Moral Education Research Papers - Academia.edu (original) (raw)

2025, Suzana Magalhães

From the perspective of imaginary studies, as manifested in diverse mythologies, the hero is the one who seeks to prove personal value in the face of hostile conditions, confronting apparently invincible opponents to defend people and/or communities. In this regard, we investigated whether the construction of the hero figure in media narratives is congruent with the archetype of the hero as manifested in the military model of professional training, which is based on tradition and the ethics of sacrifice, from the point of view of military ethos. The research method involves bibliographical research and an analysis of media narratives, which led to an elaborate set of guidelines for carrying out media education in the armed forces (in military training courses) to foster the military ethos. This research concludes that the concept of the hero was transformed after the Cold War, giving rise to the anti-hero, who does not defend collective values but contrasts with the figure of the hero typical of military culture. Considering the characteristics of new generations and the current challenges of media culture, this work proposes some guidelines for developing military values through media culture: role-playing exercises, production of media on historical figures, and analysis of moral dilemmas based on historical and fictional narratives. The use of narratives includes, but goes beyond, educational approaches focusing on media skills, since, in addition to promoting skills aimed at understanding and producing media messages, such narratives also emphasise the methodologies and techniques aimed at developing students' ethics and vision of the world with regard to military training courses.

2025, Fikroh: Jurnal Pemikiran dan Pendidikan Islam

This study aims to find out in depth about the social emotional development of children out of wedlock at the Pondok Pesantren Metal Rejoso Pasuruan. The informants of this research were the kiai and ustad of the Islamic Boarding School of Metal Rejoso Pasuruan and children illegitimate, in this case they were students from the pesantren. The research methodology uses descriptive phenomenology with a psychological approach. The process of collecting data through interviews, observation, and documentation. The technical analysis of the data is through the stages of Horizontalizatio, Developing clusters of meaning, Textural description, Structural description, and Essentialization. The theory as an analysis tool uses Hurlock's theory of social development. The results of this study indicate that the formation of personality and social-emotional children out of wedlock is education and training (Riyadhoh) which is implemented by kiai and accompanied by ustadz. As well as making the...

2025, Journal of Moral Education

Despite acknowledgment that character operates as a multifaceted system of multiple attributes, few efforts have examined this system by investigating how character attributes may combine in profiles and how profiles are related to individual internal strengths and contextual assets. Using data from 552 adolescents from the Northeastern United States (M age = 14.11 years, 60% girls, 56% identified as White), we identified five latent profiles including the character attributes honesty, humility, persistence, future orientation, and purpose (beyond-the-self life goals). Three profiles were characterized by Low, Middle, and High levels of all attributes, respectively, the fourth profile by low levels of future orientation and persistence (termed Present-oriented), and the fifth profile (termed Aspirational) by low levels of honesty and humility with high levels of future orientation, purpose (beyond-the-self life goals), and persistence. The internal strength of intentional selfregulation differentiated between profile membership, whereas prosocial socialization from a known character role model did not. Limitations and future directions are discussed.

2025

Trechos da Ciência da Lógica da Enciclopédia das Ciências Filosóficas em Compêndio (1830) em que Hegel fala da (I)Realização do Bem em Kant e Fichte (e de características lógicas do progresso ao infinito) e como essa realização se dá na... more

2025

In this dissertation, I construct and defend a conception of global education as a moral enterprise. I argue that the ethical and political commitments which should be at the heart of programs have not been made explicit or central. Fundamental commitments to democracy are incompatible with global education that focuses mainly on existing world systems and relationships, and promotes national interests. The foundations of global education should be those that underlie projects of communicative ethics, defined here as frameworks for uncoerced communication between particular individuals in actual contexts. On this view, global education is education toward just and respectful exchanges across social, political, and cultural differences. A central feature of this conception is the development of a defensible global perspective. To attain such a perspective is, in part, to develop the sensitivities and dispositions that will help one understand and appreciate another's point of view. This kind of understanding can only be partial and is often problematic. There is always the possibility of misunderstanding, even incommensurability. Further, understanding does not entail agreement. Dialogue needs to proceed cautiously and with awareness of the potential for coercion. Nevertheless, it is hoped that educational efforts toward communicating with others will lead to the mutual recognition of some commonalities, and may eventuate in the construction of a limited global community of concern. There are a number of communicative virtues necessary for listening and speaking to individuals who are beyond the boundaries of our existing local and national concerns. The three moral dispositions presented here are especially important. Empathy, tolerance, and a sense of justice are discussed in terms of meeting the challenges of communicating across differences and distance. Classrooms are places where these virtues can be carefully cultivated, and where the possibilities for constructing community can be explored through defensible programs of global education.

2025

2025, In: C. Cellucci & P. Pecere (eds.), Demonstrative and Non-Demonstrative Reasoning,, pp. 207-235, Edizioni dell’Università, Cassino,

Towards the middle of the eighteenth century Hume asked: Why should we accept non-deductive inferences? Strangely enough he didn’t ask the corresponding question: Why should we accept deductive inferences? This was not due to an oversight but rather to the belief, widespread even today, that there is a basic difference between deductive and nondeductive inferences: while non-deductive inferences cannot be justified, deductive inferences can be justified. The question of the justification of deductive inferences is all the more important as it is strictly connected with the question: What is a deductive inference? and a non-deductive inference? The aim of this paper is to provide an answer to these questions.

