Journal articles: 'Moral Comprehension'

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Narvaez, Darcia, Tracy Gleason, Christyan Mitchell, and Jennifer Bentley. "Moral theme comprehension in children." Journal of Educational Psychology 91, no. 3 (1999): 477–87. http://dx.doi.org/10.1037/0022-0663.91.3.477.

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Shaw, S. C., M. Goldstein, M. Munro, and E. Burd. "Moral dominance relations for program comprehension." IEEE Transactions on Software Engineering 29, no. 9 (September 2003): 851–63. http://dx.doi.org/10.1109/tse.2003.1232289.

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Wahyuningsih, Lenny, M. Solehuddin, and Tina Hayati Dahlan. "Collaborative Reasoning Technique in Developing Moral Comprehension." Islamic Guidance and Counseling Journal 2, no. 1 (January 30, 2019): 18. http://dx.doi.org/10.25217/igcj.v2i1.301.

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This study aims to find out about the collaborative reasoning technique to develop students' Moral Comprehension in class X of State High School 1 Gegesik. The research approach used was the quasi-experimental method and non-equivalent control group research design. Research instruments using the Defining Issue Test (Rest's DIT-1). The results of the research are: (1) the Moral Comprehension of students is generally in stage 4; (2) the results of the dissemination of DIT-1 instruments; and (3) guidance and counseling programs with collaborative reasoning proven effective in developing students' Moral Comprehension with changes in the stages of Moral Comprehension of students. Success criteria due to more than 50% of students are in steps 4, 5 and 6.

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Narvaez, Darcia. "Moral Text Comprehension: Implications for education and research." Journal of Moral Education 30, no. 1 (March 2001): 43–54. http://dx.doi.org/10.1080/03057240120033802.

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Linkov, V. V., and I. A. Katashev. "Comprehension of the issues of moral education and development in Surdopedagogics." Science and School, no. 1, 2020 (2020): 113–22. http://dx.doi.org/10.31862/1819-463x-2020-1-113-122.

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The article substantiates the relevance and necessity of realizing the goal of a comprehensive study of the conditions and areas of moral development. It considers the main problems arising in the process of researching the moral education and development of the children with hearing impairments. It also discusses the problems of choice and application of methods in the diagnostics of moral development. The article systemizes the approaches to solving the issue of differentiating the criteria of moral development and reveals the significance of these criteria for deaf education activity. In the process of moral education, children with hearing impairment due to the peculiarities of their speech and cognitive development face problems and difficulties in understanding ethical issues, standards, concepts and rules. The results of a comprehensive study of the moral development of children with hearing impairment show uneven development of the components of different areas and their moral conscience; sources of moral knowledge are limited and insufficiently used, the ability to define ethical concepts is not precise, it is narrow and associative. In this regard, there is a need for special educational and correctional efforts, but the possibility of carrying out and the content of the moral development correction are currently the debatable issues. The article shows the contradictory criticism of the moral development. It also promotes the idea about the positive impact of the correction, and its value regarding the problems of moral education. It emphasizes the need to use a variety of educational tools in correctional and pedagogical work to activate the behavioral, axiological and cognitive areas in the process of the phased implementation of the moral development program.

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Marx, Benjamin R., R. F. Soames Job, Fiona A. White, and J. Clare Wilson. "Moral comprehension and what it might tell us about moral reasoning and political orientation." Journal of Moral Education 36, no. 2 (June 2007): 199–219. http://dx.doi.org/10.1080/03057240701325324.

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Murphy, Fionnuala C., Gemma Wilde, Neil Ogden, Philip J. Barnard, and Andrew J. Calder. "Short Article: Assessing the Automaticity of Moral Processing: Efficient Coding of Moral Information During Narrative Comprehension." Quarterly Journal of Experimental Psychology 62, no. 1 (January 2009): 41–49. http://dx.doi.org/10.1080/17470210802254441.

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Clare, Lindsay, Ronald Gallimore, and G. Genevieve Patthey‐Chavez. "Using Moral Dilemmas in Children's Literature as a Vehicle for Moral Education and Teaching Reading Comprehension." Journal of Moral Education 25, no. 3 (September 1996): 325–41. http://dx.doi.org/10.1080/0305724960250305.

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Zasiekina, Larysa, and Serhii Zasiekin. "Verbal Emotional Disclosure of Moral Injury in Holodomor Survivors." PSYCHOLINGUISTICS 28, no. 1 (November 8, 2020): 41–58. http://dx.doi.org/10.31470/2309-1797-2020-28-1-41-58.

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Objectives. The purpose of the current research is to define and operationalize moral injury based on moral standards, moral judgements, moral reasoning, moral emotions, moral behaviour, and moral consequences; to explore verbal emotional disclosure of moral injury in Holodomor survivors’ narratives. Materials & Methods. The study applies traumatic narratives of 42 survivors of the Holodomor of 1932–1933 in Ukraine. Main themes aligned with morality structure were captured, using software tool NVivo.12. The study uses LIWC2015 to search for psychological meaningful categories, notably anxiety, anger, sadness, and insights (deep comprehension). The research uses the cross-sectional design utilizing the independent variables of anxiety, anger, insights and dependent variable of moral emotions represented in narratives for multiple linear regression analysis and correlations (2-tailed Pearson r) between components of morality, anxiety, sadness and insights, SPSS. 26. Results. There is a high frequency of moral judgements and a low frequency of moral emotions and moral consequences in the narratives. A significant positive correlation was found between moral standards and other components of morality, in particular moral judgements, moral reasoning, moral consequences, anxiety, sadness and insight. There was a significant positive correlation between moral emotions and anger, and insight. Anxiety, insights and anger taken together are significant predictors of moral emotions, however, only anger is a robust significant independent predictor of moral emotions. Conclusions. Verbal emotional disclosure of traumatic experience relates to expressing righteous anger, contempt, disgust, decreased empathy, and embarrassment, which substitute other moral emotions, notably shame and guilt. The study contributes to our understanding of anxiety, anger, insights (deep comprehension) taken together as robust predictors of moral emotions. Finally, we captured that there are difficulties in verbal emotional disclosure of experience and moral consequences of the Holodomor, since Holodomor survivors predominantly focus on moral judgements and moral standards.

