Purna. „The Scandalous Deconstruction of Victorian Morals in Anna Lombard“. In The Routledge Handbook of Victorian Scandals in Literature and Culture, 511–28. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003286011-30.

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Dooley, Gillian. „Metaphysics as a Guide to Morals: The Debate Between Literature and Philosophy“. In Reading Iris Murdoch's Metaphysics as a Guide to Morals, 93–106. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-18967-9_7.

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Diamond, Cora. „Henry James, Moral Philosophers, Moralism“. In A Companion to the Philosophy of Literature, 268–84. Oxford, UK: Wiley-Blackwell, 2009. http://dx.doi.org/10.1002/9781444315592.ch14.

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Gräfrath, Bernd. „Ausgewählte Literatur“. In Moral Sense und praktische Vernunft, 199–212. Stuttgart: J.B. Metzler, 1991. http://dx.doi.org/10.1007/978-3-476-03347-5_10.

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Aberbach, David. „Post-1945 literature“. In The Environment and Literature of Moral Dilemmas, 168–72. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003169734-23.

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Wild, Gerhard. „García Morales, Adelaida“. In Kindlers Literatur Lexikon (KLL), 1. Stuttgart: J.B. Metzler, 2020. http://dx.doi.org/10.1007/978-3-476-05728-0_3727-1.

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Wild, Gerhard. „Moraes, Wenceslau de“. In Kindlers Literatur Lexikon (KLL), 1. Stuttgart: J.B. Metzler, 2020. http://dx.doi.org/10.1007/978-3-476-05728-0_13270-1.

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Zamir, Tzachi. „Pity and the moral role of sadness“. In Just Literature, 52–67. New York: Routledge, 2019. | Series: New literary theory: Routledge, 2019. http://dx.doi.org/10.4324/9781351608503-7.

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Irrgang, Bernhard. „Wolff, Christian: Moral“. In Kindlers Literatur Lexikon (KLL), 1–2. Stuttgart: J.B. Metzler, 2020. http://dx.doi.org/10.1007/978-3-476-05728-0_20348-1.

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Rösch, Gertrud, und KLL. „Thoma, Ludwig: Moral“. In Kindlers Literatur Lexikon (KLL), 1–2. Stuttgart: J.B. Metzler, 2020. http://dx.doi.org/10.1007/978-3-476-05728-0_19393-1.

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Konferenzberichte zum Thema "Literature and morals":

Wang, Binbin. „CONTEMPORARY CHINESE WRITERS AND LIAO ZHAI ZHI YI — USING THE EXAMPLE OF SUN LI, WANG ZENGQI AND GAO XIAOSHENG“. In 9th International Conference ISSUES OF FAR EASTERN LITERATURES. St. Petersburg State University, 2021. http://dx.doi.org/10.21638/11701/9785288062049.20.

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Since Mo Yan received the Nobel prize and also because he said many times that he considers Pu Songling his teacher, and he on more than one occasion reiterated that he was heavily influenced by Liao Zhai zhi yi, literary connections between Mo Yan and Pu Songling have been discussed by many literary scholars and critics. However, when it comes to contemporary literati, the scope of writers influenced by Liao Zhai zhi yi and those who revere this masterpiece is in no way limited by Mo Yan only. In such dimensions as literary style, approach to subject selection, character depiction and others, Liao Zhai zhi yi in one way or another exerted an influence over other writers. This paper deals with the influence exerted by Liao Zhai zhi yi on the linguistic consciousness, moral concepts and character depiction in contemporary Chinese literature, using Sun Li, Wang Zengqi and Gao Xiaosheng as examples. The clear and polished writing of Liao Zhai zhi yi, being exquisitely melodic throughout, the praise it gives to the persons who put morals and friendship before material possessions and are unwilling to forgo them even faced with the choice between life and death as well as the depiction of female characters — all of this served as an example and an inspiration for Sun Li, Wang Zengqi and Gao Xiaosheng.