2025, Journal of Moral Education

In Why Boredom Matters: Education, Leisure, and the Quest for a Meaningful Life, Kevin Hood Gary challenges us to seriously reflect on the experience of boredom. In his exploration, Gary considers the phenomena of situational and existential boredom as well as the experience of despair. For Gary, these ways of living in the world are a challenge and limitation to authentic human flourishing. The antidote to existential boredom, as he argues, is the art of leisure, which is a focal practice that requires specific cultivation. The art of leisure goes beyond a replacement of our boredom-avoidant doomscrolling with a cheerful mindfulness while engaged with our daily activities, washing the dishes, going for a walk, etc. Although accessible to everyone, the art of leisure requires us to intentionally develop our capacity to lovingly behold the givenness of the saturated phenomena always around us within the little moments of our life. Gary offers the reader an invitation to consider the profound individual and educational ramifications of adopting this alternative way of being in the world

2025, Teologia w Polsce

Recenzja książki: Leila Miller, Trent Horn, Tak zostaliśmy stworzeni. Jak przygotować dzieci do zmierzenia się ze współczesnymi wyzwaniami moralnymi, tłum. Adam Świeżyński, Fundacja Prodoteo, Warszawa 2024, 226 s.

2025

This dissertation is a contemplative narration of my lived experience of bringing mindfulness into my teaching. The dissertation first portrays the process of entering into the dialogic space of mindfulness as a Buddhist concept intersecting with the scientific, educational, and public domains. I then describe the contemplative reflection process I used to explore my incorporation of mindfulness into my teaching praxis. From this, I wrote contemplative reflections during a year and half. In this way, I tried to embody mindfulness in my methodology. I used the same process to contemplate these reflections to deepen my understanding and identify themes. The two main themes I arrived at are an openhearted quality (bodhichitta) and a newfound openness that resulted from bringing mindfulness to my professional spaces. I illustrate these themes through six contemplative narratives that portray my heightened consciousness of how my embodiment of mindfulness has influenced my classroom pres...

2025, In R.M Rabie (Eds), Mindfulness and Social-Emotional Learning (SEL) in Education: Cultivating Resilient and Compassionate Learners. ISBN 978-91-41001-67-1

Mindfulness practices in education have traditionally been used as tools
for stress reduction during high-pressure moments, such as exams, or as
strategies to improve focus and academic performance. However, their
potential to foster a deeper sense of belonging among students—a
critical factor for well-being and engagement—remains underexplored.
This chapter examines the transformative role of mindfulness in
cultivating social-emotional connections within classroom and school
settings. By shifting the emphasis from individual achievement to
collective well-being, we assert that mindfulness can nurture empathy,
compassion, and a sense of shared humanity among students. These
qualities are essential for creating inclusive, supportive learning
environments where students feel valued and connected. More
specifically, drawing on research of mindfulness, social-emotional
learning (SEL), and educational psychology, this chapter explores how
mindfulness practices can be integrated into school curricula not only
to relieve stress or enhance academic outcomes but also to educate and
nourish the student’s whole being. We also offer practical strategies for
educators to adapt mindfulness-based interventions to promote
interdependence while addressing concerns about incorporating
Buddhist wisdom-based practices in schools. Ultimately, this chapter
argues that mindfulness, when applied with a focus on community and
relationships, can transform educational spaces into nurturing
environments that support both academic success and holistic wellbeing.

2025, Fadlil Ahmad Tajuddin Wafa'

Penelitian ini bertujuan untuk menyelidiki pelaksanaan program membaca Al-Qur’an di SMPN 2 Colomadu Karanganyar secara mendalam, menggunakan pendekatan teori sosiologi pendidikan dari Emile Durkheim. Program ini diadakan setiap pagi... more

2025

Bu araştırmada Kur'ân-ı Kerîm öğretiminde kullanılmak üzere hazırlanan elifbâlar incelenmiştir. Araştırmanın temel amacı, Diyanet İşleri Başkanlığı tarafından yayımlanan ilk elifbâ olma özelliğine sahip Kur'an Okumaya Giriş'ten başlayarak, 2012 yılına kadar hazırlanan elifbâları incelemek, elifbâ yazımında yaşanan değişimi değerlendirmek, elifbâ öğretiminde benimsenen ilke ve yöntemleri tespit etmek ve tarihi birikimden istifade ederek yeni hazırlanacak elifbâlara önerilerde bulunmaktır. Araştırmanın 1972 yılından başlatılmasının nedeni o yıla kadar hazırlanmış elifbâlar hakkında çalışma yapılmış olması, 2012 yılı ile sınırlandırılmasının nedeni ise Kur'an kurslarına yaş sınırlaması getiren düzenlemenin yürürlükten kaldırılmasının elifbâ öğretimine etkilerinin araştırmanın kapsamı dışında bırakılmak istenmesidir. Çalışma elifbâ öğretimini konu edinen sınırlı sayıdaki araştırmadan biri olması bakımından önemlidir. Nitel araştırma yönteminin benimsendiği çalışmada doküman analizi yapılmış, betimsel analiz tekniği kullanılarak elde edilen veriler yorumlanmıştır. Araştırmada, harf ve hece yöntemiyle hazırlanan elifbâların fazla olduğu, sesi esas alan öğretim yöntemi üzere hazırlanan yalnızca bir elifbânın bulunduğu belirlenmiştir. Ayrıca, incelenen dönemde çocuklara özel elifbâların geliştirildiği tespit edilmiştir.
Abstract
This study examines alifbas prepared for use in teaching the reading and
recitation of the Qur’an. The primary aim is to analyze the alifbas published
from Kur’an Okumaya Giriş - the first official alifba issued by the Presidency of Religious Affair - up to the year 2012; to evaluate the changes observed in the writing and instructional structuring of alifbas, to identify the pedagogical principles and methods adopted in their use, and to provide suggestions for the design of future alifbas in light of historical experience. The study begins in 1972, as previous scholarship had already addressed alifbas published before this date. It is limited to the year 2012 to deliberately exclude from its scope the effects of the abolition of age restrictions previously imposed on Qurʾan courses, which are believed to have significantly influenced alifbas instruction. The research is significant in that it represents one of the few studies focused specifically on alifba teaching. Adopting a qualitative research design, the study employs document analysis, and the data are interpreted using descriptive analysis methods. Within the examined period, three main instructional methods were identified in Qurʾanic alphabet instruction: the letter-based method, the syllable-based method, and the sound-based method. While the two methods reveal the common teaching approaches of the period analyzed, the sound-based method was introduced in 2010. The study also found that since the early 2000s, specially designed handbooks for children,
which include the relationships between letters and object sounds, have started to be prepared.

