Comparison of Public, Private Schools and Deeni Madaris Students Regarding Respect as Moral Adjustment in Society (original) (raw)
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Journal of Philosophy of Education, 2012
This article discusses the educational significance of the moral demand for respect. In Ethics and Education, Richard Peters presents a conception of educational respect that was recently taken up by Krassimir Stojanov. This article responds to both Peters' and Stojanov's contributions and proposes another understanding of educational respect: to respect children is to treat them in a way that enables them to see themselves as persons endowed with dignity; that is, as having the equal standing to make claims on others.
Respect for Others from Attitude to Behaviour an Islamic View
2018
Respect for others" is an important principle in social interactions. There are still shortcomings in this field in the world. Some part of this problem can be due to some ambiguity in the theoretical foundations of "respect for others". The present study aimed to explain cognitive fundamentals, attitudinal contexts, and to illustrate the Islamic behavioural patterns of maximum respect for others in the society, which is not limited to successful, or virtuous individuals. The results of the qualitative study, through an analysis of Quranic verses and sayings of Islamic leaders, indicated that "respect" can be put on a spectrum which begins from a minimum and extends to a maximum. The minimum level (not to insult and humiliate) is a categorical imperative, and is necessary even in relation to criminals. This necessity can be explained due to the role of "shame" in improving the self-respect and self-improvement.
Development of a Turkish Respect Inventory for Values Education: Validity and Reliability
2013
The purpose of this study, a comprehensive format and a Likert scale to develop respect. For this purpose, a list was created by a broad review of the literature. In addition, 260 volunteer participants, "What do you respect?", "What do you think a sense of respect?", "Do you think respect is the behavior?" Were asked to answer questions? These open-ended questions and 70 answers given classified material formed. 5-grade Likert scale items and the scale format is built to be answered and the printing of instruction were made accordingly. Rating, 'No, not appropriate' (l), 'not very appropriate (2), apps (3), is quite appropriate (4), is completely appropriate (5) are made in the form and scored. 37 articles of the scale, flat, 33 percent expressed the opposite direction to be calculated and thus protected against response bias. These substances with the Guidance and Counseling Department of Educational Sciences expert group of 15 faculty mem...
European Journal of Education Studies, 2018
The purpose of this descriptive study is to examine respect level of the undergraduate students for differences according to the various variables such as gender, department and foreign language preparation class education. The participants of the study consisted of 242 students studying at Afyon Kocatepe University, Turkey in the spring term of 2016-2017 academic year. Simple random sampling method was used in selecting the participants. To collect the data, a “Respect of Difference Survey” developed by Oksuz and Guven (2012) was used. The survey consists of three subscales of ‘informational’, ‘social categories’ and ‘value’ differences. In the analyses, firstly, descriptive statistics such as frequencies, means, and standard deviations were computed to display the subjects’ overall responses to the respect level for differences. Secondly, t-test was conducted in order to determine whether there were any significant differences in respect level of undergraduate students for respect...
" Respect: A Psychosocial, Moral, and Spiritual Reflection."
In this article we will try to explore the meaning of respect, discuss its various levels and dimensions, understand its moral functions and dynamics, discover its cultural and spiritual depth, and examine its implications for interpersonal, social, and communal relationships.
Psychology and Education: A Multidisciplinary Journal, 2024
This study investigates the relationship between the institutionalization of the Department of Education's (DepEd) Good Manners and Right Conduct (GMRC) and pupils' academic performance, with a focus on the DepEd core values of Maka-Diyos, Maka-tao, Makakalikasan, and Makabansa. Employing a descriptive-correlational research design, the study surveyed 122 Grade 6 pupils at Maigo Central Elementary School during the academic year 2023-2024. The research explored the extent of GMRC integration and its correlation with academic performance, measured by pupils' average grades. Findings indicate that GMRC values are generally well-institutionalized, with high levels of integration across the educational environment. Specifically, the value of Maka-tao, which emphasizes humaneness and respect, showed a significant moderate positive correlation with academic performance (r = 0.2825, p = 0.002). This suggests that fostering social and emotional learning, through values such as empathy and cooperation, can enhance academic outcomes. Conversely, the values of Maka-Diyos, Makakalikasan, and Makabansa did not show significant correlations with academic performance, indicating that their influence may be more indirect or less measurable in the context of academic metrics. The study's results highlight the diverse academic performance levels among pupils, predominantly in the moderate range. Based on these findings, the study recommends several policy initiatives, including the integration of GMRC values into core subjects, targeted teacher training, curriculum enhancement, and the promotion of values-based extracurricular activities. Additionally, fostering inclusivity and diversity, alongside robust policy support and funding, are crucial for the effective implementation of the GMRC and Values Education Act (Republic Act 11476). The study underscores the importance of a balanced approach in education, integrating academic proficiency with ethical and moral development to cultivate well-rounded individuals.
