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Статті в журналах з теми "Moral education"

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Автор: Grafiati

Опубліковано: 4 червня 2021

Оновлено: 11 березня 2023

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1

Narvaez, Darcia. "Holistic Moral Education." Korea Association for Public Value 4 (December 31, 2022): 1–6. http://dx.doi.org/10.53581/jopv.2022.4.1.1.

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2

Frisancho, Susana, and Guillermo Enrique Delgado. "Moral education as intercultural moral education." Intercultural Education 29, no. 1 (January 2, 2018): 18–39. http://dx.doi.org/10.1080/14675986.2017.1405214.

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3

Muchová, Ludmila. "Moral Education: Education for Moral Virtues and Moral Argumentation?" Caritas et veritas 2, no. 2 (September 30, 2012): 20–32. http://dx.doi.org/10.32725/cetv.2012.014.

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4

Kibera, Prof Lucy Wairimu. "Decolonizing Moral Education." International Journal for Innovation Education and Research 8, no. 11 (November 1, 2020): 14–20. http://dx.doi.org/10.31686/ijier.vol8.iss11.2688.

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This paper has examined the importance of African Indigenous Moral Education versus Moral Education introduced by the colonizers in maintaining social fabric. In doing so, concepts pertaining to colonialism, decolonization, education, morals, have been defined. Further, aims of education of African Indigenous people have been articulated as well as their status in these societies and corresponding state of morality among Indigenous African people versus the rest of the world today. Finally, suggestions towards integration of African Indigenous Moral Education into school curriculum has been made.

5

이경희. "Moral Crisis, Moral Intelligence and Moral Education." Journal of Ethics 1, no. 83 (December 2011): 99–121. http://dx.doi.org/10.15801/je.1.83.201112.99.

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6

Menzles, Barbara. "Moral Education." Early Years 8, no. 1 (September 1987): 20–34. http://dx.doi.org/10.1080/0957514870080103.

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7

Shuman, R. Baird, and Haven BRADFORD Gow. "Moral Education." Clearing House: A Journal of Educational Strategies, Issues and Ideas 63, no. 2 (October 1989): 52. http://dx.doi.org/10.1080/00098655.1989.9955722.

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8

Proefriedt, William A. "Moral Education*." Educational Theory 39, no. 2 (March 1989): 177–81. http://dx.doi.org/10.1111/j.1741-5446.1989.00177.x.

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9

Brandt, R. B. "Moral Theory and Moral Education." Journal of Philosophy 85, no. 10 (1988): 566–68. http://dx.doi.org/10.5840/jphil1988851024.

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10

Kalajtzidis, Ján. "Moral education and moral consumption." Ethics & Bioethics 6, no. 1-2 (June 1, 2016): 39–44. http://dx.doi.org/10.1515/ebce-2016-0004.

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Abstract The main aim of the presented paper is to suggest a new possible approach in moral education in Slovakia. The starting point for the presented argumentation is the position that moral education (ethics education) in Slovakia is based on insufficient foundations. One of the possible propositions of how to overcome this shortcoming is to supersede prosocial behavior (insufficient base) with value education and promotion of the development of critical and analytical moral thinking. The paper suggests that one of the possible ways how to achieve this goal is by the help of introducing the issue of moral (ethical) consumption as a topic of moral education.

11

Baumann, Eddie K. "Moral Philosophy and Moral Education." International Journal of Christianity & Education 22, no. 2 (March 13, 2018): 167–68. http://dx.doi.org/10.1177/2056997118761844.

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12

Namkung, Dal-Wha. "Moral Motivation and Moral Education." Journal of Moral Education 16, no. 1 (August 31, 2004): 117. http://dx.doi.org/10.17715/jme.2004.08.16.1.117.

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13

Beversluis, Eric H. "Being Moral and Moral Education." Educational Theory 24, no. 3 (April 2, 2007): 297–306. http://dx.doi.org/10.1111/j.1741-5446.1974.tb00647.x.

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14

Scheffler, Israel. "Moral education beyond moral reasoning." New Directions for Child and Adolescent Development 1990, no. 47 (1990): 99–102. http://dx.doi.org/10.1002/cd.23219904713.

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15

이재준. "A Dilemma in Moral Education and Moral Subject Education." Journal of Educational Idea 24, no. 1 (April 2010): 137–54. http://dx.doi.org/10.17283/jkedi.2010.24.1.137.