Kuznetsova, Anna, und Olga Moiseeva. „SEMANTICS OF THE TITLE OF THE NOVEL «ROOTS OF HEAVEN» BY R.GARY: THE PROBLEM OF TRUE AND FALSE MORAL VALUES“. In World literature Cultural Codes. Baskir State University, 2021. http://dx.doi.org/10.33184/kkml-2021-11-19.12.

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Zhang, Nelson. „The Possibility of Moral Responsibility“. In proceedings of the 2nd International Conference on Literature, Art and Human Development (ICLAHD 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201215.501.

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Selmurzaeva, Khedi. „Moral-Ethical Studies Of Writers In Modern Chechen Literature“. In International Scientific Conference «Social and Cultural Transformations in the Context of Modern Globalism» dedicated to the 80th anniversary of Turkayev Hassan Vakhitovich. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.10.05.402.

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„An Analysis of the Moral Education Thought of Empathy in Ai Mier“. In 2018 International Conference on Culture, Literature, Arts & Humanities. Francis Academic Press, 2018. http://dx.doi.org/10.25236/icclah.18.051.

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Wiggins, Andrew. „The Merchant of Venice and The Tempest: Moral Dilemmas Concerning Religious Authority in the English Reformation“. In Annual International Conference on Language, Literature & Linguistics. Global Science & Technology Forum (GSTF), 2012. http://dx.doi.org/10.5176/2251-3566_l31288.

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Avanci, Lorrany da Silva, Josilene Carla Ferreira de Araujo, Audrey Luiza Fonseca Nunes, Cibele do Nascimento und Dr Saumel Rangel Cláudio. „REVISÃO DE LITERATURA DA FISIOPATOLOGIA DO FÍGADOINFECTADO PELO PLASMODIUM FALCIPARUM“. In II Congresso Brasileiro de Parasitologia Humana On-line. Revista Multidisciplinar em Saúde, 2022. http://dx.doi.org/10.51161/conbrapah/21.

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Introdução: O Plasmodium é o agente etiológico da malária, e a infecção no hospedeiro vertebrado ocorre envolvendo diferentes células e depende de uma complexidade de eventos celulares e bioquímicos no hospedeiro para realizar o ciclo de desenvolvimento.Os casos de malária reportado pela Organização Mundial da Saúde (OMS), ocorrem em países distribuídos ao longo da faixa intertropical do globo terrestre, são áreas com condições favoráveis à ocorrência e desenvolvimento do vetor Anopheles spp. No ano de 2019 ocorreram cerca de 229 milhões de novos casos de malária e 409 mil mortes, crianças menores de 5 anos são mais vulneráveis, representando cerca de 67% de todas as mortes no ano de 2019. Objetivo: Em vista disso, O presente estudo tem finalidade descritiva e através da análise de artigos científicos, avaliar alterações da morfologia hepática e detecção de fibrose nos hospedeiros infectados pelo Plasmodium submetidos ou não aos tratamentos com antimalaricos, observar o ciclo de vida do Plasmodium, como ocorre a infecção no humano da doença malárica, as possíveis alterações morfológicas e fisiopatológicas causadas pela hemozoína no tecido hepático e presença de fibrose. Metodologia: A metodologia utilizada é baseada em artigos científicos de revisão exploratória. Foram selecionados artigos referentes à malária, nos idiomas português e inglês. São artigos levantados por meio de consultas através dos sites acadêmicos PudMed, SciElo, Science Direct, Malaria Journal e WHO, com período de abrangência de 2015 a 2021. Resultados: As alterações fisiopatológicas no fígado do hospedeiro infectado estão relacionadas com o processo inflamatório pela hemozoína e necessitam de estudos para a compreensão da relação parasita x hospedeiro e do potencial comprometimento tecidual hepático. É observado presença de fibrose hepática, células mortas, neoplasias e quadro inflamatório tecidual hepático, desencadeado pela hemozoína, quando não há tratamento para regressão da fibrose hepática e a lesão celular continua sendo persistente, ocorre o desenvolvimento de cirrose, que pode evoluir para carcinoma hepatocelular. Conclusão: A observação das alterações hepática durante e após a infecção da malária é essencial para entender os potenciais danos teciduais hepáticos, avaliar os tratamentos disponíveis e ações preconizadas pela OMS para redução da infecção e óbitos causados pela malária.