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Rawian, Rafizah, Mohamad Fadhili Yahaya, Dedi Sanjaya, and Azrul Abdullah. "Engaging Literary Appreciation and Comprehension via a Big Book." World Journal of English Language 12, no. 4 (April 21, 2022): 2. http://dx.doi.org/10.5430/wjel.v12n4p2.

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This study was motivated by the gains of integrating children’s literature in the Malaysian KSSR (Kurikulum Bersepadu Sekolah Rendah/Integrated Syllabus for Primary Schools) English syllabus. The present study looked into primary students’ perceptions with regard to the usage of the Big Book as well as their comprehension level in terms of the plot development, setting, moral values and characters. Its respondents were 150 Year Four students from three primary schools in one of the rural districts in the Northern region of Malaysia. Its three main research instruments were namely a Big Book, a questionnaire as well as worksheets on plot development work, settings, moral values and main characters. The study revealed that 98.74% of the respondents had overwhelmingly conceded the value of the big book in supporting their comprehension of the story. All respondents had affirmed that they were heavily attracted by the illustrations as well as the colors used in the big book. All of the respondents could effectively grasp the exposition/beginning stage of the plot structure while 93 (62%) respondents had decent conception of the settings of the story. 113 (75%) respondents had sound understanding of the moral values described in the story. About 123 (82%) respondents could competently recognize the main characters. The results of the study had evidently reinforced the significant role of Big Books in enriching ESL learners’ literary appreciation as well as reading comprehension.

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Inderawati, Rita, Okky Leo Agusta, and Mgrt Dinar Sitinjak. "The Potential Effect of Developed Reader Response Strategy-Based Mobile Reading for Students’ Establishing Character and Comprehension Achievement." IJIE (Indonesian Journal of Informatics Education) 2, no. 2 (December 24, 2018): 117. http://dx.doi.org/10.20961/ijie.v2i2.25504.

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Mobile learning is nowadays utilized by educators to meet the students’ mode of learning in this digital era. This current study’s objective is to develop the mobile learning of reading based reader response strategy for comprehension achievement and character establishment of the eleventh grade students of SMAN 4 Lubuklinggau with 29 student. By employing development research with Analysis, Design, Development, Implementation, and Evaluation (ADDIE) research design , reading test material was delivered to determine the potential effect of students. The result of the study were: the developed product for reading material was effective by showing 26 students (89.65%) out of 29 students achieved the minimum mastery criterion (70) and the students’ answers showed students’ moral knowing and moral feeling in relation to the character building. In term of moral knowing, it showed that students comprehension about moral value inside texts. Students were able to put themselves in moral knowing stage of character building. Besides, the students expressed what they felt and what should they do if they should face the condition.

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Klein, Joel. "Children Who are Uncommonly Good: The Comprehension Subtest of the WISC—R." Psychological Reports 61, no. 2 (October 1987): 465–66. http://dx.doi.org/10.2466/pr0.1987.61.2.465.

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The Comprehension subtest of the WISC—B. was examined from different perspectives. Children who score above average on the subtest also exhibit healthy personality characteristics such as freedom from high anxiety, high depression, and low self-esteem. Upper middle-class children (17 in Grade 3 and 15 in Grade 6) did not show greater moral awareness than would be predicted by their high Verbal Intelligence Quotient. Actively teaching school children moral standards and socially accepted behaviour is given support by the data.

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Narvaez, Darcia, Jennifer Bentley, Tracy Gleason, and Jay Samuels. "MORAL THEME COMPREHENSION IN THIRD GRADERS, FIFTH GRADERS, AND COLLEGE STUDENTS." Reading Psychology 19, no. 2 (April 1998): 217–41. http://dx.doi.org/10.1080/0270271980190203.

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Извеков, Igor Izvekov, Зимовина, and Olga Zimovina. "Native Origins’ History Comprehension As Young People’s Spiritually-Moral Education Basis." Socio-Humanitarian Research and Technology 4, no. 4 (December 20, 2015): 65–67. http://dx.doi.org/10.12737/17201.

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A modern innovative technology in the pedagogic area used in educational institutions and based on young people’s inclusion to native origins’ micro-history study in the National History has been considered in this work. A valuation-genealogical approach to complete education environment of family and educational institution is the methodological basis of this educational innovation. Learning and comprehension by person of values, which are classified as genealogical ones, productive influences young people’s spiritually-moral education, civil consciousness, tolerance and patriotic feelings.

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Thoma, Stephen J. "Estimating gender differences in the comprehension and preference of moral issues." Developmental Review 6, no. 2 (June 1986): 165–80. http://dx.doi.org/10.1016/0273-2297(86)90010-9.

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Bellino, Raffaello M. "Free will in the eye of neuroscientific reductionism: The need for a philosophical foundation of moral neuropsychology." History & Philosophy of Psychology 11, no. 1 (2009): 12–16. http://dx.doi.org/10.53841/bpshpp.2009.11.1.12.

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Folk moral psychology, conceived as theprescientific commonsense conceptual frameworkpertaining to the domain of morality and ethics, has been considered along the centuries as one of the most versatile apparatuses for the interpretation of an individual’s moral life. With the ascent of moral neuropsychology, reflection on the possibility of re-interpreting the old concepts of folk moral psychology into newer neuroscientific notions has become a matter for debate in the general scientific community, as well as in the philosophical and psychological ones. Central to the aim of the scientific comprehension of folk moral psychology are the philosophical concepts ofvoluntarinessandfree will, which seem to support the entire domain of meanings related to folk moral psychology. The thesis we want to set forth is as follows: the neuroscientific criticism of the concept of afree will, as conceived in folk moral psychology, is not based on neuroscientific data (a posteriori critique), as would be expected, but, on the contrary, it is unconsciously based on the prescientific comprehension of neuroscientific data (VorurteileandVorverständnisin hermeneutical terms), such as the principle of causal closure in the physical world (a metaphysical principle of science), which ought still to be demonstrated (a priori critique). A philosophical foundation of moral neuropsychology is thus not only an end worth wishing for, but it becomes necessary to the aim of achieving a sound practice of the neurosciences.