2025, Youth, Education, and Democracy in an Era of Global Change: Contestations of Citizenship (ed. by Patricia K. Kubow, Nicole Webster, Krystal Strong, and Daniel Miranda)

Resource mal-distribution conflicts, including exploitation of the Earth’s environment,
are escalating. Experienced directly by local citizens, these conflicts often involve indirect transnational social structures that are masked from view and left unquestioned. The symptoms and anxieties arising from such social conflicts over resources and environmental (un)health are especially vivid in the lives of nonaffluent youth. Democratic citizenship and governance can—but often do not—address such conflicts inclusively, equitably, nonviolently, and transnationally. Similarly, citizenship learning opportunities in schools can—but often do not—connect youth’s lived experiences of resource conflicts with analysis of these conflicts’ transnational social-structural causes, consequences, and influential actors. This chapter examines the lived citizenship perspectives of economically marginalized youth, and their experienced classroom curriculum, in state-funded schools in economically marginalized areas in the global South (Mexico) and global North (Canada). Students’ understandings of the environmental and economic resource conflicts they have experienced locally are discussed, as well as what students believe citizens like themselves could do to mitigate or transform the roots of those conflicts. Perspectives from students and teachers about social conflicts in which tangible material (resource) interests are prominent clearly illustrate the disjuncture between narrow neoliberal-individualist and broader critically-global-minded dimensions of (peacebuilding) citizenship education.

2025, WISDOM: Jurnal Pendidikan Anak Usia Dini

This research used qualitative research type has descriptive analitical characteristic. This location of research used was Kindergarten School ABA Margokaton 2 Seyegan, Sleman, Yogyakarta. The data collection was conducted by conducting involved observation, in-depth interview and documentation. Data analysis was conducted by giving meaning towards data of which has been succesfully collected and from the data was drawn conclusion. The result of research was education of religion and moral value through science playing activity in Kindergarten School ABA Margokaton 2 Seyegan by using 5 important components, i.e.: Religionity, Sociality, Trusthworthily, Reponsibility, and Environmental Awareness. Meanwhile the methods used were 8, i.e.: Experiment Method, Demonstration Method, Story-Telling Method, Questioning-Answering Method, Job Tour Method, Singing Method, Project Method, and Task Providing Method. The factor influecing education of religion value and moral value in Kindergarten ...

2025, Muallim Journal of Social Science and Humanities

This Paper tries to describe about the ancient teaching of Tamilnadu. How the education system was established by the early Tamils? And how one person become a teacher in the earliest and what are the names given to them and what are the tools used for the teaching. The earliest education based on moral development. Moral values are much needed “to inspire, propel, and equip the learners with adequate skills, awareness, and values was taught. However, this paper tries to answer for the origin of the Tamil alphabet and how the bardic culture and Thymesian culture evolves in ancient education. and also this paper deals how the scribal culture helps us for the teaching.

2025, Jurnal Ilmiah Pro Guru

Fokus tulisan ini adalah upaya sekolah dalam menjalankan kantin kejujuran sebagai strategi dalam mengajarkan sikap jujur pada siswa di SMP Negeri 5 Probolinggo dan respon siswa dengan adanya kantin kejujuran di SMP Negeri 5 Probolinggo. Tujuan penulisan ini adalah untuk mendeskripsikan upaya SMP Negeri 5 Probolinggo menjalankan kejujuran sebagai strategi dalam mengajarkan sikap jujur pada siswa di SMP Negeri 5 Probolinggo dan mendeskripsikan respon siswa dengan adanya kantin kejujuran di SMP Negeri 5 Probolinggo. Lokasi penelitian di SMP Negeri 5 Probolinggo dengan metode deskriptif kualitatif. Adapun pengumpulan data dilakukan dengan observasi dan wawancara dengan subjek 6 orang. Hasil dari penelitian ini adalah pertama upaya sekolah dalam menjalankan kantin kejujuran sebagai strategi mengajarkan sikap jujur pada siswa di SMP Negeri 5 Probolinggo dikembangkan melalui (1)penempatan lokasi kantin kejujuran yang strategis dengan tujuan untuk mencegah perbuatan curang yang akan dilakukan siswa ketika membeli di kantin kejujuran, (2)adanya pamflet berisi kata-kata himbauan untuk bertindak jujur, (3)adanya pengawasan dalam mengoperasikan kantin kejujuran melalui CCTV, (4)sosialisasi kepada siswa akan pentingnya keberadaan kantin kejujuran. Kedua, upaya yang telah dilakukan oleh sekolah dalam menjalankan kantin kejujuran mendapatkan respon siswa dan mampu mendorong siswa untuk bersikap jujur ketika bertransaksi di kantin kejujuran.

2025, Jurnal Ilmiah Pro Guru

2025

Kako je Mark Tven kroz svoja dela i život uticao na druge

2025, Studies in Philosophy and Education

This paper analyzes Comenius's theoretical and methodological proposals on how human beings acquire knowledge in relation to educational purposes. Comenius emphasizes the harmony between the microcosm and the macrocosm, as well as the doctrine of the imago Dei, which can also be traced in his didactics. However, this concern is not limited solely to the acquisition of knowledge but also seeks to deepen the understanding of the cosmic and divine order, ideas that are explicitly formulated in his Pansophy. Comenius, in particular, emphasized the importance of this harmonious relationship in his theory of knowledge and education, proposing an approach that integrates both the material and spiritual spheres, highlighting the interconnectedness between human beings, the physical universe, and the divine realm. The paper begins by presenting Comenius's concept of knowledge within the framework of Modern philosophical discussions. Next, it explores Comenius's syncritic method, which offers an alternative approach to Descartes's methodology for achieving knowledge of all things. Finally, the paper connects Comenius's theory of knowledge with the education (Bildung) of human beings, highlighting the implications for human development.

