Relevant bibliographies by topics / Moral teachings

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Moral teachings'

Author: Grafiati
Published: 28 July 2024
Last updated: 1 August 2024

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Journal articles on the topic "Moral teachings"

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Yono, Mul. "BINNER ETHICAL AJARAN SOSROKARTONO DALAM PERSPEKTIF HERMENEUTIKA." HUMANIKA 19, no. 1 (October 18, 2016): 104. http://dx.doi.org/10.14710/humanika.19.1.104-113.

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Abstract This paper seeks to interpret and seek relevance of Sosrokartono’s moral teachings, especially those expressed in the binner ethical form, for the life of Indonesian people in the present. Binner ethical in the moral teaching is discovered in Javanese culture. To be able understand the moral teaching need interpretation in depth, not only use ability to reason but also the using ability of “rasa-pangrasa”.The Sosrokartono’s binner ethical, as well as other moral teachings, still based on Sosrokartono’s philosophy of life that emphasized the obligation of human life to serve and devote themselves to God Almighty trough the help and helping fellow humans in need without strings attached, on the basis of principle “leladi mring sesami”.The Sosrokartono’s moral teachings have relevance for the formation of Indonesian national character, which is currently demoralized. The Sosrokartono’s moral teachings are very concerned with inner strength to counteract the development of the character of individualistic, materialistic, hedonistic and secularistic on Indonesian peoples, which currently is beset by modernization and globalization. Key words: moral teaching, binner ethical, interpretation, relevance, counteract, modernization and globalization, Indonesian national character
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Parveen, Dr Rashida, and Dr Khadija Aziz. "An Overview of the Common Moral Teachings Islam and Hinduism Based Religions." Fahm-i-Islam 3, no. 1 (June 30, 2020): 147–58. http://dx.doi.org/10.37605/fahm-i-islam.3.1.10.

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The study of world religions makes it clear that after the basic teachings of every religion, which had came into being after the arrival of human beings in this world, the moral teachings have been given the utmost importance. The improvement in the individual and collective life of people depends on moral education which gives them the feeling of an atmosphere of peace and tranquility in the world. The teachings of moral education also gives a sense of equality in a society in which everyone is assured of the protection of his/her rights and interests. Resultantly, in a society where the roots of "good morals" are strong, society never goes astray. The importance of morality for the individual and collective life of human beings could be gauged by the fact that all religious leaders of the world teach their followers good morals and human rights. The moral teachings also help in distinguishing lawful, unlawful, good, and evil. The religious leaders forbid followers to do things that make them or their social life suffer in the wrong way.
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Chaves, Mark. "Moral teachings and religious sensibilities." Society 42, no. 4 (May 2005): 20–22. http://dx.doi.org/10.1007/bf02687426.

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Jefri Feoh and Abad Jaya Zega. "Ajaran Etika Dan Moral Dalam Surat-Surat Paulus: Relevansinya Bagi Masyarakat Modern." PROSIDING SEMINAR NASIONAL PENDIDIKAN DAN AGAMA 4, no. 2 (October 23, 2023): 44–59. http://dx.doi.org/10.55606/semnaspa.v4i2.1131.

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This research discusses the teachings of ethics and morals contained within the letters of Paul in the New Testament. The main focus of this study is to explore the ethical and moral values taught by Paul within the context of his letters and their relevance to modern society. Textual and contextual analysis methods are employed to identify the moral principles emphasized by Paul in various aspects of life, including interpersonal relationships, social responsibility, and personal integrity. The research findings indicate that Paul's letters contain ethical guidelines rooted in Christian principles, such as love, humility, and forgiveness. These teachings are analyzed within the cultural and social context of their writing, and are connected to the ethical challenges faced by modern society. Despite being written thousands of years ago, the moral principles taught by Paul remain relevant in addressing contemporary ethical issues, such as business ethics, human rights, and the environment. This study provides insights into how the teachings of ethics and morals in Paul's letters can be applied and adapted within the context of modern society. The practical implications of this research are to encourage further reflection on the values inherited from Paul's teachings and how these values can shape the perspectives and actions of society in facing current moral challenges.
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Fatimah, Siti, and Siswanto Siswanto. "THE ROLE OF MORAL EDUCATION IN CHILDREN'S CHARACTER DEVELOPMENT: A PHILOSOPHICAL PERSPECTIVE IN ISLAMIC ELEMENTARY SCHOOLS." Journal of Islamic Elementary Education 2, no. 1 (May 31, 2024): 52–60. http://dx.doi.org/10.35896/jiee.v2i1.778.

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The role of moral education in character development of children is a crucial aspect in the educational process at MI (Islamic Elementary Schools). However, there is still a need to gain a deeper understanding of how educational philosophy can aid in developing the moral character of children at MI. This research employs a qualitative approach by conducting literature reviews and philosophical analyses of moral education concepts in Islam as well as the approaches used in MI. The results of the study indicate that moral education in MI can be enhanced through the application of philosophical approaches, such as introducing moral concepts in Islamic teachings contextually and using philosophical reflection methods in learning. Thus, moral education can be more effective in shaping the character of children to have noble morals in accordance with Islamic teachings.
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Samsudin. "Implementation of Moral Sufism in Islamic Religious Education." Indonesian Journal of Contemporary Multidisciplinary Research 2, no. 6 (November 18, 2023): 1209–30. http://dx.doi.org/10.55927/modern.v2i6.6806.

