The Spiritual Foundation of Moral Education (original) (raw)
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International Journal of Education, 2011
This research focuses on the most important issue that contributes in the educational process producing it with values and attitudes that help all teachers face difficulties. Morals are the basic element that all generations should learn and apply for that it's the core of all religions, so Scientists declare its roots, aims, and effects on individuals and groups. As it's mentioned in this research, in order to link this idea with reality, this research explains the practical application for some educational values as justice, shyness, loving others and honesty.
My paper has three parts to it. In the first part, I present a skeptical argument against the possibility of moral education, and I sketch out two different strategies for responding to it: one inspired by Bernard Williams, which I call the “expressivist” answer, and one inspired by John McDowell, which I call the “therapeutic” answer. In the second part, I argue that neither response is successful. In the third part, I try to sketch out what a better answer would look like. I argue that we need a more robust notion of the human good to make sense of the idea of moral education.
Book Review: A Theory of Moral Education
Journal of Philosophy in Schools, 2019
In A Theory of Moral Education, Michael Hand homes in on a central problem of moral education and offers us a solution. Briefly put, the problem is this: There is often widespread disagreement about moral matters, even among those who have thought long and hard about them. So how is moral education possible without resorting to indoctrination? We are all aware of familiar strategies to avoid this problem, such as introducing various moral systems and conflicting beliefs without taking a stand on them, encouraging students to reach their own conclusions about moral matters, or even keeping well clear of the whole subject in the first place. Unfortunately, these options are not available to anyone who sees the need for moral education and takes it that bringing about rational assent to moral standards is among its aims. Given this starting point, the fact of reasonable disagreement makes it difficult to see how to avoid the problem of indoctrination. Hand’s solution is to argue that,...
Shaping the Mind Towards an Effective Moral Education
2017
In a world which is primarily split between a few haves and majority of have-nots, tensions, diversities, self-centered vision, violence, terrorism and consumerism are creating a dreadful scenario of a bleeding world and blood splattered humanity. Many schools have been searching the reasons of depreciation in moral values and they have been working for developing good moral values among the students. The lack in moral values and the unhealthy attitudes of students is the main reason of having problems in several schools. They have been realizing the importance of moral education in school. Moral Values are the worthy ideals or principles that one follows to distinguish the right from the wrong. These ideals or virtues are considered worthy in building up the character of an individual. Moral responsibility is intimately related to our reactions to one another. Dealing with values and moral issues is recognized as integral part of teachers’ roles. Teacher has an important role in in...
Contemporary Moral Education Paper
This writer shall enrich your life by sharing with you about contemporary moral education. At one stage or another time, every man woman or child will be faced with the issue of contemporary moral education. Moral education and cognitive growth should have first priority in our educational arena plan for the future. This should affect the pre-kindergarten, kindergarten, grammar school, high school, and college levels. Morality means to make choices, values and appreciate those important qualities to make responsible judgments or decisions. It is important to highlight that responsibility for education does not rest at the doorsteps of educational administrators. Society must share some of the responsibility. In addition, this includes students. They cannot be overlooked and anticipate phenomena to happen.
PEDAGOGICAL AND PSYHOLOGICAL BASIS OF MORAL EDUCATION
2013
Analyses of pedagogical and psychological literature show that education and upbringing are oriented to nursing moral values. In pedagogy’s historical context, the most important goals are education, development, and self-development of life experience and student’s perception of efforts to build values in their own life. In different historical periods, different moral values appear in the society. They are united by being directed towards humanism and on the basis of personal experience they represent completeness of general principles and norms of student’s behavior towards other people, nature, society and towards student’s themselves in the name of the common good. The already formed moral values have regulatory function in student’s life. The research problem is connected with humanization of the educational process.
Spirituality and Moral Education
Spirituality and Moral Education1 Judd Kruger Levingston, Ph.D. It’s easy to think of moral education as a process of helping students to think through ethical dilemmas about doing the right thing in the world. In field-based research in several public and private non-sectarian and faith-based schools, I have observed teachers working through dilemmas and case studies related to prejudice and principles of justice. As much as moral education encompasses questions about behavior and ethical action, it encompasses several other areas as well, including questions about dignity and civil rights, questions about things unknown and questions about universal existential concerns and principles. This essay posits that moral education can be a spiritual process and a part of a student’s spiritual formation if we see spirituality as an expression of religious yearning and as an expression of an individual’s deepest sense of self. Even in public and non-sectarian private settings, where questions about religion often are forbidden, teachers nevertheless have a unique opportunity to nurture a student’s spiritual development through music and writing, and through other vehicles that lead students to consider their place in the world. As students cultivate the talents they wish to develop to express themselves, they undertake a spiritual process in school and at home that may lead them to see themselves as spiritual beings as adults at work and again at home. In faith-based schools and in other settings that permit a full range of spiritual expression, teachers are in a position to nurture a wide range of personal expression through the arts, personal prayer, meaningful common gathering times and through academic work that touches on soulful questions. Spiritual development is not limited to traditional religious or academic expression. The arts and athletics provide arenas for young people to stretch their personal boundaries, try out new identities, and then come to terms with their own physical and personal limitations. This essay will conclude that spiritual development should be an essential element in moral development. Contact information: Judd Kruger Levingston, Ph.D., Director of Jewish Studies, Jack M. Barrack Hebrew Academy, Bryn Mawr, PA 19010 (telephone:) 610.922.2338 (email:) jlevingston@jbha.org
This writer shall enrich your life by sharing with you about contemporary moral education. At one stage or another time, every man woman or child will be faced with the issue of contemporary moral education. Moral education and cognitive growth should have first priority in our educational arena plan for the future. This should affect the pre-kindergarten, kindergarten, grammar school, high school, and college levels. Morality means to make choices, values and appreciate those important qualities to make responsible judgments or decisions. It is important to highlight that responsibility for education does not rest at the doorsteps of educational administrators. Society must share some of the responsibility. In addition, this includes students. They cannot be overlooked and anticipate phenomena to happen.