2025, JIAE: Journal of Islamic and Arabic …

Masalah disiplin dalam kalangan pelajar merupakan sesuatu yang lumrah dalam dunia pendidikan. Walaupun begitu, masalah disiplin tidak boleh dipandang ringan kerana sekolah merupakan tempat proses pengajaran dan pembelajaran berlaku serta memerlukan suasana yang kondusif supaya keberkesanan kedua-dua proses tersebut berjaya dimanfaatkan oleh pelajar. Namun, terdapat pelajar yang melakukan kesalahan disiplin berulang kali tanpa rasa takut dengan hukuman yang bakal diterima. Kumpulan pelajar ini dikategorikan sebagai pelajar bermasalah disiplin tegar. Tingkah laku mereka tentunya akan memberi kesan kepada pelajar lain di dalam bilik darjah, sedangkan sekolah merupakan tempat untuk melahirkan modal insan yang berkualiti. Menyedari kewujudan pelajar bermasalah disiplin tegar ini, satu penyelidikan telah dilakukan di sebuah sekolah menengah di pinggir bandaraya Kuala Lumpur. Sekolah tersebut telah memilih 10 pelajar bermasalah disiplin tegar yang terdiri daripada pelajar lelaki tingkatan 4. Semua pelajar ini adalah beragama Islam. Satu program pemulihan yang menggunakan pendekatan Islam telah digunakan bagi tujuan pemulihan tingkah laku pelajar tersebut. Pendekatan Islam didapati telah berjaya memulihkan pelajar bermasalah disiplin tegar tersebut. Kata kunci: Masalah disiplin, pelajar bermasalah disiplin tegar, pendekatan Islam

2025

Se presentan tres experiencias de aprendizaje relacionadas con temas de Fisica y Matematicas para alumnos de ingenieria implementadas en el Campus Estado de Mexico del Tecnologico de Monterrey. La metodologia utilizada fue el Aprendizaje Basado en Retos. Esta tecnica se basa en proponer a los alumnos una situacion compleja no rutinaria, llamada reto, que se debe resolver colaborativamente en poco tiempo. La estrategia permite observar las diversas competencias sociales y analiticas que utilizan los estudiantes para dar respuestas coherentes y solidas a las situaciones propuestas. Participaron 212 estudiantes de primero, segundo y tercer semestres organizados en equipos de tres o cuatro integrantes. Las situaciones propuestas fueron: “Modelo de inventarios”, “Generador eolico sin aspas” y “Maquina de Goldberg”. En el primero los alumnos utilizaron herramientas del calculo diferencial de una y dos variables y conceptos basicos de probabilidad y estadistica. En el segundo, los alumnos ...

2025, Journal of Early Childhood Education (JECE)

The cultivation of moral and religious values in early childhood is very important so that students can have good moral and religious values, so that when students enter the next level, they already have knowledge, good experiences that have been obtained when they at the time pre school. This study discusses the cultivation of religious and moral values of early childhood in Goemerlang Sukarame Kindergarten, Bandar Lampung. The purpose of this study was to determine the cultivation of moral and religious values in early childhood in Goemerlang Sukarame Kindergarten, Bandar Lampung. This research is a descriptive qualitative study, which involves a teacher in class B2. Data were analyzed qualitatively using data reduction, data display, and conclusion drawing. The results showed that the activities of planting moral and religious values in Goemerlang Bandar Lampung Kindergarten had been well planned and implemented. There are several methods developed at Goemerlang Bandar Lampung Ki...

2025

აბსტრაქტი სტატიაშიგანხილულიასაქართველოსგანათლებისსისტემაშიარსებულიპრობლემები,რომლებიცხელსუშლიანსწავლებისპროცესდასწავლებისხარისხისამაღლებას.... more

აბსტრაქტი სტატიაშიგანხილულიასაქართველოსგანათლებისსისტემაშიარსებულიპრობლემები,რომლებიცხელსუშლიანსწავლებისპროცესდასწავლებისხარისხისამაღლებას. ნაშრომშიასახულიაავტორთადამოკიდებულებაგანათლებისადმიდამოცემულიამათიმოსაზღებებიგანათლებისხარისხისამაღლებისგადაუდებელიღონისძიებებისშესახებ. ავტორთამოსაზრებით,განათლება,ჯანსაღითაობისაღზრდა,ქვეყნისგანვითარებასადაკეთილდღეობაზე ზრუნვა-ესსახელმწიფოსუპირველესიმოვალეობაა.განათლებისფორმებისადამოტივებისზრდაზესახელმწიფო უნდაზრუნავდეს. განათლებულიადამიანისაღზრდანიშნავსსახელმწიფოსსიძლიერეს,ეკონომიკისგანვითარებას,ადამიანის ფიზიკურ,ინტელექტუალურდამორალურუნარ-ჩვევებისამაღლებას,ჯანდაცვისუზრუნველყოფას,მოსახლეობისსაყოველთაოკეთილდღეობას. საკვანძო სიტყვები: განათლებისსისტემა,რეფორმებიგანათლებისსისტემაში,საჯაროსკოლა,კერძოსაგანმანათლებლოდაწესებულება. ციტირებისთვის: ხომასურიძედ.,სხირტლაძებ.,(2023),განათლებისსისტემისგანვითარებისპრობლემები დადაძლევისპერსპექტივა,ჟურნალი"ბიზნესიდაკანონმდებლობა",16(3),80-85.Retrievedfromhttps. ge/index.php/bk. The article discusses the problems in the education system of Georgia, which prevent the teaching process and raising the quality of teaching. The paper reflects the attitude of the authors towards education and gives their opinions about urgent measures to raise the quality of education. According to the authors, education, raising a healthy generation, taking care of the country's development and well-