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Sufism is a field of study in Islamic studies that has been researched from time to time and has developed rapidly, becoming a scientific discipline that is closely related to efforts to improve morals in people's lives through Islamic Religious Education (PAI). In other words, Sufism is not only an effort to purify oneself individually but also helps build a society with noble morals by drawing closer to Allah as Al-Khaliq. 'rifatullah. Moral Sufism is one method of studying Sufism. Moral Sufism is Sufism that upholds moral development. To achieve moral perfection or insan kamil, the teachings of moral Sufism really emphasize amaliyah-amaliyah or purity of soul which relies on strengthening mental attitudes and strict behavioral discipline through the practice of istiqomah (riyadhoh). Bearing in mind the current condition of modern society which is characterized by decadence and moral crisis caused by a liberal lifestyle and hedonism, the moral teachings of Sufism are very important to convey in an effort to improve social and individual order in everyday life
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Kurnia Firmansyah, Eka, Titin Nurhayati Mamun, and Ade Kosasih. "THE ESTABLISHMENT OF CHARACTER FOR THE MILLENNIAL GENERATION THROUGH MORAL THERAPY: A STUDY OF THE NAZAM AZKIYA’ MANUSCRIPT." Humanities & Social Sciences Reviews 8, no. 3 (June 19, 2020): 972–89. http://dx.doi.org/10.18510/hssr.2020.83101.

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Purpose of the study: This research focused on the development of character for the millennial generation through moral therapy as can be found in the manuscript Nazam Azkiya’. Additionally, various teachings and guidance of the Wali were discussed in fostering the morals contained in the manuscript. This article also described the moral therapy and the form of teachings and guidance for peace seekers by exploring the values contained in these teachings and guidance. Methodology: The method used in this research is detailed verification, using ex post facto and survey approaches employed to investigate the phenomena such that values ​​can be analyzed extensively. Main Findings: The results of the data analysis show that the condition of moral values and character of the millennial generation are in the high category, so are the social, environmental, and religious conditions. Therefore, the character building of the Millennial generation by employing a system of moral therapy based on the teachings of the Wali in the Nazam Azkiya manuscript is by first, instilling religious norms from an early age. Second, teaching the importance of courtesy. Third, instilling family values since childhood. Fourth, sharpening their will and drive. Fifth, familiarising them in socializing. Applications of the study: The findings of this research could be used as a form of study and particularly towards the development of knowledge on tasawuf manuscripts and moral education. Furthermore, this article is expected to be used as a reference for scholars in applying knowledge in social life and enrich insights that are useful for the development of science. The expected outcome of this moral therapy is a change in the millennial’s attitude and character towards a better and more responsible individual. Novelty/Originality of the current study: This therapeutic system is the development of character for the Millennial generation, mainly in instilling intelligence, virtue and moral character, beneficial to others, can use gadgets and technology appropriately and according to their functions. Additionally, the Millennial generation should always be accompanied by religious teachings that can shape them into individuals with good disposition and morality.
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Haerullah, Haerullah, and Muhammad Isa Anshory. "Metode Pendidikan Akhlak di Pondok Pesantren Imam Bukhari Surakarta." TSAQOFAH 4, no. 2 (January 11, 2024): 1147–59. http://dx.doi.org/10.58578/tsaqofah.v4i2.2522.

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Forming noble morals requires a planned and consistent method. The importance of methods in moral education is urgent. Pesantren are often places where Islamic religious education is taught in depth. This includes moral teachings, ethics, and good principles in daily life in accordance with religious teachings. This article aims to find out the educational methods applied at Imam Bukhari Islamic Boarding School. The research was conducted by qualitative methods. Data collection was done by interviews and observations.
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Tolo, Paulus. "Kuasa Mengajar Sebagai Pelayanan Seorang Uskup." Jurnal Alternatif Wacana Ilmiah Interkultural 9, no. 1 (January 10, 2020): 13–26. http://dx.doi.org/10.60130/ja.v9i1.7.

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Teaching authority in Roman Catholic is entrusted to apostolic college of bishops with Pope as its head. This authoriy has been developed from the ouset of christianism. It is believed that the the apostolic college has handed over to bishops as their successor. The teaching authority performed by bishop is restricted to faith and moral matter. Their teachings in these matters obtain an infallible character. As far as the faith and moral matter are concerned, the infallibel character is accepted. Issues regarding politics, economics and so on are not in domain of the teaching authority of Magisterium. Catholics are strongly recommended to give their obbedience to the teachings of Magisterium. Are there possibilities to dissent from these teachings? This article demonstrates historical development of teaching authority in roman catholic and its implementation.
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Piasta, Ruslan. "Biblical and moral foundation of private property." Good Parson: scientific bulletin of Ivano-Frankivsk Academy of John Chrysostom. Theology. Philosophy. History, no. 16 (December 29, 2021): 55–65. http://dx.doi.org/10.52761/2522-1558.2021.16.6.