Cheng, Jingyi, Wen Wang und Xuerong Wang. „The Moral Education: Literature Review of Its Development from Past to Present“. In 2021 4th International Conference on Humanities Education and Social Sciences (ICHESS 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.211220.389.

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Tisnaliani, Sitta Arsita, Tri Indri Hardini und Risa Triarisanti. „Moral Value in Tteutbakkui Saeng (뜻밖 의 生 (생)) Novel by Ju Yeong Kim“. In 4th International Conference on Language, Literature, Culture, and Education (ICOLLITE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201215.106.

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„THE MYTHICAL CYCLE OF MORTAL LEGACY IN DAN PAGIS’ WRITTEN IN PENCIL IN THE SEALED RAILWAY-CAR“. In 2nd National Conference on Translation, Language & Literature. ELK Asia Pacific Journals, 2015. http://dx.doi.org/10.16962/elkapj/si.nctll-2015.10.

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Berichte der Organisationen zum Thema "Literature and morals":

Pearson, Amelia, Rebecca McPhillips, Paul Clarkson, Rosie Allen und Catherine Robinson. Moral injury in social work staff: A Scoping Review Protocol. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, Oktober 2022. http://dx.doi.org/10.37766/inplasy2022.10.0050.

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Review question / Objective: The primary objective of this scoping review is to understand the extent and type of evidence in relation to moral injury in social work staff. The secondary objective is to establish how moral injury has been defined in the literature in the context of social work. The review question is: what is currently known about moral injury in social work staff? Background: Moral injury is the lasting psychological, spiritual and social harm caused by committing, experiencing or observing transgressions of deeply held moral values, beliefs and expectations (Haight et al., 2016). The concept of moral injury was developed and subsequently researched with populations of US veterans. Core symptomatic features of moral injury are guilt, shame, spiritual/existential conflict, and a loss of trust in self, others, and/or transcendental ultimate beings (Jinkerson, 2016). Secondary symptomatic features include depression, anxiety, anger, re-experiencing the moral conflict, self-harm, and social problems (Jinkerson, 2016).

Prichard, Wilson. Unpacking ‘Tax Morale’: Distinguishing Between Conditional and Unconditional Views of Tax Compliance. Institute of Development Studies, September 2022. http://dx.doi.org/10.19088/ictd.2022.013.

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The past decade has witnessed a surge in international interest in the importance of tax morale. This is often defined, broadly, as taxpayer’s ‘non-pecuniary motivations for tax compliance’ (Luttmer and Singhal 2014: 150) – as a key component of strategies for strengthening tax compliance in lower-income countries. Whereas classic models of tax compliance focused on the importance of the threat of enforcement and the cost of compliance in shaping compliance, compliance decisions are also significantly shaped by non-pecuniary motivations. They can, for example, be an intrinsic commitment to paying taxes, expectations of reciprocity from government, or broader social norms. This has been reflected in growing interest in strategies for strengthening tax morale in order to encourage quasi-voluntary tax compliance (Prichard et al. 2019). A significant part of this literature has relied on surveys to measure taxpayer attitudes towards tax compliance (tax morale), and, in turn, to identify factors associated with higher or lower levels of reported tax morale.

Huijser, M. P., Robert J. Ament, M. Bell, A. P. Clevenger, E. R. Fairbank, K. E. Gunson und T. McGuire. Animal Vehicle Collision Reduction and Habitat Connectivity Pooled Fund Study – Literature Review. Nevada Department of Transportation, Dezember 2021. http://dx.doi.org/10.15788/ndot2021.12.