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16

박형빈. "A Study on Moral Emotion Education in Moral Education." Journal of Ethics 1, no. 74 (September 2009): 283–317. http://dx.doi.org/10.15801/je.1.74.200909.283.

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17

Collins, Clinton. "Philosophy of Education on Moral Development and Moral Education*." Educational Theory 37, no. 1 (December 1987): 89–97. http://dx.doi.org/10.1111/j.1741-5446.1987.00089.x.

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18

Khodjimuratova, Barno. "Interconnection Of Moral And Economic Education." American Journal of Social Science and Education Innovations 03, no. 04 (April 30, 2021): 520–25. http://dx.doi.org/10.37547/tajssei/volume03issue04-84.

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19

Noh Hui Jeong. "Moral Education for Cultivating Moral Creativity." KOREAN ELEMENTARY MORAL EDUCATION SOCIETY ll, no. 39 (August 2012): 95–116. http://dx.doi.org/10.17282/ethics.2012..39.95.

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20

문경호. "Moral Education for Overcoming Moral Rationalization." Journal of Ethics 1, no. 119 (May 2018): 61–79. http://dx.doi.org/10.15801/je.1.119.201805.61.

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21

Mason, Marilyn. "Moral panics, moral education and religion." Think 2, no. 6 (2004): 35–40. http://dx.doi.org/10.1017/s1477175600002785.

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Marilyn Mason, education officer of the British Humanist Association, asks whether an adequate moral education must involve religion, and reflects on the way that attitudes to moral education have changed over the last fifty years.

22

Giwangsa, Sendi Fauzi. "PENTINGNYA PENDIDIKAN MORAL DALAM PENDIDIKAN KEWARGANEGARAAN." MADROSATUNA : Jurnal Pendidikan Guru Madrasah Ibtidaiyah 1, no. 1 (June 25, 2018): 26–40. http://dx.doi.org/10.47971/mjpgmi.v1i1.16.

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The recent phenomenon of moral decline has become a concern for some of our people. This is marked by the many immoral behaviors that are widely reported by national television. Education is one of the tools in instilling morals in children. Both education in the family environment and formal education at school. Citizenship Education (PKn) is one of the subjects that aims to encourage morale in students. Naum in practice often learning PKn only teaches knowledge only without any more emphasis on aspects of attitude and skills. Knowledge is important because knowledge will be the basis for action. But that is not enough to instill moral in students. Strengthening is needed especially in the aspect of attitude and of course it must be practiced in everyday life so that because morals are not enough just for material knowledge but also a habit of behaving in life.

23

Ma, Xinyue. "Moral Education of Physical Education from the View of Embodied Moral Education." Learning & Education 10, no. 2 (September 16, 2021): 142. http://dx.doi.org/10.18282/l-e.v10i2.2310.

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In the core quality of sports, the effect of students cannot be achieved in the short term. Therefore, in order to achieve the goal of physical education character, the author puts forward the teaching strategy of physical education character under the perspective of embodied moral education, so that students can have the concept of embodied education character and give full play to the educational function of physical education courses.

24

Appalanaidu, Sathish Rao. "Pertimbangan moral dan motivasi pelajar dalam Pendidikan Moral." Journal Of Research, Policy & Practice of Teachers & Teacher Education 8, no. 2 (December 1, 2018): 53–70. http://dx.doi.org/10.37134/jrpptte.vol8.no2.6.2018.

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25

Kohlberg, Lawrence. "Democratic moral education." PSICOLOGIA 5, no. 3 (August 24, 2014): 335. http://dx.doi.org/10.17575/rpsicol.v5i3.859.

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O artigo chama a atenção para o facto de, querendo ou não, todo o professor ser um educador moral. Esta é mais uma razão que aponta para a necessidade de os professores debaterem este tema. Passa então a apresentar as experiências de desenvolvimento moral iniciadas em Harvard em 1968 e que evoluíram de discussões socráticas, dentro da sala de aula, a partir de dilemas reais ou actuais, para o envolvimento de toda a escola no processo educativo.

26

Martin, Jane Roland. "Transforming Moral Education." Journal of Moral Education 16, no. 3 (October 1987): 204–13. http://dx.doi.org/10.1080/0305724870160305.