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Manal Mohamed Radwan, Manal Mohamed Radwan. "The effect of using metacognitive thinking in understanding moral concepts among eighth grade students in Jordan: أثر استخدام التفكير فوق المعرفي في استيعاب المفاهيم الأخلاقية لدى طلاب الصف الثامن الأساسي في الأردن." مجلة العلوم التربوية و النفسية 5, no. 46 (November 30, 2021): 80–65. http://dx.doi.org/10.26389/ajsrp.l080621.

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The current study aimed to identify the effect of using metacognitive thinking in understanding moral concepts among eighth grade students in Jordan. The researcher used the quasi-experimental approach to identify the effect of using metacognitive thinking in developing the comprehension of ethical concepts. The researcher prepared a test to measure the moral concepts of the study sample, which consisted of (72) students in two groups (control – experimental). The study reached several results, the most important of which is the existence of an effect of the metacognitive thinking strategy in developing the comprehension of moral concepts for the tenth grade students, where the experimental sample students outperformed the control sample students. The study recommended the necessity of using the metacognitive teaching strategy in all other units of Islamic education, as a unit (creed, interpretation, hadith.

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Munawaroh, Siti. "Teaching the Narrative Texts Using Animation Video: Raising Students’ Skills on Reading Comprehension." Utamax : Journal of Ultimate Research and Trends in Education 1, no. 1 (July 13, 2019): 18–22. http://dx.doi.org/10.31849/utamax.v1i1.2791.

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This study aims to answer the problem of whether animated videos improve reading skills in understanding language features, find real and detailed information, and take moral values in narrative texts in the classroom. The author uses classroom action research. The tools used to collect data are observation sheets, field notes, and tests. In cycle one to cycle three, the author uses animated videos as a medium to improve reading comprehension in understanding language features, finding real and detailed information, and taking moral values in narrative texts. The author uses animated videos with the activity of showing printed images of animated video stories and giving unknown words to improve students' ability to understand the narrative text language features. The author uses animated videos with predictive activities, confirmations, class discussions, and tests to improve students' ability to find real and detailed information. The author uses animated videos by reviewing each character and finding real and detailed information to improve students' ability to take moral values from narrative texts.

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Khasimpeera, K., and M. Sugunatha Reddy. "A Study On Business Ethics In Corporate Social Responsibility." International Review of Business and Economics 4, no. 2 (2020): 79–87. http://dx.doi.org/10.56902/irbe.2020.4.2.56.

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Morals and Corporate Social Responsibility are perceived as significant worries in settling on choice in all parts of our life. What’s more, it’s adding to quicken the procedure of in general improvement of a country. India being the second most crowded nation on the planet, and have the biggest number of individuals needing essential pleasantries call for progressively escalated endeavors as a major aspect of such activities in the medicinal services space of the country. We as a whole realize that individuals take part in business to win benefit. Be that as it may, making benefit isn’t the sole capacity of the business. It performs number of social capacity as it is a piece of society. It deals with the individuals who are instrumental in making sure about its reality and endurance. Business morals are only the utilization of morals in business. It demonstrates that business can be and have been moral and still make benefits. Today increasingly more intrigue is being given to the use of moral practices in professional interactions and the moral ramifications of business. The paper dives into a far reaching comprehension of how Business Ethics and Corporate Social Responsibility includes as idea and the explanation that urge organization in India to be socially dependable.

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Sanzhenakov, Alexander. "EPISTEMOLOGY AND THEORY OF ACTION OF THE STOICS." Respublica literaria, no. 1 (December 25, 2020): 119–22. http://dx.doi.org/10.47850/s.2020.1.33.

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The article is devoted to the epistemological foundations of the theory of action of the Stoics. According to the Stoics, the ideal moral subject acts correctly because she possesses knowledge. This knowledge can be understood in two ways: either it is awareness in the divine plan, or it is a correct axiological assessment. In linguistic terms, knowledge is expressed by subject-predicate judgments, to which the moral agent give an agreement, which leads to the appearance of an impulse, which prompts action. Skeptics turned their criticism to the Stoic criterion of truth – the comprehending representation and its result (comprehension), believing that by doing so they destroyed the ethics and Stoic’s theory of action, since these parts of the teaching depend on the theory of knowledge. However, the knowledge, thanks to which the moral subject receives his perfection, is much broader than a simple accurate comprehension of individual objects of external reality.

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SCHNALL, IRA M. "Sceptical theism and moral scepticism." Religious Studies 43, no. 1 (January 15, 2007): 49–69. http://dx.doi.org/10.1017/s0034412506008754.

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Several theists have adopted a position known as ‘sceptical theism’, according to which God is justified in allowing suffering, but the justification is often beyond human comprehension. A problem for sceptical theism is that if there are unknown justifications for suffering, then we cannot know whether it is right for a human being to relieve suffering. After examining several proposed solutions to this problem, I conclude that one who is committed to a revealed religion has a simpler and more effective solution. In particular, according to traditional Judaism, God has permitted us, indeed commanded us, to relieve suffering, so we know that it is right for us to do so. I further show how God's command, according to Judaism, that we save lives provides an answer to an analogous argument put forward by David Hume. Thus, revealed theistic religions can sometimes solve problems more effectively than theism alone.

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Narvaez, Darcia, Tracy Gleason, and Christyan Mitchell. "Moral Virtue and Practical Wisdom: Theme Comprehension in Children, Youth, and Adults." Journal of Genetic Psychology 171, no. 4 (October 29, 2010): 363–88. http://dx.doi.org/10.1080/00221325.2010.503253.