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The article is devoted to the theoretical definition of the role of private property according to the biblical-patristic and moral-ethical teachings of the Catholic Church. Ukraine lacks scientific and theological research on the meaning, purpose and contents of private property. The fundamental task of this article is to find convincing arguments in the Scriptures, the patristic view and the Church’s teaching on the right to private property and whether it has a solid foundation in God’s will and is protected by His law. The article justifies the basic moral criteria related to the right of private property, according to the teachings of the Catholic Church.
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Dissertations / Theses on the topic "Moral teachings"

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Avratoglou, Alexandros. "Witnessing moral educators breaking (their) moral teachings, morality and self-reported crime : A study on adults in two countries, Sweden and Greece." Thesis, Malmö universitet, Institutionen för kriminologi (KR), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-45864.

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The present paper extends previous research in terms of integrating social learning with morality theories, under the framework of moral educators’ and their conflicting moral influences. Specifically, this study aims to investigate the impact of witnessing moral educators breaking (their) moral teachings on individual’s morality and criminal behavior using a sample of two countries, Sweden and Greece, with similar population but entirely different cultural and social characteristics. We focus on three research questions regarding the correlations and (i) the explanatory influence of witnessing this conflict on moral emotions and values by gender and country, (ii) its impact on traditional crime by gender and country and (iii) the impact that witnessing the conflict and morality mutually have on traditional crime in the two countries. Our findings emerge in three key points. First, we found that witnessing moral educators influenced both moral emotions differentially in each country and gender, but only affected Swedish males’ moral values. Secondly, our results showed that witnessing moral educators can explain a moderate to small variance of traditional crime only for males in the two countries. Lastly, we found that witnessing moral educators together with morality can explain a moderate variance of traditional crime in the two countries, while gender is highly important for both countries. Findings are discussed in relation to theory and previous research. Future research is recommended in order to expand the understanding of the cultural and social learning processes that inhibit (im)moral contexts and subsequently affect morality and offending.
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Burgoon, Jacob N. "The Moral Foundations of Teaching: Measuring Teachers' Implicit Moral Beliefs." University of Toledo / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1544787174462244.

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Glasscock, Ed. "Moral and ethical responsibilities of Biblical teaching." Theological Research Exchange Network (TREN), 1987. http://www.tren.com.

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Fallona, Catherine Ann 1968. "Manner in teaching: A study in moral virtue." Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/288891.

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There is a growing interest in the study of the moral qualities of teachers. Many studies emphasize empirical techniques without attention to the philosophical features of moral conduct or focus on the philosophical features without connections to the actual conduct of teachers. This dissertation combines philosophical and empirical inquiry to study the moral conduct of teachers. Using Fenstermacher's distinction among teaching method, style, and manner, the technical and personality characteristics of teachers are distinguished from teacher conduct that expresses moral virtue. This conduct is known as the manner of the teacher. This dissertation investigates how manner may be made explicit, as a philosophical concept and an object of empirical inquiry. The philosophical part examines the conceptual nature of moral action in the classroom, using an Aristotelian ethics as the framework for analysis. The empirical part is a case study of three classroom teachers, whose moral conduct is examined using the Aristotelian framework. This dual philosophical/empirical approach permits inquirers to observe and analyze selected moral dimensions of teaching, then draw conclusions about how the teachers express moral virtue. The empirical part is a qualitative study of three teachers, each interviewed and observed over a one year period. Case studies illustrating the teachers' expressions of moral virtue were developed, followed by a cross-case analysis that revealed common and distinct elements in the teachers' manner. The cross-case analysis suggests that the teachers express virtues in similar ways according to the Aristotelian framework and in particular ways according to their individual style. Further, teachers express more than one virtue simultaneously. The main conclusion one may draw from this study is that it is possible to systematically observe and describe manner in teaching. Suggestions for further research include (1) situations in which the expression of one virtue appears to conflict with another, (2) the difficulties of analyzing the intellectual virtues, and (3) clarifying the relationship between manner and teachers' context, content, and students. A significant implication of this study is that it is possible to attend to manner in ways that permit the development of moral virtue in teaching.
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Terreaux-Durand, Martine. "L’enseignement moral à l’école aujourd’hui : un projet faisable ? : regards sur l’école élémentaire publique en France de 2008 à 2013." Thesis, Paris 10, 2017. http://www.theses.fr/2017PA100159.