2025, Journal of Christian Education

2025, Proceedings of the International Conference on Education in Muslim Society (ICEMS 2017)

Multidimensional crisis is a symptom of moral decline (character), this not only happen to adults among adults, but also has happened to the students and the students, the young shoots of hope of the nation. Parents, educators and those working in the field of religion and social behavior of many who complained against social irregularities majority of students who behave naughty, stubborn, drunkenness, brawls student and student, party drugs and other social aberrations. It is recognized that the development of the character of the nation are faced with a variety of very complex problems. The researcher will use qualitative methods, to examine the condition of the natural object, in which the researcher is a key instrument, conducted the data collection techniques combined, the data analysis is inductive, and qualitative research results further emphasize the significance of the generalization. Development of character education at the Department of Social Science Education, UIN Syarif Hidayatullah Jakarta. Character-based education can be integrated in every lecture subject, loading values into substance in all courses and teaching-learning activities that facilitate the practice of values in each learning activity inside and outside the classroom for all courses. Learning activities in each step / stage of learning at each stage facilitate learners gain targeted knowledge and skills and develop character. Assessment techniques are chosen so that overall they measure the achievement of learners in competence and character. Obstacles encountered in the implementation of Character Education on Social Life Skill Development Student Education Department of Social Studies, among others: not all lecturers understand about character education, not all lecturers apply in planning, implementation, until the evaluation of learning character.

2025, Factores Intrínsecos Afectivos que Intervienen en el Aprendizaje del Inglés

En este proyecto investigativo es posible encontrar diversos factores intrínsecos afectivos que se presentan durante el aprendizaje de lenguas extranjeras específicamente en inglés, asimismo se encuentra relacionado a la teoría de Deci y Richard Ryan, quienes relacionan la importancia de la automotivación en el aula al momento de adquirir un nuevo idioma.

2025, Makalah ulumul quran

This writing explains about the principles of learning Islamic Religious Education sourced from the Qur'an and Hadith. Learning in Islam always pays attention to individual differences (alfarq al-fardiyyah). For educators, the learning process is an obligation that is worth worship, which will be accounted for before Allah SWT in the hereafter, so that in its implementation it must be serious in educating children. So that it makes a pious and pious child. The type of research used in this paper is library research, which is a type of research that limits its activities to library collection materials without the need to conduct field research. This study uses a descriptive analysis approach. The results of this study explain that the learning principles of Islamic Religious Education include: 1) Student centered learning, 2) Learning by doing, 3) Lifelong learning (long life education), 4) Learning through imitation (learning by impersonation), 5) Learning through habituation (learning by habituation). The specific approaches in learning Islamic Religious Education, namely: 1) Education by example, 2) Education by customs, 3) Education by advice, 4) Education by paying attention, 5) Education by giving punishment.

2025, Queen's College (Hong Kong) Biographical Dictionary

The Queen’s College (Hong Kong) Register gives detailed information of up to 26,600 Old Boys who once studied and staff who once nurtured youth at Central School (1862-1889), Victoria College (1889-1894) and Queen’s College (1894-), Hong... more

The Queen’s College (Hong Kong) Register gives detailed information
of up to 26,600 Old Boys who once studied and staff who once nurtured
youth at Central School (1862-1889), Victoria College (1889-1894) and
Queen’s College (1894-), Hong Kong. Volume 1 covers the pre-war register with surnames from A to I.

2025

Menghadapi perkembangan zaman yang cepat dan pengaruh globalisasi, pendidikan karakter berbasis nilai-nilai Al-Qur'an menjadi sangat penting untuk membentuk generasi muda yang utuh secara intelektual, moral, dan spiritual. Pendidikan karakter tidak hanya sekadar pembelajaran teori, tetapi harus diwujudkan melalui pengalaman nyata dan keteladanan dalam kehidupan seharihari. Peran keluarga, masyarakat, dan lembaga pendidikan formal sangat menentukan keberhasilan pembentukan karakter religius. Dukungan orang tua sebagai teladan dan komitmen individu menjadi faktor kunci agar pembentukan karakter dapat berjalan efektif. Namun, tantangan seperti kurangnya kesadaran internal peserta didik dan pengaruh negatif kemajuan teknologi harus diatasi secara bijaksana. Integrasi nilai-nilai pendidikan karakter dan religiusitas perlu dilakukan secara menyeluruh dan berkelanjutan dengan pendekatan holistik yang meliputi aspek kognitif, afektif, dan psikomotorik. Melalui sinergi yang kuat dan strategi pembelajaran yang terarah, generasi muda diharapkan tumbuh menjadi pribadi yang berakhlak mulia, bertanggung jawab sosial, serta mampu memberikan kontribusi positif bagi masyarakat dan bangsa. Memakai meode penelitian kualitatif Pendidikan karakter berbasis Al-Qur'an merupakan fondasi utama yang membawa keseimbangan antara wawasan global dan nilai-nilai spiritual lokal, sehingga mampu menjawab tantangan masa depan dengan lebih percaya diri dan bijaksana.

2025

2025, Tahdzib Al-Akhlaq

shows that currently education in Indonesia is experiencing a problem of moral decadence. Because bullying is like a virus that can infect and harm the body's cells, therefore having educators who can provide the elixir needed to stop bullying behavior is very important. Teacher involvement through instilling moral education values is seen as a useful tactic for dealing with bullying behavior. So, to prevent further deterioration of morals in students, it is necessary to instill moral education values in students in all educational institutions, including students who take boarding school programs. By using a qualitative method approach with data collection methods of observation, interviews and documentation, this research aims to find out how to instill moral education values to prevent bullying behavior in dormitories and find out strategies for implementing them. The results of the research show that instilling moral education values to prevent bullying behavior can be implemented through an integrated boarding program between providing theory and direct practice using five strategies, namely the exemplary method, the habituation method, the advice method, the attention and supervision method and the punishment. So, it can be concluded that the strategy of instilling moral education values in students has been proven to be able to prevent bullying in educational institutions, one of which is boarding schools.