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Prancisca, Stella, and M. Ainur Rizqi. "LISTENING CLASS AND MORAL EDUCATION." LLT Journal: A Journal on Language and Language Teaching 21, no. 1 (April 2, 2018): 75–81. http://dx.doi.org/10.24071/llt.v21i1.940.

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Since some students including in my class become more self-oriented and less aware on group, there is a need to integrate online teaching material which contains values in society into English language course. We believe that English language teaching, in some extents, could facilitate this necessity. A good choice of material, for example, is not only beneficial to promote students language skill, but also could inspire students to become a better individual. This paper aims to examine whether online materials could promote students English language skill, especially in listening comprehension. In addition, it is keen to better understand how these resources could influence and develop their moral values. The paper is designed as a classroom action research. To collect data, we employ two tests (pre-and post-test), questionnaires, and interview. Since this paper is still a research design, it should be noted that there is no finding and discussion yet here.DOI:doi.org/10.24071/llt.2018.210108

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Vydrina, N. A. "Accentuation of the Modern Sound of N.A. Nekrasov's Poetry in the Process of Independent Work of High School Students." Язык и текст 8, no. 3 (2021): 68–74. http://dx.doi.org/10.17759/langt.2021080309.

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The article offers tasks for organizing independent work of high school students on comprehension and emotional development of moral issues, language and style of Nekrasov's poetry from the standpoint of modernity.

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Deen, Phillip. "Was Dave Chappelle Morally Obliged to Leave Comedy? On the Limits of Consequentialism." Philosophy of Humor Yearbook 1, no. 1 (September 1, 2020): 135–52. http://dx.doi.org/10.1515/phhumyb-2020-0011.

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Abstract Dave Chappelle took an extended leave from comedy for moral reasons. I argue that, while he had every right to leave comedy because of his moral concerns, he was not obliged to do so. To make this case, I present Chappelle’s argument that the potential negative consequences of his racial humor obliged him to leave. Next, I argue against Chappelle’s argument about avoidable harms as the harms are not his responsibility, he was not being negligent, and the benefits of his humor outweigh the harms. I also argue in support of the intuition that another’s failure of comprehension or moral character, even if that failure will predictably result in harms to others, should not convert moral acts into immoral ones.

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Caravita, Simona C. S., Lisa Astrologo, Giulia Biancardi, and Alessandro Antonietti. "Behavioral Indices of Neuropsychological Processing Implicated in Moral Domain Reasoning amongst Children and Adolescents." Brain Sciences 9, no. 12 (November 20, 2019): 331. http://dx.doi.org/10.3390/brainsci9120331.

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Moral domain theory posits that moral knowledge is organized in separate domains related to moral and socio-conventional rules, with the latter being reliant on a statement made by authority. Domains may be contingent on different neuropsychological processing that may vary with age. Behavioral indices were measured in three age groups, to detect differences in the neuropsychological processing allegedly involved in the evaluation of rule transgressions in different domains. Acceptance of the transgressions was also investigated. Twenty-four children, 32 early adolescents, and 31 adolescents judged acceptability of rule transgressions when an authority figure allowed the transgression. Across age, moral-rule transgressions were less accepted and took significantly longer to be evaluated. In evaluating moral rule scenarios, children had the longest reaction times. Older adolescents took the least amount of time evaluating socio-conventional rule scenarios. Results suggest differences in the neuropsychological processing underlying decision making for moral and socio-conventional domains and that rule comprehension and distinction amongst domains increase by age.

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I Nyoman Putra Yasa, Nyoman Ari Surya Dharmawan, I Made Pradana Adiputra, I Putu Hendra Martadinata, and Nyoman Trisna Herawati. "Tax Comprehension and Ethics Education Integration in Improving Tax Compliance Among Accounting Students." International Journal of Finance & Banking Studies (2147-4486) 10, no. 1 (May 17, 2021): 96–108. http://dx.doi.org/10.20525/ijfbs.v10i1.1159.

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Tax education, especially at college level, has so far focused on academic aspects and tends to ignore ethical aspects. So far, ethics education has shown its role in increasing individual moral sensitivity. Given the importance of ethics education, an integration of ethics is needed in tax education, so that it is expected to help in shaping tax-compliant behavior among students. Based on these issues, this study aims to examine the combined effect of tax ethics education and tax comprehension on tax compliance. This research was conducted on 81 undergraduate accounting students with an experimental method. Based on the analysis using ANOVA, this study found that the integration of ethics in tax education can improve tax compliance, especially for students who have low tax comprehension. The results of this study indicate the importance of ethics integration in tax education, especially at the university level. Therefore, the results of this study are expected to be a consideration for universities to integrate ethical aspects of tax education, thus helping in the process of forming student moral awareness as taxpayers in the future.

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Phillips, Jonathan, and Fiery Cushman. "Morality constrains the default representation of what is possible." Proceedings of the National Academy of Sciences 114, no. 18 (April 18, 2017): 4649–54. http://dx.doi.org/10.1073/pnas.1619717114.

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The capacity for representing and reasoning over sets of possibilities, or modal cognition, supports diverse kinds of high-level judgments: causal reasoning, moral judgment, language comprehension, and more. Prior research on modal cognition asks how humans explicitly and deliberatively reason about what is possible but has not investigated whether or how people have a default, implicit representation of which events are possible. We present three studies that characterize the role of implicit representations of possibility in cognition. Collectively, these studies differentiate explicit reasoning about possibilities from default implicit representations, demonstrate that human adults often default to treating immoral and irrational events as impossible, and provide a case study of high-level cognitive judgments relying on default implicit representations of possibility rather than explicit deliberation.

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LLORENT, Vicente J., Margarita CABALLERO-COBOS, and Maria M. GARCIA-CABRERA. "Relations among social, emotional and moral competencies, reading and mathematical competence in students of secondary education." Espacios 42, no. 09 (May 15, 2021): 91–105. http://dx.doi.org/10.48082/espacios-a21v42n09p08.