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La recherche présentée s’intéresse à la faisabilité du projet d’un enseignement moral explicite dans les programmes de l’école élémentaire de 2008 à 2013. Le retour de la morale dans les Instructions officielles survient comme un moyen de remédiation à l’affaiblissement des valeurs républicaines dans l’école mais aussi dans la société en général, or ce projet semble empêché par une démocratie couplée à un individualisme croissant. Discipline noble sous la IIIe République, l’enseignement moral a été effacé des programmes dans la seconde moitié du XXe siècle. Réapparu en 2008, nous étudions les conséquences de la rupture dans l’histoire de cet enseignement. Dans les pratiques d’enseignement moral, nous constatons une transformation des valeurs républicaines : liberté, égalité, fraternité et de leurs corollaires : autonomie, neutralité et tolérance réinterrogeant les notions d’autorité, de responsabilité et de respect. Nous relions ces constats à la laïcité et aux enjeux du maintien d’un pluralisme des opinions et des croyances. Nous recherchons également si le corps enseignant et les pratiques pédagogiques soutiennent ce projet d’enseignement. Notre travail de recherche croise l’étude des conditions de faisabilité d’un projet à celle de la mise en œuvre de l’enseignement moral aujourd’hui. Notre approche est historique, philosophique et pédagogique. Le corpus de données est établi à partir de trois sources : des documents d’obligation, des observations en classe et des entretiens menés auprès de professeurs des écoles. La mise en œuvre du projet d’enseignement moral requiert un cadre avec des finalités et des modalités clairement définies ; une formation initiale et continue des enseignants complète, prenant en compte les dimensions de la poiesis et de la praxis
The research presented focuses on the feasibility of a project of explicit moral education in the curriculum of the elementary school from 2008 to 2013. This project for the reintroduction of morality in the Official Instructions comes as a means to remedy the weakening of republican values within the school itself and in society in general, but the implementation of this project seems to be prevented by a democracy coupled with a growing individualism.Considered as the keystone under the Third Republic, moral education lost its importance during the second half of the twentieth century until the word "moral" was erased in school curriculum. It reappeared suddenly in 2008. We analyze the consequences of the rupture in the history of this teaching. In moral teaching practices, we note the transformation of the republican values : freedom, equality, fraternity and their corollaries : autonomy, neutrality and tolerance re-examining the notions of authority, responsibility and respect. We link these findings to secularism and the challenge of maintaining a pluralism of opinions and beliefs. We are also investigating whether the teaching profession and teaching practices support the implementation of this project.Our research work combines the study of the feasibility of such project with that of the implementation of moral education in classrooms today. Our approach is historical, philosophical and pedagogical. The corpus of data is drawn from three sources : official instructions, classroom observations and interviews with school teachers.The implementation of the moral education project requires a framework with clearly defined aims and modalities ; initial and in-service teacher training, taking into account the dimensions of poiesis and praxis
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Aubrey, Richard H. "Moral Purposes of Successful Teachers." Digital Commons @ East Tennessee State University, 1998. https://dc.etsu.edu/etd/2879.

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The purpose of this study was to describe the moral purposes of successful teachers. Moral purpose was defined as the values and beliefs associated with serving society and serving individuals other than oneself Key informant interviews were conducted with the 18 finalists for Tennessee Teacher of the Year. Interviewees, were asked four basic questions: (1) Why did you choose teaching as a career? (2) How would you describe your moral purpose in teaching? (3) Has your moral purpose changed over time? (4) How would you describe the teacher's role in society? Data were analyzed qualitatively. Detailed profiles of each of the informants and reports of each interview are included. Conclusions were generally consistent with the literature. Teachers expressed several reasons for entering the profession: (1) working with people; (2) serving society; (3) continuing successful school experiences; and (4) desiring to emulate a significant teacher. Teachers described their moral purposes as related to caring, community awareness, lifelong learning, efficacy, and ethics. The teacher's role in society was described in similar terms. Several other important conclusions are described. First, these successful teachers had a sense of destiny with regard to entering the profession. This sense of destiny demonstrated the degree to which these successful teachers value the profession. Second, they described the importance of teachers serving others as role models. Third, most of the teachers suggested that their moral purposes have not changed very much over time even though students and methodologies have changed. Finally, they described community service as an important activity of the successful teacher. Again, these findings were consistent with the literature describing the dispositions of effective teachers. Recommendations for further research are included along with implications for teacher education and for in-service teachers. A model for devising a moral development plan for teacher education units is presented. Another model describes the process whereby in-service teachers can work to describe and develop their moral purposes. This study provides a detailed analysis of how successful teachers described their profession. The attitudes and beliefs underlying these descriptions are of significance to teachers and to teacher educators.
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Xenophontos, Sophia A. "Teaching and learning in Plutarch : aspects of moral education." Thesis, University of Oxford, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.547824.

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Knutas, Agneta. "Mellan styrning och moral : berättelser om ett lärarlag /." Örebro : Örebro universitet, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-2701.

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Bowden, MaryZoe. "Teaching as a Moral Act: Simone Weil's Liminality as an Addition to the Moral Conversation in Education." Doctoral diss., University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3592.