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This report contains a summary of past research and new knowledge about the effectiveness of mitigation measures aimed at reducing animal-vehicle collisions and at providing safe crossing opportunities for wildlife. The measures are aimed at terrestrial large bodied wild mammal species, free roaming large livestock species (e.g. cattle, horses), free roaming large feral species (e.g. “wild” horses and burros), and small animal species (amphibians, reptiles, and small mammals). While mitigation is common, it is best to follow a three-step approach: avoidance, mitigation, and compensation or “off-site” mitigation. If reducing collisions with large wild mammals is the only objective, the most effective measures include roadside animal detection systems, wildlife culling, wildlife relocation, anti-fertility treatments, wildlife barriers (fences),and wildlife fences in combination with wildlife crossing structures. If the objectives also include maintaining or improving connectivity for large wild mammals, then wildlife barriers (fences) in combination with wildlife crossing structures are most effective. Measures for large domestic mammal species are largely similar, though for free roaming livestock there are legal, moral and ethical issues. For small animal species, temporary or permanent road closure and road removal are sometimes implemented, but barriers in combination with crossing structures are the most common.

Marsden, Eric. Risk regulation, liability and insurance: literature review of their influence on safety management. Fondation pour une culture de sécurité industrielle, September 2014. http://dx.doi.org/10.57071/337rrl.

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This document provides a short literature review on the complementarity (and antagonisms) between liability rules, safety regulation and insurance and their effect on safety management. It draws on a range of disciplines, with a focus on economic analysis of law and regulation theory. Some of the issues discussed are rather complex; this document attempts to provide simple explanations together with references to the professional literature for the interested reader. Some issues are the subject of ongoing debate between scholars; in such situations, we have attempted to present the various points of view. The document provides background information concerning the topics discussed during the NeTWork’2012 workshop, and draws on some of the contributions of workshop participants and the rich discussion which took place during the three days. The first chapter presents issues related to regulation, starting with the classical economic justifications for state intervention (presence of externalities, information failures and moral hazard). A number of obstacles to the effectiveness of safety regulation are presented. Finally, some alternatives or complements to regulation, including self-regulation, are briefly discussed. Chapter 2 presents an overview of liability law, starting with some introductory definitions. Factors which weaken the effectiveness of liability as an incentive to invest in prevention are discussed, as are negative effects of liability regimes on safety management. A number of case studies illustrating the liability of regulators are briefly presented. Chapter 3 discusses the impact of insurance and reinsurance on firms’ and individuals’ safety management. The last chapter briefly analyzes firms’ and individuals’ sources of motivation to take care.

Kost’, Stepan. THE CONCEPT OF CREATIVITY IN JOURNALISM. Ivan Franko National University of Lviv, März 2021. http://dx.doi.org/10.30970/vjo.2021.50.11092.

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The article analyzes some theoretical and practical aspects of creativity. The author shares his opinion that the concept of creativity belongs to the fundamental concepts of philosophy, psychology, literature, art, pedagogy. Creativity is one of the important concepts of the theory of journalism. The author does not agree with the extended definition of creativity. He believes that journalistic activity becomes creativity when it is free and associated with the creation and establishment of new national and universal values, with the highest intensity of intellectual and moral strength of the journalist, when journalism is a manifestation of civic position, when this activity combines professional skills and perfect literary form.The author also believes that literary skill and the skill of a journalist are not identical concepts, because literary skill is a component of journalistic skill.

McKnight, Katherine, und Elizabeth Glennie. Are You Ready for This? Preparing for School Change by Assessing Readiness. RTI Press, März 2019. http://dx.doi.org/10.3768/rtipress.2019.pb.0020.1903.

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Schools routinely face federal and state mandated changes, like the Common Core State Standards or standardized testing requirements. Sometimes districts and schools want to take on new policies and practices of their own, like anti-bullying programs or using technology to deliver instruction. Regardless of the origin of the change, implementation requires them to take on additional work; yet experts estimate that only 30 to 50 percent of major change efforts in organizations will succeed. Failing change efforts result in not only financial losses but also lowered organizational morale, wasted resources, and lost opportunities. For schools where resources are already stretched thin, the consequences of failed change initiatives can be particularly devastating. In this paper, we discuss results of a study, over a school year, of school principals who were working on implementing a new change initiative in their schools. We apply lessons from the change management literature and focus on the importance of assessing readiness for change as a key step in ensuring the success of new initiatives. We share examples of a change readiness rubric to help schools and districts successfully lead change.