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This research aims to study the relationship among social, emotional and moral competencies, reading comprehension, and mathematical competence. The study is cross-sectional and ex-post-facto, with a convenience sample of 209 students in 7th grade (1st level of Spanish Compulsory Secondary Education) in three schools. Reading and mathematical competence no significant differences were found with other variables. The data highlights significant differences in social, emotional and moral competencies. The lack of significant relations among the three key competencies has educational implications.

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Rozuel, Cécile. "Jung’s insights on ethics in business and work organisations: examining the ‘moral nature of present-day man’." International Journal of Jungian Studies 8, no. 3 (September 1, 2016): 141–58. http://dx.doi.org/10.1080/19409052.2016.1200110.

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ABSTRACTBusiness can be likened to an institution of archetypal stature, influencing not only how work organisations are managed but also what society values both socio-economically and morally. As such, it also carries a significant shadow that pervades the psyche of individual agents. The significance of this collective shadow raises important moral questions usually discussed under the term ‘business ethics’; however, too little attention is given to the unconscious influences that underlie most moral conflicts in business and within the context of work organisations. Jung’s insights into the moral dimension of the psyche and the ethical value of individuation have much relevance to a better understanding of the various types of moral tension in business and at work. In particular, Jung’s comprehension of the inherent moral struggle between the individual and the collective is discussed, and its value for reviewing the state of ethics in business is explained.

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Zhang, Sunjun. "The Comprehension and Implementation Help-Education Culture." Science Insights Education Frontiers 10, S1 (September 13, 2021): 12. http://dx.doi.org/10.15354/sief.21.s1.ab042.

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Help-Education is more suitable for student life, which emphasizing education as a kind of assistance that is born with love and aims for development. The irreplaceable help-education that generate from the parents will affect the students throughout their entire life. As parents, it is significant to insist on learning and reflection to help children to arouse their inner motivation in learning. As schools, when continuing the help-education, the moral mutual help, help-education Class, systematism management, and campus activity are the important components. Students and teachers help and learn from each other so that students can find their own interests through a variety of activities, which can better open up their minds, do things creatively, stimulate their inherent potential, but also make students have more confidence in themselves. Being oneself, which means helping students become class masters and build a cozy room with the teachers. Also, let the students participate in improving the five aspects of life, including reading, flowering, travelling, exercising, and sleeping, so as to promote their all-round development, and then pass the transition from ego to superego.

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Борисова, Т. М., and Е. В. Николаев. "DEVELOPMENT OF MORA L SELF-CONSCIOUSNESS OF GIFTED STUDENTS THROUGH YAKUT LITERA RY WORKS." Vestnik of Russian New University. Series "Man in the modern world", no. 2 (May 31, 2022): 32–39. http://dx.doi.org/10.18137/rnu.v925x.22.02.p.032.

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Раскрывается проблематика современного духовно-нравственного воспитания. Кратко излагаются основы теории нравственного воспитания, развития морального самосознания личности, описывается роль якутских литературных произведений в развитии морального самосознания студентов. Излагается структура морального самосознания. Предлагается вариант сегментирования по группе уровней структуры морального сознания. Анализируются процессы переживания и обработки чувственных данных. Описываются их аналитическое осмысление и понятийная формализация личностью. Приводятся выводы и результаты экспериментальной работы. Th e article reveals the problems of modern spiritual and moral education. Th is article briefl y outlines the foundations of the theory of moral education, the development of the moral self-consciousness of the individual, the role of Yakut literary works in the development of the moral self-consciousness of students. Th e structure of moral self-consciousness is outlined. it describes how the structure of moral consciousness can be segmented into a group of levels. Th ese include emotional-sensory, rational and value. Th e processes of experiencing and processing sensory data are analyzed. Th eir analytical comprehension and conceptual formalization by a person are described. Conclusions and results of experimental work are given.

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Huda, Miftachul, and Sultan Salem. "Understanding Human Behavior Development with Spirituality: Critical Insights into Moral Flourishing." Ulumuna 26, no. 2 (December 28, 2022): 238–68. http://dx.doi.org/10.20414/ujis.v26i2.535.

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This paper examines the flourishing of moral enhancement through a critical investigation of Al-Zarnūjī’s Ta‘lim al-Muta‘allim. The critical reviews of the literature from refereed and peer-reviewed articles were employed using thematic topic analysis on the flourishing of moral enhancement with a special reference to Al-Zarnūjī's Ta‘lim al-Mutallim, in giving an insightful value to spiritual engagement. The results show that the subsequent phase of moral flourishing with spirituality comes from niyyah (goal-oriented commitment) as the enhanced enthusiasm derived from the continued consistency of doing goodness in the human morality indicator. This is followed with faqīhan mutawarri‘an (clear comprehension with carefulness) as comprehending personal behaviour with knowledge and moral quality. The following point supported muwāḍabah (thorough attempts) as the expansion of wide-ranging performance made for moral development and continued into sustaining individual behavioural growth with a spiritual quality. Furthermore, a discussion of implications serves to contribute to human behavioural development, with spirituality detailed into moral behaviour through spiritual quality enhancement, as well as the continued awareness of ethical behaviour sustainability and knowledgeable practice quality progression.

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Kunkel, Angelika, Ruth Filik, Ian Grant Mackenzie, and Hartmut Leuthold. "Task-dependent evaluative processing of moral and emotional content during comprehension: An ERP study." Cognitive, Affective, & Behavioral Neuroscience 18, no. 2 (March 6, 2018): 389–409. http://dx.doi.org/10.3758/s13415-018-0577-5.

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Bock, Tonia. "A consideration of culture in moral theme comprehension: comparing Native and European American students." Journal of Moral Education 35, no. 1 (March 2006): 71–87. http://dx.doi.org/10.1080/03057240500495310.