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We are facing a crisis in education: there is a vacuum where there once was an exhortation in terms of how teachers serve as moral models for their students. This reality becomes even more complex when the particular educator facing the dilemma has a specific religious perspective herself. The problem confronted in this philosophical study is how does today's educator, working in the public sector and having a particular religious background, best serve her students in her role as a moral agent, given an environment that is either vacuous of or even hostile toward the moral vector implicit in education. The following questions are considered: 1) Does education today have a moral end? 2) What should that moral end be? 3) What should the educator's role be in said education? 4) Has education historically served as a moral endeavor? 5) And finally, how much should a teacher with a specific religious basis for her morals allow that to affect her role as moral agent in a secular setting? In order to respond to these questions, an historical review of how teachers were traditionally expected to serve as moral agents was undertaken, as were a review of contemporary research on moral education and a consideration of numerous philosophers' perspectives. Simone Weil, a French philosopher and teacher, is looked to as an example of a woman who lived her life with a core set of beliefs that led her to both push boundaries and yet remain in a liminal space that allowed her to remain open to others' values and needs. Weil's liminal approach to life is explored in combination with MacIntyre's call to found a morality on virtues based on a teleological view of man. Ultimately it is suggested that the educator with a deep sense of faith must both strive to function in the liminality Weil represented, and to root herself deeply in her own faith, from which she will gain the strength to live within the necessary tension evoked by teaching in a secular institution.
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Bowden, Mary-Zoe. "Teaching as a moral act Simone Weil's liminality as an addition to the moral conversation in education /." Orlando, Fla. : University of Central Florida, 2009. http://purl.fcla.edu/fcla/etd/CFE0002898.

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Books on the topic "Moral teachings"

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Ajijola, Al-Hajj. Basic Quranic Moral Teachings. Delhi: Adam Publishers, 1999.

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E, Curran Charles, ed. Change in official Catholic moral teachings. New York: Paulist Press, 2003.

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Atkinson, David. The moral teachings of the Apostle Paul. Southport: Christian Theology Trust, 1992.

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Jafri, S. M. H. Political and moral vision of Islam. New York: Tahrike Tarsile Quran, Inc, 2009.

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Weber, Linda. Life choices: The teachings of abortion. Boulder, Colo: Sentient Publications, 2011.

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Loori, John Daido. The heart of being: Moral and ethical teachings of Zen Buddhism. 2nd ed. Mount Tremper, N.Y: Dharma Communications, 2009.

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Loori, John Daido. The heart of being: Moral and ethical teachings of Zen Buddhism. 2nd ed. Mount Tremper, N.Y: Dharma Communications, 2009.

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Loori, John Daido. The heart of being: Moral and ethical teachings of Zen Buddhism. 2nd ed. Mount Tremper, N.Y: Dharma Communications, 2009.

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Ḥāmid, ʻAbd al-ʻAlī ʻAbd al-Ḥamīd., ed. Moral teachings of Islam: Prophetic traditions from al-Adab al-mufrad. Walnut Creek, CA: Altamira Press, 2003.

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Myotai, Treace Bonnie, and Marchaj Konrad Ryushin, eds. The heart of being: Moral and ethical teachings of Zen Buddhism. Boston: Charles E. Tuttle, 1996.

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Book chapters on the topic "Moral teachings"

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Arcilla, René V. "Rosetta’s Moral Body: Modernist Lessons from the Dardennes." In Art's Teachings, Teaching's Art, 79–87. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-017-7191-7_6.

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Mindus, Patricia. "The Value of a Chair: The Moral Teachings." In A Real Mind, 77–108. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-90-481-2895-2_3.

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Meyer, Heinz-Dieter. "Civility, Education, and the Embodied Mind—Three Approaches." In Knowledge and Civil Society, 291–308. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-71147-4_14.

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AbstractIn this paper I explore conceptions of the embodied mind or heart-mind in three major global traditions: the Chinese (Confucian and Daoist) teachings on inner cultivation, especially the integration of hot and cold cognition (Slingerland 2014); the idea of sophrosyne or self-regulation in accord with wisdom that has long been the chief educational ideal of the Greek cultural cosmos; and the Buddhist-inspired idea of mindfulness which is now finding increasing applications in education. All three, I suggest, agree on a for our contemporary debates crucial point: that the reliably “civil” person is one whose moral development has matured to a point where their intellectual and moral capacities, their heart and mind (or “heart-mind”), achieve a degree of balanced integration. As the commonalities of these traditions are coming into view to a global community of education, we have a perhaps a new opportunity to recover a deeper sense of education that goes beyond the mere technical and instrumental competence that now preoccupies educational thought in many national and international influential reform projects.
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Thorsteinsson, Runar M. "Moral Teachings Compared." In Roman Christianity and Roman Stoicism, 137–89. Oxford University Press, 2010. http://dx.doi.org/10.1093/acprof:oso/9780199578641.003.0010.

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"Teachings Strategies." In Moral Education for Women in the Pastoral and Pythagorean Letters, 289–327. BRILL, 2013. http://dx.doi.org/10.1163/9789004245181_012.

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"Applications of Altruistic Moral Teachings." In Encyclopedia of Sustainable Management, 139. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-25984-5_300074.

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Lindemann Nelson, James. "Moral Teachings from Unexpected Quarters." In Ethics and Medical Decision-Making, 559–64. Routledge, 2017. http://dx.doi.org/10.4324/9781315209692-34.

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Angle, Stephen C. "The History of Confucianism." In Growing Moral, 11–22. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780190062897.003.0002.