2025

This thesis conducts a critical analysis of the practical weaknesses and theoretical gaps in Western ethical philosophies, specifically examining consequentialism, deontological ethics, and virtue ethics. Through systematic examination, it is demonstrated that these traditions, while offering valuable insights, contain significant limitations that hinder their application in complex moral situations. Consequentialism struggles with calculation difficulties and justice considerations; deontological ethics exhibits inflexibility and disregard for consequences; virtue ethics lacks clear action guidance and suffers from cultural relativity. Building upon this analysis, this thesis proposes Integrative Ethical Pluralism (IEP), a novel ethical framework that addresses these limitations by integrating multiple ethical dimensions through dynamic processes that are sensitive to context and developmental factors. IEP recognizes four fundamental dimensions of ethical consideration-consequential, deontological, aretaic, and relational-and provides mechanisms for their integration through reflective equilibrium, dimensional weighting, narrative coherence, and practical wisdom. Empirical evidence from moral psychology, cross-cultural studies, and neuroscience supports this integrative approach. The thesis concludes that IEP offers a more comprehensive and practically applicable ethical framework that maintains theoretical coherence while addressing the complexities of moral life in contemporary society.

2025

Masalah yang tengah dihadapi lembaga pendidikan adalah sistem pendidikan yang ada sekarang ini terlalu berorientasi pada pengembangan otak kiri (kognitif) dan kurang memperhatikan pengembangan otak kanan (afektif, dan empati). Padahal, pengembangan karakter lebih berkaitan dengan optimalisai fungsi otak kanan. Mata pelajaran yang berkaitan dengan pendidikan karakter pun seperti (budi pekerti dan agama) ternyata pada perakteknya lebih menekankan pada aspek otak kiri (hafalan). Pembentukan karakter harus dilakukan secara sistematis dan kesinambungan yang melibatkan aspek “knowledge (pengetahuan), feeling (perasaan), loving (cinta), dan acting (tindakan). Pada dasarnya, anak yang kualitas karakternya rendah adalah anak yang tingkat perkembangan emosi-sosialnya rendah, sehingga anak beresiko besar mengalami kesulitan dalam belajar, berintraksi sosial, dan tidak mampu mengontrol diri. Penelitian ini merupakan upaya untuk mengetahui sejauh mana Penerapan Pendidikan Karakter di SMPN 4 Jero...

2025

The primary aim of this book is to provide the general reader with an overview of the main issues that arise relating to our understanding of matters of moral responsibility. Much of this study is constructed around a fundamental tension that we all must deal with in relation to this subject. From one point of view, moral responsibility permeates every aspect of human life - both in its public and its private dimensions. Beginning in childhood, and continuing throughout our lives, we are immersed in a web of evaluations, attitudes, and practices that are evidence of our systematic and deep commitment to moral responsibility. From another point of view, when we critically reflect on our ordinary experience of moral responsibility, we encounter puzzles and perplexities concerning what moral responsibility actually involves, and what sort of justification it requires or that it can be provided with. This process is liable to push us into scepticism about its very possibility or intelligibility. We may be driven to worry about the death of moral responsibility as others have worried about the death of God. It is this philosophical dimension of moral responsibility that this study will be especially concerned with. Although this slim volume cannot claim to offer any formulas or solutions for dealing with the various particular practical problems that readers may have, it is my hope, that the discussion provided serves to discredit – or at least cast doubt on - some powerful illusions that continue to influence and distort much of our current thinking about this subject. This includes what I take to be a misplaced scepticism about moral responsibility, which enjoys some currency in contemporary philosophy and some other related fields. When we discard these illusions, and remove the confusions that they generate, we will, hopefully, be better placed to deal with the practical problems and difficulties that we face in a more truthful, effective, and humane way. The picture of moral responsibility presented here is described as “responsibility realism”. It suggests that our human ethical predicament is one that falls in the territory that lies between a consoling optimism and a bleak pessimism.

2025, G. Maglio, La virtù in Dante. Un’etica della libertà e dell’amore. Prefazione di A. Ghisalberti, Milano: Wolters Kluwer – CEDAM (Biblioteca di Lex naturalis, 31), 2024, 243 pp.

Book review.

2025, University of Technology and Entrepreneurship (UTE)

Today, I'd like to share some personal reflections on the roots of Khmer morality and how these values shape who we are as a people. As I think about this, I realize how deeply intertwined our moral principles are with our history, community life, and spiritual beliefs. It's a journey of understanding, both intellectually and emotionally, about what it truly means to live according to these values.

2025

ABSTRAK Skripsi ini berjudul “Nilai-nilai Akhlak pada kisah Ashhab Al-Rass dalam al- Qur’an”. Hal yang terpenting untuk diperhatikan mengenai kisah dalam al- Qur‟an ialah sejauh mana kisah itu mampu dihayati sehingga dapat memberikan nilai-nilai kemaslahatan bagi masyarakat. Salah satu kisah dalam al-Qur‟an yang menarik untuk dikaji adalah kisah Ashhab Al-Rass yaitu kisah tentang umat terdahulu yang mendustakan para nabi dan bahkan mereka membunuh nabi Khanzalah bin shafwan hidup-hidup dengan cara melemparkannya kedalam sumur. Persoalan yang akan di teliti dalam skripsi ini mengenai; 1) Bagaimana kisah Ashhab Al-Rass dalam al-Qur‟an?, 2) Bagaimana nilai-nilai akhlak yang terkandung pada kisah Asshab Al-Rass dalam al-Qur‟an?. Adapun metode penelitian yang nantinya disampaikan dalam skripsi ini adalah dengan langkah metode analisis tematik (maudhu‟i), yakni menafsirkan ayat-ayat yang berkaitan dengan kisah Ashhab Al-Rass dari kitab-kitab tafsir, kemudian menganalisis nilainilai akhlak...