Education, 2012
This study aims to identify the values found in school and to verify which interactions favor the construction and/or maintenance of moral values, especially self-respect. Departing from the theoretical approach of Socio-historical Psychology, the investigation is based on the studies on morality conducted by Jean Piaget and Yves de la Taille. The study was conducted over two years in a 1st grade public school, with groups of teachers and students, as well as educational coordinator. We used classroom and school meetings observations, that were taped and transcribed. Content analysis was the methodological approach used. Some conclusions are that interactions promoting and not promoting the construction of moral values coexist in school, the second being the most frequent.
Journal of Educational and Developmental Psychology, 2015
This study examines the relationship between students' (N = 334) perceived teacher respect and their performance on a math exam in school settings. The incremental validity of respect on performance beyond that accounted for by intelligence is assessed. Results suggest that respect accounts for significant additional variability in students' performance above that accounted for by intelligence. Further analyses reveal that the relationship between respect and performance is moderated by immigration. For German students (N = 150), perceived respect accounts for a part of the variability in performance over the variability accounted for by intelligence. For students with an immigrant background (N = 181) this relationship is not significant. Cultural implications of respect in school settings are discussed.
COMMONWEALTH JOURNAL OF COMMERCE & MANAGEMENT RESEARCH, 2017
In India, right from time immemorial highest priority had been given to education. Education is a process of human enlightenment and empowerment for the achievement of a better and higher quality of life. A sound and effective system of education must result in the transformation of interest attitudes and values. Our system of education has failed to nurture the creative talent of India fully; nor could it tap the latent energies of youth of this country totally for national development to the desired extent. The student life was framed to lay the groundwork of what the man had to know, do and be. The ultimate objective of education is to produce the complete man. The present day education is alienated from spirituality and cultural values. It is increasingly being realised that education of tomorrow has to be moved in ethical principles and spiritual values to produce a holistic human beings. In this backdrop, this paper highlights the need for adherence of values in the present education system. New ways for finding an effective peace and love are highly required. Inclusion of Ethical / spiritual / moral values in our education system is the need of the hour to approach all critical issues and conflicts. The application of inner virtue is the natural and divine antidote gifted to humans to surpass the hills that lead people towards peace and love in global manner.
The Development of Respect in Children and Adolescents
Monographs of The Society for Research in Child Development, 2020
Respect is an integral part of everyday life. It is a virtue central to the aim of living an ethically good life. Despite its importance, little is known about its emergence, development, correlates, and consequences. In this monograph, we aim to fill this gap by presenting empirical work on children's and adolescents' thinking and feelings about respect. Specifically, we examined the development of respect in ethnically diverse samples of children between the ages of 5 and 15 years (N = 476). Using a narrative and semi-structured interview, as well as self-, caregiver-and teacher-reports, and peer-nominations, we collected information on children's respect conceptions and reasoning, as well as on the social-emotional correlates and prosocial and aggressive behavioral outcomes of respect. We begin with a review of theoretical accounts on respect. This includes a selective overview of the history of respect in philosophy and psychology in Chapter I. Here, we discuss early writings and conceptualizations of respect across the seminal works of Kant and others. We then provide an account of the various ways in which respect is conceptualized across the psychological literature. In Chapter II, we review extant developmental theory and research on respect and its development, correlates, and behavioral consequences. In this chapter, as part of our developmental framework, we discuss how respect is related and distinct from other emotions such as sympathy and admiration. Next, we describe our methodology (Chapter III). This includes a summary of our research aims, samples, and measures used for exploring this novel area of research. Our primary goals were to examine how children and adolescents conceptualize respect, how their conceptualizations differ by age, whether and to what degree children feel respect toward others' "good" behavior (i.e., respect evaluations for behavior rooted in ethical norms of