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This chapter summarizes the history of Confucianism, focusing on the five Confucian philosophers who are the book’s main heroes: Kongzi, Mengzi, Xunzi, Zhu Xi, Wang Yangming. It emphasizes that for all of them, personal moral growth and broader social harmony are mutually supporting goals. It notes the fact that all five were men, alludes to later discussion of gender issues, and argues that their teaching are relevant universally—not just in traditionally Confucian cultures. The chapter briefly explores the different sorts of textual sources on which we rely for our knowledge of their teachings and explains the difference between Classical Confucianism, Neo-Confucianism, and Modern (or “New”) Confucianism.
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Angle, Stephen C. "Introduction." In Growing Moral, 3–10. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780190062897.003.0001.

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This chapter argues that Confucianism’s teachings about how to live continue to resonate everywhere there are parents, children, and families; everywhere people feel stirrings of compassion for others, but sometimes selfishly ignore them; everywhere people wonder about how to interact with their environment. In some cases, such as modern funerals, the Confucians can help us make sense of what we are already doing; in others, they encourage us to live our lives differently and better. It explores the ways in which Confucianism can be thought of as both a religion and as a philosophy. The Confucian tradition has undergone many changes as it has evolved over the centuries, and that process continues down to the present.
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"Practices and Applications of Altruistic Moral Teachings." In Encyclopedia of Corporate Social Responsibility, 1880. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-28036-8_101635.

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Conference papers on the topic "Moral teachings"

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Nguyen Thi, Toan. "BUDDHISM ETHICS AND THE PROBLEM OF BUILDING HUMAN PERSONALITY IN VIETNAM TODAY." In International Conference on Political Theory: The International Conference on Human Resources for Sustainable Development. Bach Khoa Publishing House, 2023. http://dx.doi.org/10.51316/icpt.hust.2023.37.

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Buddhism is a great religion and throughout its history of formation and development has increasingly affirmed its important role in building human personality. With its noble and close humanistic philosophies, Buddhism has penetrated the hearts of the Vietnamese people over the past 2,000 years and become a major religion of the nation. Buddhist teachings have the effect of regulating the consciousness and moral behavior of Vietnamese people. It supports and arouses love, altruism, doing good, avoiding evil... contributing to enhancing the responsibility of each existing in society. Not only applicable among Buddhists, but the ethical content of Buddhism also has a strong influence on society. This contributes to improving the morality of each individual as well as being beneficial to building good morality in Vietnamese society. Living according to Buddhist teachings helps improve individual morality, while also building a good lifestyle for the entire society. Therefore, applying the humanistic values ​​of Buddhist ethics to build Vietnamese human personality is extremely practical and meets the urgent needs of social history.
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Falko, V. I. "NEW ETHICS IN THE CONTEXT OF PROBLEMS THE SENSE OF EXISTENCE AND THE VALUES OF LIFE." In SAKHAROV READINGS 2021: ENVIRONMENTAL PROBLEMS OF THE XXI CENTURY. International Sakharov Environmental Institute, 2021. http://dx.doi.org/10.46646/sakh-2021-1-99-102.

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Many new ethical concepts, trying to overcome the shortcomings of the ontological substantiation of ethics in classical teachings and modern alternative theories to them, return ethical thought to the eternal questions of the meaning of being of all things and the value of the life of man and other beings and offer extended interpretations of ontology. In modern mass and theoretical moral consciousness, the absolutization of the value of the new, the future as such, and the approval of the criteria for the morality of actions in maintaining openness to the onset of a new being, are spreading. Thus, man and society are transformed into a function of chaotic events that have nothing in common with the entire history of mankind and the personality of the subject and their loss of their being. The ontology of the creativity of being as the co-existence of meta-moments of the past, present and future in a singlemode concept of time, based on moral practice, is proposed.
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Breviario, Álaze Gabriel do. "Theocratic practices and procedures of Jehovah's Witnesses: A bibliographical and narrative documentary review." In V Seven International Multidisciplinary Congress. Seven Congress, 2024. http://dx.doi.org/10.56238/sevenvmulti2024-186.

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According to James 2:17,18, “faith without works is dead”; in other words, biblical theory without practice consistent with it is useless to God. For this reason, a religious organization that calls itself Christian, but that does not practice its own teachings in full, is not truly Christian. This does not mean being perfect, 100% correct in everything, because all Christians are imperfect and sinners, which is why we all make mistakes, we sin, whether in words or in actions. . But the continuous effort to maintain an unblemished conduct inside and outside religion, honest, ethical, moral and spiritually approved by God, is a fundamental Christian duty. That said, this work has the general objective of presenting the theocratic practices and procedures of Jehovah's Witnesses around the world. To this end, a bibliographical and narrative documentary review is carried out, under the Giftedean neoperspectivist paradigm, reasoning according to the hypothetical-deductive method. It concludes that for Christian religious teachings and practices to become an acceptable conduct, an acceptable way of life, approved by the Creator God Jehovah, and healthy psychically, spiritually and socially speaking, it is necessary to learn to live at the intersection between biblical knowledge and knowledge scientific. Because failing to follow the first in favor of the second leads to lacisism or atheism, and failing to follow the second in favor of the first leads to religious fanaticism, as is present among Jehovah's Witnesses today.
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Wijana, I. Dewa Putu. "Wayang Properties in The Use of Indonesian and Javanese." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.3-9.