2025, Virtue Ethics: Retrospect and Prospect, Ed. Elisa Grimi (Springer)

Since the work of Elizabeth Anscombe, especially her landmark 1958 essay “Modern Moral Philosophy,” the movement known as “virtue ethics” has blossomed in the Anglophone academic world. We have not space here to recount the history of virtue ethics, which is sufficiently well-known and recent enough, nor will we extol its many virtues. I wish instead to identify an important problem that has plagued virtue ethics since its inception and to offer something of a solution. The problem to which I am referring is the inability of many virtue ethicists to understand properly the relationship between law and virtue. This essay unfolds in four sections. First, I discuss the causes of this failure among virtue ethicists to see clearly the connection between law and virtue. Second, I draw upon both Aristotle and Thomas Aquinas, two crucial sources for virtue ethics, to understand how law functions as a necessary foundation for virtue; we will argue that law is a training in and support for virtuous action, while virtue in turn perfects the law by bringing out its full dynamism and intelligibility. Third, I continue to discuss Aristotle’s understanding of law and virtue by appealing to his distinction between natural and legal justice, and I offer an Aristotelian account of how one comes to know the natural law. Finally, fourth, I develop points from the ancient craft analogy to virtue. Just as skillful activity is founded upon rules but transcends mechanical rule-following behavior, so too virtuous actions are founded upon law but transcend mere law-abiding behavior. This section shows that our account does not violate the so-called “non-codifiability” thesis, nor does it fall into law or rule “fetishism.”

2025, The International Journal of Academic Research in Business and Social Sciences

This article discusses the element of citizenship in the education system in Malaysia. The role of citizenship is very important to establish a sovereign country, especially for a country that has many races and ethnicities such as in Malaysia. The issue of citizenship is not only exists in the country but also abroad. However, this article only includes discussions on elements of citizenship in the Malaysian education system through the subjects in the curriculum introduced such as the subjects of History, Moral Education, Islamic Studies, Economics, and Civics and Citizenship Education (PSK). The various elements of citizenship as set forth in Malaysian education system through the subjects have caused confusion about the meaning of citizenship in the context of education in Malaysia. This article also reviews previous studies relevant to the element of citizenship in the education system in Malaysia. This article focuses on and includes the element of citizenship in the education system in Malaysia. This article also discusses proposals for each of the concerned issues to improve the competence of knowledge about citizenship among students and teachers in the education system in Malaysia.

2025, Sözsüz

Öz
İnsan, yalnızca biyolojik bir organizma değil; aynı zamanda psikolojik ve sosyal boyutlarıyla anlam kazanan, çok katmanlı bir varlıktır. Bu çok yönlü yapısı nedeniyle, insan gelişiminin sağlıklı bir biçimde anlaşılabilmesi, tek bir disiplinden hareketle değil; farklı alanlardan elde edilen bilgi ve kavrayışların bir araya getirilmesiyle mümkündür. İnsan gelişimi, doğum öncesinden başlayarak yaşam boyu süregelen dinamik ve çok boyutlu bir süreçtir. Özellikle ergenlikten yetişkinliğe geçişte öne çıkan “olgunluk/yetişkinlik” kavramı, bireyin nörobiyolojik, psikososyal, dilsel ve fizyolojik gelişimini kapsayan çok boyutlu bir dönüşüm sürecini ifade etmektedir (Casey, Tottenham, Liston & Durston, 2005; Vygotsky, 1986). Bu bağlamda olgunluk, yalnızca kronolojik yaşla sınırlı bir biyolojik durumdan ibaret olmayıp; bireyin çevresiyle kurduğu etkileşim, öz düzenleme becerileri, sözel ifade yetkinliği ve sinir sistemiyle bağlantılı gelişimsel süreçlerle birlikte şekillenen dinamik bir yapı arz etmektedir. Dolayısıyla bu kavramın derinlemesine analizinde disiplinlerarası bir bakış açısı kaçınılmaz hale gelmektedir. Nörobilim, psikoloji, dilbilim ve fizyoloji gibi alanlar, bireyin gelişim sürecini farklı yönlerden ele alarak, olgunluk kavramına bütüncül bir çerçeve sunmaktadır. Nörobilimsel araştırmalar, özellikle prefrontal korteksin geç olgunlaşmasının, bireyin karar verme, dikkat kontrolü ve duygusal düzenleme gibi üst düzey bilişsel işlevlerle nasıl ilişkili olduğunu ortaya koymaktadır (Casey et al., 2005). Psikolojik literatür, bu dönemde gelişen benlik algısı, duygusal esneklik ve öz düzenleme kapasitesi gibi yapıların, bireyin psikososyal uyumunu doğrudan etkilediğini göstermektedir (Steinberg, 2008). Dilbilimsel yaklaşımlar ise, bireyin dilsel gelişiminin sosyal etkileşim bağlamında nasıl yapılandığını; içsel konuşma ve sembolik temsil gibi süreçlerin olgunlaşma sürecindeki belirleyici rolünü ortaya koymaktadır (Vygotsky, 1986). Öte yandan fizyolojik perspektifler, hormonal değişimlerden sinir sisteminin işlevselliğine kadar uzanan bir çerçevede, bireyin beden-zihin bütünlüğü içerisinde değerlendirilmesini önermektedir (Blakemore, 2012). Bu çalışmanın temel amacı, “olgunluk” kavramını yukarıda belirtilen dört disiplin bağlamında inceleyerek, kuramsal yaklaşımlarla birlikte güncel ampirik veriler üzerinden bir karşılaştırmalı analiz sunmaktır. Böylece, ergenlik döneminden çıkışla birlikte şekillenen yetişkinlik ve olgunluk süreçlerinin daha bütüncül, daha kapsayıcı ve bağlam temelli bir anlayışla ele alınması hedeflenmektedir. Sonuç olarak, olgunluk yalnızca bireysel bir gelişim düzeyi değil; aynı zamanda biyolojik, psikolojik ve çevresel etkenlerin etkileşimiyle şekillenen, karmaşık ve dinamik bir oluşum sürecidir. Bu bağlamda geliştirilen disiplinlerarası yaklaşım hem kuramsal derinliği artırmakta hem de gelecek araştırmalar için yeni metodolojik açılımlar sunma potansiyeli taşımaktadır. Bu tür bütüncül analizler, insan gelişimine dair daha derinlikli ve işlevsel modellerin geliştirilmesine katkı sağlayacaktır.
Anahtar Kelimeler: Olgunluk, Ortaya Çıkan Yetişkinlik, Disiplinlerarası yaklaşım, Nörobilim, Psikoloji, Dilbilim, Fizyoloji, İnsan gelişimi,