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Jaggar, Alison M. "“Saving Amina”: Global Justice for Women and Intercultural Dialogue." Ethics & International Affairs 19, no. 3 (December 2005): 55–75. http://dx.doi.org/10.1111/j.1747-7093.2005.tb00554.x.

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Western moral and political theorists have recently devoted considerable attention to the perceived victimization of women by Non-western cultures. In this paper, I argue that conceiving injustice to poor women in poor countries primarily as a matter of their oppression by illiberal cultures presents an understanding of their situation that is crucially incomplete. This incomplete understanding distorts Western theorists comprehension of our moral relationship to women elsewhere in the world and so of our theoretical task. It also impoverishes our assumptions about the intercultural dialogue necessary to promote global justice for women.

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Ginting, Donny Adiatmana, Maitri Ramadhani, Muhammad Hassan, and Yusrah Yusrah. "ENHANCE STUDENTS’ READING COMPREHENSION THROUGH DIGITAL STORYTELLING." ANGLO-SAXON: Jurnal Ilmiah Program Studi Pendidikan Bahasa Inggris 12, no. 2 (December 17, 2021): 201–6. http://dx.doi.org/10.33373/as.v12i2.3677.

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As we all know, the purpose of teaching students to read short tales is to help them understand the material and analyze the elements of the story, including the moral value, storyline, setting, and characters. The purpose of this study was to determine (1) what the students' initial conditions on reading short story texts were before to using the developed digital storytelling, and (2) how successful the developed digital storytelling utilized for teaching short story reading is. This digital tale was created as a result of the findings of this study, which were based on the results of questionnaires and interviews. It was discovered that the digital storytelling media should cover the needs of the students, which have some criteria such as after reading the short stories, hopefully they can increase their vocabulary, they like to read dramatic and romantic stories, the suitable medias in learning reading of short stories are online reading sources and video, types of digital storytelling are video words and digital storytelling video clips, digital storytelling should be easy to operate an After using digital storytelling to teach short story reading, the students demonstrated this progress. The production of materials improves students' grades and can increase their enthusiasm in reading short stories.

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Sukhodolskaya-Kuleshova, Larisa Vasilevna. "Morally-aesthetic context education potential of the spiritual culture to personalities." Moscow University Pedagogical Education Bulletin, no. 4 (December 29, 2014): 52–63. http://dx.doi.org/10.51314/2073-2635-2014-4-52-63.

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In article spiritual culture is presented as qualitative feature morally person. Morally-aesthetic context education potential expects wholeness, comprehension to need to spiritual reformation with handhold on base value, presentations spiritual unity mankind on base moral and aesthetic to activity; the account of the new type to integrations, appearing in modern world.

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Cheng, Guo, and Weiping Yu. "Brand attachment and oppositional loyalty: The moderating role of moral identity." Social Behavior and Personality: an international journal 49, no. 10 (October 6, 2021): 1–18. http://dx.doi.org/10.2224/sbp.10804.

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Comprehension of the driving factors and dimensional structure of oppositional loyalty (OL), which comprises willingness to pay a price premium, oppositional referrals, schadenfreude, and antibrand actions, is limited. To analyze OL behavior, we collected 453 surveys from Xiaomi mobile online communities. The results show that brand attachment had a positive effect on each dimension of OL. In addition, moral identity positively moderated the brand attachment–oppositional referrals relationship, and negatively moderated the impact of brand attachment on schadenfreude and antibrand actions. Our results can help corporate managers understand OL behavior, and contribute to new understanding of brand loyalty, customer relationships, and business ethics.

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Nazarov, V. N., and E. D. Meleshko. "Moral and religious searches of F.M. Dostoevsky: The ethics of the immanent comprehension of evil." Gumanitarnyye Vedomosti TGPU im. L. N. Tolstogo, no. 4 (2021): 5–14. http://dx.doi.org/10.22405/2304-4772-2021-1-4-5-14.

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Vasianovych, Hryhorii, and Roman Velykyi. "MORAL AND AESTHETIC CULTURE OF A TEACHER IN LIFE AND PHILOSOPHICAL DIMENSION OF ACADEMICIAN IVAN ZIAZIUN." Aesthetics and Ethics of Pedagogical Action, no. 17 (March 9, 2018): 91–105. http://dx.doi.org/10.33989/2226-4051.2018.17.176285.

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The article analyzes the essence and peculiarities of the moral and aesthetic culture of the teacher personality. Comprehension of this problem is based on philosophical and pedagogical works of academic I. Ziaziun. In the article it is proven that the main idea of the scholar was the idea of cognition and self-cognition. The main components of the structure of the moral and aesthetic culture of the teacher personality – consciousness, relationships and pedagogical action were analyzed. The position and role of the moral and aesthetic culture in the educational activity of teachers were determined. The author proves that the teacher personality is the subject of a moral and aesthetic culture, since it is directly integrated with subordinate and coordinate relations of different types. The conclusion was made that in conditions of democratization and humanization of society priority is set on coordinate relations. Therefore, the ideas and principles of pedagogy of cooperation are consistently established. The defining characteristic of the moral and aesthetic culture of the teacher personality is pedagogical action. Its significance goes far beyond the boundaries of Ukrainian educational institutions and, according to academic I. Ziaziun, the progress of the whole society depends on it.

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Syamsul, Yuliana, Rohmad Widodo, and Agus Tinus. "Peranan Pendidikan Kewarganegaraan (PKn) Dalam Pembentukan Moral Peserta Didik." Jurnal Civic Hukum 2, no. 1 (May 23, 2017): 36. http://dx.doi.org/10.22219/jch.v2i1.9902.