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27

Slote, Michael. "Sentimentalist moral education." Theory and Research in Education 8, no. 2 (July 2010): 125–43. http://dx.doi.org/10.1177/1477878510368611.

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Care ethics, and moral sentimentalism more generally, have not developed a picture of moral education that is comparable in scope or depth to the rationalist/Kantian/Rawlsian account of moral education that has been offered by Lawrence Kohlberg. But it is possible to do so if one borrows from the work of Martin Hoffman and makes systematic use of Hume’s earlier sentimentalist ideas. Kohlberg and Rawls offer accounts of moral learning that leave moral motivation largely unexplained or mysterious, but an emphasis on the psychology of empathy can help us to better understand both the content of our morality and the ways in which children and adults can become and be morally motivated. Parents can in a number of ways evoke and strengthen children’s empathic moral tendencies, and such processes can also occur and need to occur in schools and later on in life. In addition, a sentimentalist understanding of the meaning of moral terms can show how moral rules, principles, and injunctions can strongly reinforce the sorts of empathic/moral tendencies that are at least initially based in other elements of human psychology.

28

Rolston, Holmes. "SCIENCE EDUCATION AND MORAL EDUCATION." Zygon� 23, no. 3 (September 1988): 347–55. http://dx.doi.org/10.1111/j.1467-9744.1988.tb00639.x.

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29

Ryan, Kevin. "Teacher Education and Moral Education." Journal of Teacher Education 39, no. 5 (September 1988): 18–23. http://dx.doi.org/10.1177/002248718803900505.

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30

McCabe, David. "Liberal Education Is Moral Education." Social Theory and Practice 21, no. 1 (1995): 83–96. http://dx.doi.org/10.5840/soctheorpract199521119.

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31

Martin, Michael. "Science Education and Moral Education." Journal of Moral Education 15, no. 2 (May 1986): 99–108. http://dx.doi.org/10.1080/0305724860150201.

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32

Nesteruk, Jeffrey. "Liberal education as moral education." National Civic Review 93, no. 1 (2004): 68–72. http://dx.doi.org/10.1002/ncr.43.

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33

고대만. "Moral Thinking and Moral Judgment in Korean Moral Education." KOREAN ELEMENTARY MORAL EDUCATION SOCIETY ll, no. 38 (March 2012): 1–48. http://dx.doi.org/10.17282/ethics.2012..38.1.

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34

김상돈. "The Contents of Moral Citizen Education in Moral Subject Education." Journal of Moral & Ethics Education ll, no. 28 (July 2009): 81–110. http://dx.doi.org/10.18338/kojmee.2009..28.81.

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35

강봉수. "Moral Education in Modern Korea and Confucian Moral Education Theory." Journal of Ethics 1, no. 68 (March 2008): 157–95. http://dx.doi.org/10.15801/je.1.68.200803.157.

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36

Wang, Yiquan, and Xiaoyao Yue. "The Relationship Between Moral Ideals and Education." Asian Journal of Social Science Studies 5, no. 2 (May 26, 2020): 10. http://dx.doi.org/10.20849/ajsss.v5i2.763.

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The relationship between moral ideals, politics, and education has been discussed by philosophers such as Machiavelli and Hobbes in their normative ideals associated with political realism, morals, and education. There is a symbiotic association between education, politics and morals ideal. This is because politics influences education and vice versa. The presence or lack of education impacts the combined values, goals, morals, and intellect of the body politic. In other words, the level of education in a society or the way the society is educated will influence the kind of people who will get into power and hold office and the moral ideals they will possess. Also, leaders getting into office need to possess good morals that can be acquired through education. Besides, it will determine the strategy used to get people into office and how much control and power those in office have. Education also determines the type of laws and morals that are deliberated sensible and insensible and how those who have been elected to represent the society or country will establish, promote, and govern educational institutions. There is a connection between Machiavelli and Hobbes’ moral ideals and education as identified in this paper. This essay uses “generation Z” students in higher education to show how Hobbes’s educational theories and moral ideals apply in the real world. In his educational theory, Hobbies suggests that teachers should use methods of teaching take into consideration the characteristics of the generation Z and also the curriculum should include the teaching of morals because this generation is going through many challenges.

37

Park, Young-Ju. "Application of ‘Doing Moral’ in 2015 Revised Moral Education Curriculum to Actual Moral Education." Journal of Ethics Education Studies 48 (April 30, 2018): 59–83. http://dx.doi.org/10.18850/jees.2018.48.03.