2025

Kopya çekme eğilimi, eğitim-öğretimde karşılaşılan en önemli sorunlardan birisidir. Öğrencilerin öğrenim süreleri içerisinde elde etmiş oldukları kazanımların objektif olarak ölçülerek puanlanmasının hedeflendiği sınavlarda öğrencilerin kopya çekmeye başvurmaları hem sınavların objektifliğini zedelemekte hem öğrenim süresince elde edilen kazanımların doğru tespitini güçleştirmekte hem de ahlaki yönden bir sorun teşkil etmektedir. Özellikle din ve ahlak eğitimi esasına dayalı İlahiyat Fakültelerinde öğrenim görmekte olan öğrencilerin kopya çekmeye yönelik tutum ve bakış açıları daha da önem arz etmektedir. Yapılan bu araştırma, 2024 yılı içerisinde Süleyman Demirel Üniversitesi İlahiyat Fakültesinde hazırlık ve üstü sınıflarda öğrenim görmekte olan 279 kadın, 113 erkek toplam 392 öğrenci ile gerçekleştirilmiştir. Çalışmada, ampirik yöntem tercih edilmiş olup, Google.forms'da hazırlanmış olan anket öğrencilere online olarak uygulanmıştır. Araştırmada, İlahiyat Fakültesi öğrencilerinin kopya çekmeye bakış açıları ile ahlaki olgunluk düzeyleri karşılaştırılmıştır. Araştırmada katılımcılara ait yaş, cinsiyet, medeni durum, öğretim türü, sınıf düzeyi, genel akademik başarı düzeyi, ilahiyat fakültesini tercih etme şekilleri ve gelir durumuna yönelik demografik bilgilerle beraber Kopya Çekmeye Yönelik Tutum Ölçeği ve Ahlaki Olgunluk Ölçeği kullanılmıştır. Veriler SPSS 25.0 ile istatistiki analize tabi tutulmuştur. Yapılan araştırmada, katılımcılara ait demografik değişkenlerdeki farklılaşmalara bağlı olarak Kopya Çekmeye Yönelik Tutum Ölçeği ve Ahlaki Olgunluk Ölçeklerine ait bazı alt boyutlarda anlamlı Geliş Tarihi 1 Ağustos 2024 Kabul Tarihi 27 Kasım 2024 Yayım Tarihi 15 Ocak 2025 Değerlendirme İki Dış Hakem / Çift Taraflı Körleme Etik Beyan Bu çalışmanın hazırlanma sürecinde bilimsel ve etik ilkelere uyulduğu ve yararlanılan tüm çalışmaların kaynakçada belirtildiği beyan olunur. Etik kurul onay belgesi, makalenin ekler bölümünde sunulmuştur.

2025, FLOW AND MINDFULNESS

There are important similarities between the practices of flow and mindfulness, and this paper will focus on several of these parallels. With mindfulness, we are consciously at one with the action. In the context of mindfulness, wakefulness can best be described as a state of focused awareness in every waking moment (Kabat-Zinn, 2012). Wakefulness enhances our subjective well-being and heightens our contentment with our inner self and the world. Finally, we “lose track of time” as we remain absorbed in the ever-present moment.

2025, Imam Hussein University

From the moment of its existence, the human rational soul possesses two mutually dependent and interactive actual aspects-namely, the theoretical and practical intellect-that together form the innate structure unique to human beings. One implication of this innate structure is that, over the course of ontogenesis, its self-aware (rational) dimension is gradually brought into actuality. An examination of Avicennian principles reveals that, in Ibn Sīnā's view, the goal of the practical intellect is the perfection of the theoretical intellect, while the goal of the theoretical intellect is the practical realization of human felicity; in other words, a bidirectional, incremental process of intensification. Second, he regards chastity-derived from the Sharia and originating in modesty-as the apex of moral virtues, that is, a branch of the practical intellect; moreover, he identifies modesty as a virtue of the discerning faculty, namely, the intellect. From the foregoing premises it follows that chastity constitutes an innate requisite of the human intellect: although conceptually related to the theoretical intellect, it attains concrete realization within the practical intellect and, in the guise of modesty and its manifestations across the various realms of human conduct, seeks to guide the human being toward felicity. Therefore, the three components-intellect, fitra, and chastity-function as inseparable and mutually implicative facets of the human existential structure; the ontological realization of any one of them is contingent upon the manifestation of the other two. Consequently, the proper operation of intellect and fitra requires chaste conduct, which is concretely manifested in modest behavior.