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“Wayang” (puppet) is one of the most popular traditional performances in Indonesia. The story, originally from India, has undergone transformations, and the Indonesian people have regarded it as their own, instead of foreign to the community. More over, for many Indonesian people, wayang stories differ to other stories in that they present ethics and moral teachings as an important provisions for way of life. The central role played by wayang renders wayang properties easily accessible in many aspects of social life, and the use of language is no exception. This paper will accordingly discuss the properties of wayang reflected in the use of Indonesian and Javanese. The data are collected through observing the use of Indonesian and Javanese for talking and discussing wayang matters and referring, naming, or comparing everything surrounding their lives. The data are further classified on the basis of their speech type modalities. As far as the wayang properties are concerned, there are at least three types of language use, i.e. literal, metaphorical, and symbolic. These types of languages are used by society for referring, symbolizing, and comparing various social aspects, states, and activities of a community’s daily life. All of these matters have not so far been revealed by scholars who use wayang as the object of their study (Nurhayati, 2005 and Hazim, 1991). More specifically, the use of wayang properties as the source domains of metaphorical expressions has not been discussed by linguists who have conducted significant studies on metaphors (Wahab (1990, 5) and Wijana (2016, 56-67)
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Hastings, Matthew. "Technology and Teaching: A Moral Perspective." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1689464.

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Senadji, Bouchra, Elisa Martinez-Marroquin, and Lincoln A. Wood. "Moral judgment into moral action: Enhancing the teaching of engineering ethics." In 9th Research in Engineering Education Symposium & 32nd Australasian Association for Engineering Education Conference. https://reen.co/: Research in Enineering Education Network (REEN), 2022. http://dx.doi.org/10.52202/066488-0010.

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Cohen Lissman, Dana. "Moral Injury and Moral Traps in Teaching: Learning From the Pandemic." In 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2004545.

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Cohen Lissman, Dana. "Moral Injury and Moral Traps in Teaching: Learning From the Pandemic." In AERA 2023. USA: AERA, 2023. http://dx.doi.org/10.3102/ip.23.2004545.

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Heinz, Manuela, Mary Fleming, Pauline Logue, and Joseph McNamara. "Collaborative learning, role play and case study: Pedagogical pathways to professionalism and ethics in school placement." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.26.

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Teachers are moral agents. Acting professionally in loco parentis teachers have a legal and moral duty of care to students (DES, 2017). Moreover, they can be regarded as moral ‘role models’ (Bergen, 2006; Lumpkin, 2013). Professional codes of practice assist teachers in their moral agency (Alberta Teachers’ Association, 2004; CDET, 2017; DfE, 2011; Education Council, 2017; Teaching Council, 2012; 2016; World Class Teachers, 2017). In conjunction with official codes of conduct, TE ethics programmes contribute to the development of “a moral language” and raise awareness of moral agency in teaching (Shapira-Lishchinsky, 2010). In 2014 the National University of Ireland, Galway (NUIG) and the Galway-Mayo Institute of Technology (GMIT) jointly developed a cross-institutional training programme entitled ‘The Ethical Teacher Programme’, designed to facilitate student teachers to reflect upon professionalism and ethics during School Placement. The programme incorporated both a study of the Teaching Council Code of Professional Conduct for Teachers (Code) (2012) and explorations of selected ethical ‘case studies’ in teaching, using collaborative learning (CL) and role play strategies. The ‘ethical dilemma’ approach employed mirrored literature studies (Colenerud, 1997; Husu & Tiri, 2003; Klassen, 2002). Unique to the approach, however, was the method of application of selected classical and contemporary ethical philosophies to moral dilemmas in teaching. The programme was designed to include a one-hour introductory lecture on professionalism and ethics (from the perspectives of moral literacy and ethical theory) followed by a two-hour applied workshop. The workshop employed student-centred, active teaching and learning methods, specifically, collaborative learning, role play and case study analysis. Six ethical philosophical principles (or ‘lenses’) were integrated into programme delivery - teleology, deontology, virtue ethics, justice ethics, care ethics and relationality ethics. These lenses were applied to real-world teaching case studies. One cohort to which this training programme is offered annually is the student teachers on the Professional Master of Education (PME) programme in NUIG. The PME cohort (2015-2016) is the focus of the present study. The study sought a critical reflection on, and evaluation of, this training programme, from a student perspective. This study is phase one of a larger on-going study.
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Dragić, Želimir, and Mile Ilić. "LITERARY TEXT RECEPTION IN DEVELOPING TEACHING AND LEVEL OF MORAL DEVELOPMENT OF YOUNGER SCHOOL AGE STUDENTS." In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.281d.