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38

Sopian, Adi, Haura Karlina, Achmad Saefurridjal, and Faiz Karim Fatkhullah. "Enterprise Architecture on Moral-based School Education Information Systems." Sinkron 8, no. 1 (January 1, 2023): 178–87. http://dx.doi.org/10.33395/sinkron.v8i1.11974.

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Indonesia has a diversity of cultures, hospitality, and people who have good ethics. Moral problems often occur and are commonplace, such as corruption, collusion, nepotism, promiscuity and drug abuse, sexual harassment, theft, and murder. The Indonesian nation experienced moral degradation. Moral education refers to the concept of Moral Behavior. Ethical behavior is grouped into three parts: Moral Attitudes, Moral Feelings, and Moral Thoughts. Moral education is very dependent on how to educate parents, association, and the community environment. Moral issues are not enough just to do an analysis of moral education, such as the perspective of religion, philosophy, psychology, and sociology. But also provide solutions so that moral improvement can occur. One of the solutions for improving morale is, of course, by providing education for moral improvement, such as establishing a school with the aim of improving morale. This is what drives the establishment of schools based on moral education, which use the perspectives of religion, philosophy, psychology and sociology. One of the proposals is moral-based education with the help of information technology. Information technology is capable of performing tasks such as controlling the behavior of students, teachers, and being able to control content that is not in line with the educational curriculum. The results of monitoring students can be reported online at any time. This research aims to provide moral improvement solutions by establishing a moral-based school, with the help of Enterprise Architecture as a Framework. This Enterprise Architecture output is an Information Technology Blueprint for system development in schools. The approach used is the Framework from The Open Group Architecture Framework.

39

Mawardi, Kholid, Rhenita Oktafiani, and Hendri Purbo Waseso. "Nilai-Nilai Akhlak dalam Kitab Syi’ir Ngudi Susilo Karya K.H. Bisri Musthofa." TARBIYATUNA : Jurnal Pendidikan Islam 13, no. 1 (February 15, 2020): 76. http://dx.doi.org/10.36835/tarbiyatuna.v13i1.610.

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This article reveals the contents of moral values in the Book of Syi'ir Ngudi Susilo by K. H. Bisri Musthofa and their relevance to Islamic education. This research is included in the type of library research (library research) by discussing qualitative, while in collecting data using the library method, the analysis used in this thesis is content analysis (content analysis). The results obtained from this study are: (1) the collection of the Ngudi Susilo Syi'ir Book will mean from moral values, consisting of 9 (Nine) chapters that discuss morality in everyday life (2) moral values that contained in this book are morals towards Allah, morals towards oneself, morals with parents, morals with educators, morals with nation and state, and morals with the environment. (3) the relevance of moral values to Islamic education is the importance of involving and applying moral values to the education of children from an early age. Education with Syi'ir can facilitate the internalization of moral values in students.

40

하수경 and Noh Hui Jeong. "Moral Emotion Education in Elementary Moral Subject." KOREAN ELEMENTARY MORAL EDUCATION SOCIETY ll, no. 44 (March 2014): 433–56. http://dx.doi.org/10.17282/ethics.2014..44.433.

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41

McDONOUGH, KEVIN. "Moral Rules, Utilitarianism and Schizophrenic Moral Education." Journal of Philosophy of Education 26, no. 1 (July 1992): 75–89. http://dx.doi.org/10.1111/j.1467-9752.1992.tb00266.x.

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42

SCHINKEL, ANDERS. "Huck Finn, Moral Language and Moral Education." Journal of Philosophy of Education 45, no. 3 (May 19, 2011): 511–25. http://dx.doi.org/10.1111/j.1467-9752.2011.00805.x.

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43

Chinnery, Ann. "On Moral Luck and Nonideal Moral Education." Educational Theory 65, no. 2 (March 29, 2015): 169–81. http://dx.doi.org/10.1111/edth.12105.

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44

Cigman, Ruth. "Introduction to moral philosophy and moral education." Journal of Moral Education 39, no. 2 (April 26, 2010): 253–55. http://dx.doi.org/10.1080/03057241003790553.