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Moral is somebody’s act/attitude/speech in interacting with others. If what is conducted by somebody suitable with value in society and can be accepted also please the surrounding, he/she is regarded as having good moral. By using SMK Muhmmadiyah 2 Malang as the object, the researcher conducts a study on “The role of civics (PKn) in building students’ moral in SMK Muhammadiyah 2 Malang”.This study is aimed to know the problems on the focus of study; they are: (1) How is the role of civics in building students’ moral in SMK Muhammadiyah 2 Malang? (2) What obstacles faced in building students’ moral in SMK Muhammadiyah 2 Malang? (3) What are the solutions to overcome the obstacles in building students’ moral in SMK Muhammadiyah 2 Malang? This study used qualitative approach. To obtain the data, the researcher used observation, interview and documentation. Meanwhile, for checking data validity, the researcher used credibility, transferability, dependability and confrmability.From the result of study, it is obtained that the role of civics in building students’ moral in SMK Muhammadiyah 2 Malang is by embedding responsibility, caring, discipline and nationality also teach students on religious. Yet, in building students’ moral, there are obstacles such as the less of parents’ attention and comprehension and society so that children often do something which harms them. To overcome the obstacles, the teachers are expected that there is still good cooperation between teacher, parent and society.

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Lubocha-Kruglik, Jolanta, Samal Kobzhassarova, and Aman Zhumsakbayev. "THE PRINCIPLE OF HISTORICISM IN THE WORKS OF A. KEKILBAYEV." Bulletin of the Eurasian Humanities Institute, Philology Series, no. 4 (December 15, 2022): 173–79. http://dx.doi.org/10.55808/1999-4214.2022-4.18.

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The article deals with the question of the classical tradition and its creative development, enrichment, continuity and qualitative differences in the approach to the principle of historicism. Historicism is a necessary condition for creating a full-blooded realistic character. Historicism is considered in detail by the authors on the material of the early prose of the Kazakh writer A.Kekilbayev. Based on a concrete analysis of works belonging to different aesthetic systems, the authors strive to show the mechanism of interaction of characters and circumstances at different stages of the formation and development of realistic art, to present the national character in its historical and aesthetic essence. The innovation of A. Kekilbayev is revealed on concrete examples, the logic of the ideological and aesthetic enrichment of the principle of historicism in Kazakh literature is traced. The article analyzes the problems of historical and artistic truth, the continuity of cultural, folklore traditions and literature. The innovation of A. Kekilbayev's prose is investigated. The comprehension of modernity, the untroubled past and the foreseeable future in a single cause-and-effect relationship; the search for social patterns in the previous, human experience; the socio–psychological study of a person in the circumstances of the epoch - all this determines the main thing in the artistic comprehension of reality from the standpoint of consistent historicism. The analysis of the presence in A. Kekilbayev's prose of the main elements of the poetics of historicism, historical motives and images is carried out. The general, typological, as well as individual, unique basic forms and images with historical content in the originals and translations of A. Kekilbayev's works are revealed. The range of socio-moral problems solved by the writer at the philosophical and aesthetic level is covered in detail. Through the moral lessons of the past, there is a comprehension of modernity. Depicting the distant past, the ancient history of ancestors, touching upon moral problems with a deep universal meaning, the writer finds a response with modernity.

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Mower, Deborah S. "Reflections on . . . Nudges Across the Curriculum." Teaching Ethics 17, no. 2 (2017): 133–49. http://dx.doi.org/10.5840/tej2017121252.

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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.

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Belyaev, I. A., and M. N. Lyashchenko. "ON THE CONNECTION BETWEEN LONELINESS AND SUICIDE: PHILOSOPHICAL AND ANTHROPOLOGICAL DIMENSION." HUMANITIES AND SOCIAL STUDIES IN THE FAR EAST 2, no. 18 (2021): 91–95. http://dx.doi.org/10.31079/1992-2868-2021-18-2-91-95.

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The article is devoted to philosophical and anthropological comprehension of the connection between loneliness and suicide. Special aspects of spiritual, moral and artistic degradation of man exposed to complete or incomplete loneliness are analyzed. It is shown that suicide of a lonely person is highly likely only in the case of complete loneliness, is committed without free exercising of choice, and is not a voluntary action.

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Wijanarko, Ingenies. "STORYTELLING USING RECONSTRUCTED INDONESIAN FOLKTALES IN ENGLISH TRANSLATION TO IMPROVE THE READING SKILL OF PRIMARY 2 STUDENTS IN SCHOOL X." Jurnal Teropong Pendidikan 1, no. 1 (March 25, 2021): 14. http://dx.doi.org/10.19166/jtp.v1i1.3131.