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The processes and outcomes of literary text reception are determined by the flows and methodical specificities of the traditional and innovative-developing teaching system. Increased intensity of literary text reception can be achieved in the models of developing teaching at a younger school age. Starting from the premises of the reception theory, the theory of innovative-developing teaching and the findings of tangent research, transferable theoretical foundations of literary reception and literary text reception microplans were developed in the models of developing classroom teaching (different complexity levels interactive teaching ‒ DCLIT and responsible teaching ‒ RT). During the one-year experimental-methodical programme, elementary school fifth grade students were adopting literary-artistic texts in the context of one innovative-developing model of classroom teaching (different complexity levels teaching ‒ E1 or responsible teaching – E2), and in the regular teaching of literature. On average, students in the experimental groups (E1 and E2) achieved generally statistically significantly higher scores during the final evaluation of the knowledge of moral qualities and knowledge of human personalities than the students in the control groups (K1 and K2). The obtained findings of the experimental-methodical research can be a significant contribution to the advancement of work on literary text in the teaching practice.
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Reports on the topic "Moral teachings"

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Shraa, Khalaf. Moral Teachings of Islam Not as Seen by Al Qaeda or Other Groups. Fort Belvoir, VA: Defense Technical Information Center, March 2005. http://dx.doi.org/10.21236/ada432025.

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Lyzanchuk, Vasyl. STUDENTS EVALUATE THE TEACHING OF THE ACADEMIC SUBJECT. Ivan Franko National University of Lviv, March 2024. http://dx.doi.org/10.30970/vjo.2024.54-55.12159.

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The article reveals and characterizes the methodological features of teaching the discipline «Intellectual and Psychological Foundations of Mass Media Functioning» on the third year of the Faculty of Journalism at Ivan Franko National University of Lviv. The focus is on the principles, functions, and standards of journalistic creativity during the full-scale war of the Russian Federation against Ukraine. As the Russian genocidal, terrorist, and ecocidal war has posed acute challenges to the education and upbringing of student youth. A young person is called not only to acquire knowledge but to receive them simultaneously with comprehensive national, civic, and moral-spiritual upbringing. Teaching and educating students, the future journalists, on Ukrainian-centric, nation-building principles ensure a sense of unity between current socio-political processes and historical past, and open an intellectual window to Ukraine’s future. The teaching of the course ‘Intellectual-Psychological Foundations of Mass Media Functioning’ (lectures and practical classes, creative written assignments) is grounded in the philosophy of national education and upbringing, aimed at shaping a citizen-patriot and a knight, as only such a citizen is capable of selfless service to their own people, heroic struggle for freedom, and the united Ukrainian national state. The article presents student creative works, the aim of which is to develop historical national memory in students, promote the ideals of spiritual unity and integrity of Ukrainian identity, nurture the life-sustaining values of the Ukrainian language and culture, perpetuate the symbols of statehood, and strengthen the moral dignity and greatness of Ukrainian heroism. A methodology for assessing students’ pedagogical-professional competence and the fairness of teachers who deliver lectures and conduct practical classes has been summarized. The survey questions allow students to express their attitudes towards the content, methods, and forms of the educational process, which involves the application of experience from European and American countries, but the main emphasis is on the application of Ukrainian ethnopedagogy. Its defining ideas are democracy, populism, and patriotism, enriched with a distinct nation-building potential, which instills among students a unique culture of genuine Ukrainian history, the Ukrainian language and literature, national culture, and high journalistic professionalism. Key words: educator, student, journalism, education, patriotism, competence, national consciousness, Russian-Ukrainian war, professionalism.
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Petrenko, Larisa M., Iryna P. Varava, and Andrey V. Pikilnyak. Motivation readiness of future software engineer's professional self-improvement and prospects of its formation in college cloud environment. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3893.

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Innovative technologies have an impact on the countries socio- economic development, the structure of labor market and educational services transformation. Rapid IT industry development constantly requires qualified programmers capable of professional self-improvement throughout life, the driving force of which is the individual motivation which activates the individual self-development process, optimizes thinking and develops special professional qualities, moral and ethical values. The main article purpose is to analyze the state of the form of motivational readiness for future programmer’s professional self-improvement, to identify problems of its formation in colleges and to determine the ways of its increase as one of the main factors of quality improvement. To achieve it, a complex of theoretical and empirical methods was used, with help of which a number of problems were revealed which slow down the process of improving the quality of future programmers professional training. To eliminate them, a system of phased motivation for future specialists professional self-improvement has been developed on the basis of general secondary education, which can be integrated into the teaching of both general education and professionally-oriented disciplines; ways of improving the quality of the educational process through the creation of a cloud of oriented environment, the introduction of innovative teaching technologies, special training of teachers in the system of professional development.
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Andrabi, Tahir, and Christina Brown. Subjective versus Objective Incentives and Teacher Productivity. Research on Improving Systems of Education (RISE), March 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/092.

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A central challenge facing firms is how to incentivize employees. While objective, output-based incentives may be theoretically ideal, in practice they may lead employees to reduce effort on non-incentivized outcomes and may fail in settings where effort is weakly tied to output. We study the effect of subjective incentives (manager performance evaluation) and objective incentives (test score-based) relative to no incentives for teachers using an RCT in 230 Pakistani schools. First, we show that subjective and objective incentives both increase test scores and have similar magnitude effects. However, objective incentives decrease non-test score student outcomes relative to subjective incentives. Second, we show that teachers’ effort response is very different under each scheme, with attendance increasing under subjective and teaching quality decreasing under objective. Finally, we rationalize these effects through the lens of a moral hazard model with multi-tasking. We use within-treatment variation to isolate the causal effect of contract noise and distortion and show that these channels explain most of our reduced form effects.
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