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45

Epstein, Virginia Burke. "Moral Reading: Children's Literature as Moral Education." Children's Literature Association Quarterly 11, no. 2 (1986): 68–72. http://dx.doi.org/10.1353/chq.0.0497.

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46

Fuadi, Syifa Tsamrotul, Hasan Bisri, and Sumadi Sumadi. "Landasan Pendidikan Akhlak menurut HAMKA." Tsamratul Fikri | Jurnal Studi Islam 15, no. 1 (July 23, 2021): 53. http://dx.doi.org/10.36667/tf.v15i1.701.

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Moral education is education which is about the basics of morals (morals) and the virtue of character, the traits a child must have from childhood until he becomes a convert. Morals are closely related to human thought patterns, attitudes and behavior. Good morals or noble morals are attitudes and behaviors that must be possessed by every Muslim, either directly related to Allah Almighty, or to His creatures. Regarding the moral education, the researcher studied the thoughts of Haji Abdul Malik Karim Amrullah (HAMKA), a prominent scholar from Minangkabau. This study is to determine the moral education according to HAMKA, both for students and for the community. Moreover, some of HAMKA's thoughts on Islamic Education, many say that the form of all his thoughts on the issue of Education is to emphasize more on mental education or morals. The objectives of this research are: 1) To know the basis of moral thought according to HAMKA, 2) To know the purpose of moral education according to HAMKA, and 3) To find out the moral education according to HAMKA and its relevance to Islamic religious education. This study uses library research (library research) with descriptive analysis method, namely by collecting data, compiling and classifying, compiling and interpreting it. This descriptive study was carried out by collecting data, classifying the data, then formulating the rules for compliance contained in the data. The results of the research conducted by the intruder is that according to HAMKA, the moral basis is an inner temper that can change so that if it arises based on reason and religion, a good character will emerge and vice versa if it arises not based on reason and religion, a bad character will appear or is often called with a despicable character. The sources of moral education according to HAMKA are the Koran, Assunah, tawhid, and reason.

47

Jaejoo Park. "Akrasia and Moral Education : The Moral Education for the Connection of Moral Knowing and Judging with Moral Acting." KOREAN ELEMENTARY MORAL EDUCATION SOCIETY ll, no. 36 (August 2011): 1–30. http://dx.doi.org/10.17282/ethics.2011..36.1.

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48

Nicolson, Donald. "‘Education, education, education’: Legal, moral and clinical." Law Teacher 42, no. 2 (January 2008): 145–72. http://dx.doi.org/10.1080/03069400.2008.9959773.

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49

Habibullah, Muhammad Romadlon, Hamidatun Nihayah, and Habibatul Imamah. "PEDIDIKAN AKHLAK DI MADRASAH IBTIDAIYAH MIFTAHUL ULUM BENDUNG JETIS MOJOKERTO." AL-AUFA: JURNAL PENDIDIKAN DAN KAJIAN KEISLAMAN 2, no. 2 (November 30, 2022): 35–48. http://dx.doi.org/10.32665/alaufa.v2i2.1193.

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Moral education is the spirit of Islamic religious education and achieving a perfect morality is the real goal of education. Moral education is important for humankind the importance of morals is not only in the life of the individual but also in living in the family and society, even in the life of dancing. Morals are the essence of life and make the difference between humans and animals. “Akhlak” is conscious guidance or leadership by educators of the educated is physical and spiritual development towards the formation of praiseworthy morals. The concept of moral education in Madrasah Ibtidaiyah Miftahul Ulum not stated directly in the vision and mission of the madrasah. However, moral education values are, in the student code of ethics, for exemplary methods, habituation, lectures, and stories, as well as reward and punishment, implementation of moral education at MTs Madinatul Ulum Baureno Bojonegoro. They are teaching human resources, complete regulatory tools, hidden curriculum, religious culture facilities, and infrastructure that are sufficient to support moral education activities. Meanwhile, the inhibiting faktors for moral education at MTs Madinatul Ulum Baureno Bojonegoro consisted of internal faktors; Inconsistent and sustainable enforcement of rules, Limited time in Madrasa. External faktors; Family environment, community environment.

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Jung, Bo Joo. "Children as the Subjects of Moral Education - the Moral Development of Children and Moral Education." KOREAN ELEMENTARY MORAL EDUCATION SOCIETY ll, no. 54 (December 2016): 183–207. http://dx.doi.org/10.17282/ethics.2016..54.183.

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