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Folktales are stories originating in people’s culture, typically passed on by word of mouth before writing systems were developed. It has been known that children stories are never simple stories. The stories generally contain edifying elements and moral lesson to educate children and shape their characters. These elements are even stronger in folktales as they are potential medium to carry moral education from generation to generation. Unfortunately, not all of them contain teachings that are relevant to today’s values and even contain teachings that have unconstructive values. This study used reconstructed folktalesNilam Kandungas the purposes of this study were: (1) to describe the use and implementation of storytelling using Indonesian folktales in order to improve English reading skill towards English comprehension text, vocabulary and fluency of primary 2 students, (2) to analyze primary 2 students’ reading comprehension, vocabulary and fluency as they engaged in reading the Indonesian folktales through storytelling method, (3) to identify problems and obstacles that happened during the implementation process. The subjects of this study are Primary 2 students consist of 26 students. The research used classroom action research design and the instruments are tests.The results showed that (1) students’ vocabulary, comprehension and fluency as parts in reading skills are enhanced, (2) students’ sense of moral education is enhanced (3) storytelling using Indonesian folktales is attractive to students in reading English texts.BAHASA INDONESIA ABSTRACT: Cerita rakyat adalah cerita asli dalam kebudayaan, biasanya diteruskan dari mulut ke mulut sebelum sistem menulis dikembangkan. Sudah sejak dahulu diketahui bahwa cerita anak-anak tidaklah pernah cerita yang sederhana. Cerita-cerita tersebut pada umumnya mengandung unsur-unsur yang dapat mempengaruhi pikiran dan pelajaran moral untuk mendidik dan membentuk karakter. Unsur-unsur ini bahkan lebih kuat di dalam cerita rakyat karena cerita rakyat adalah perantara yang berpotensi untuk membawa pendidikan moral dari generasi ke generasi. Sayangnya, tidak semuanya mengandung pengajaran yang masih relevan dengan nilai-nilai kini dan bahkan mengandung pengajaran yang memiliki nilai-nilai yang bersifat tidak membangun.Studi ini menggunakan cerita rakyat terkonstruksi ulang Nilam Kandungkarena tujuan dari studi ini adalah: (1) mendeskripsikan penggunaan dan penerapan bercerita menggunakan cerita rakyat Indonesia untuk meningkatkan kemampuan membaca Bahasa Inggris dalam memahami bacaan, perbendaharaan kata dan kelancaran membaca dalam Bahasa Inggris siswa kelas 2, (2) menganalisa kemampuan membaca bahasa Inggris siswa kelas 2 ketika mereka sedang terlibat dalam membaca cerita rakyat Indonesia melalui metode bercerita, (3) mengidentifikasikan masalah dan rintangan-rintangan yang terjadi selama proses pelaksanaan.Subjek dari studi ini adalah siswa kelas 2 yang terdiri dari 26 siswa. Penelitian ini menggunakan rancangan penelitian tindakan kelas. Hasil penelitian menunjukkan bahwa (1) keterampilan membaca siswa perbendaharaan kata, memahami bacaan dan kelancaran membaca meningkat, (2) pendidikan moral siswa meningkat(3) bercerita dengan menggunakan cerita rakyat Indonesia lebih menarik bagi siswa dalam membaca teks Bahasa Inggris.

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Zolkefli, Yusrita. "Be Honest: Individuals’ Moral Responsibility within the COVID-19 Context." Malaysian Journal of Medical Sciences 27, no. 6 (December 29, 2020): 144–47. http://dx.doi.org/10.21315/mjms2020.27.6.13.

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We recognise that people lie to health professionals for several reasons. However, these incidents endanger the well-being of the professionals and bring us to the question of whether people have an exclusive moral duty to always profess the truth about their health and other facts, particularly in a pandemic crisis. This review argues that an honest patient is a key to undertaking their roles as health professionals and delivering the best services possible to meet the needs of the patient. Greater awareness and comprehension of the potential ramifications of dishonesty, not only helps establish the moral obligation, to tell the truth, particularly in a pandemic situation, but also translates into a better relationship with health professionals. It also enforces an ethical solidarity on every single of us to show tangible moral response to ensure that those most vulnerable to risks from the pandemic illness such as health professionals are protected as far as possible.

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Buchma, Oleh. "Man, society, religion: spiritual transformations at the turn of the millennium." Ukrainian Religious Studies, no. 8 (December 22, 1998): 9–14. http://dx.doi.org/10.32420/1998.8.170.

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The universal concept, the logical center of understanding the problem of spirituality is man. Awareness of a person of his place in the world, the meaning of his being becomes the core idea of the era. At the same time in the public consciousness there is a significant qualitative shift in the direction of priority of humanistic values, when the priority is the question of moral comprehension of reality.

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Bronfman, Svetlana A. "New normativity and reproductive choice: an attempt at comprehension." Population and Economics 4, no. 4 (December 31, 2020): 74–83. http://dx.doi.org/10.3897/popecon.4.e58814.

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The article discusses two “special types” of reproductive choices – combating infertility through assisted reproductive technologies and voluntary childlessness. Particular attention is paid to the phenomenon of voluntary childlessness. Basing on the analysis of public opinion polls, reconstruction of historical realities of the second half of XX century, normogenesis studies, new psychodynamic theories of transgenerational transmission of traumatic experience, and philosophical ideas of intentionality of acceptance and hospitality, the author analyzes the existing reproductive practices in their connection with procreative norms. The reasons for the increasing spread of voluntary childlessness, according to the author of the article, are largely connected to the transgenerational transmission of experience of violence. The author’s hypothesis is based on psychodynamic ideas about transgenerational trauma and perverse maternal attitude and is that the spread of the voluntary childlessness in the generation of the 1990s may be caused by the impossibility of hospitality, acceptance, and vulnerability due to the lack of failure of the maternal functionary as a container and the lack of introjects of loving and guiding parent figures (“empty superego”). Thus, the new “shapeless” normativity, creating the illusion of “freedom to be oneself”, may prove to be a projection of a split, lifeless and empty collective unconscious superego, generated by a culture of violence that requires moral content, which has been abolished.

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Muzakkir, Rachmanita, Eva Saptarina, and Tiara Amelia. "An Analysis of Students’ Difficulties in Reading Comprehension through Online Learning." Linguists : Journal Of Linguistics and Language Teaching 8, no. 2 (December 20, 2022): 258. http://dx.doi.org/10.29300/ling.v8i2.8322.

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A primary objective of the study was to explore students' difficulties in reading comprehension through online learning using Google Classroom and Zoom meetings faced by eighth-grade students at SMP Persatuan Pedamaran OKI regency. This study used a descriptive qualitative method; the participants were all eighth-grade students at SMP Persatuan Pedamaran. The data was gathered using a reading comprehension test and questionnaires. The test indicated that 77.5 percent of students struggled with the text's main idea. Then, 72.78 percent of students had a problem with the text's generic structure, and 75.83 percent had difficulty with references. Next, 73.75 percent of students had problems with the moral value of the text. Following that, 72.25 percent of students had difficulties understanding the text's details. Finally, 73.25 percent of students needed help finding the meaning of vocabulary in the text. Further, based on the questionnaires, it was found that the problems in learning reading comprehension online focused on several factors: students' background, social situation, school scene, and teacher's teaching strategy. In conclusion, many students in SMP Persatuan Pedamaran found it hard to read the texts comprehensively, especially in online learning.

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Journal articles on the topic 'Moral Comprehension'

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