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Journal articles on the topic 'Educaţie morală'
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1
Kaushan, Anatoly, and Evelina Gorobet. "Moral education – a fundamental criterion of educational activity, in the direction of the formation and development of the moral consciousness of the individual." Revistă de Ştiinţe Socio-Umane = Journal of Social and Human Sciences 46, no. 3 (2020): 85–93. http://dx.doi.org/10.46727/jshs.2020.v46.i3.p85-93.
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The essence of moral education is concentrated axiomatically at the level of the first principle, which highlights the necessary pedagogical correspondence between moral theory and moral practice. The objective dimension of moral education of an axiological and sociological nature is expressed, on the one hand, by moral norms and values, and, on the other hand, by moral traditions; the subjective one, of a psychological nature, is achieved by moral actions supported affectively and motivationally.
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Opriș, Dorin, and Monica Opriș. "IMAGINEA TINERILOR DESPRE OMUL RELIGIOS. REPERE PENTRU EDUCAŢIA MORALĂ ŞI EDUCAŢIA RELIGIOASĂ." Altarul Reîntregirii, no. 2 (2016): 243–58. http://dx.doi.org/10.29302/ar.2016.2.15.
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Cuznețov, Larisa. "FORMAREA ŞI EDUCAŢIA MORALĂ ÎN CADRUL FAMILIEI: AUTOEDUCAŢIA MORALĂ ŞI PERFECŢIONAREA SPIRITUALĂ." Altarul Reîntregirii, no. 1 (2016): 37–52. http://dx.doi.org/10.29302/ar.2016.1.3.
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Dinuraini, Yosi. "Career Women as a Role Model in the Formation of Morals." International Journal of Multicultural and Multireligious Understanding 5, no. 5 (September 29, 2018): 255. http://dx.doi.org/10.18415/ijmmu.v5i5.449.
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Educational trilogy is a scheme of relationship between family environment, school environment and community environment. Each of them support each other in efforts to educate the nation's children and their moral education. Moral education will run effectively and intact if it involves the institution. Conversely, moral education will not work effectively if ignoring one of the institutions, especially families. The family as the first educational institution, wheres mother as the first teacher for her child gives a big influence on planting child’s character and morals. No matter how busy a mother's first task is to educate the child, and then of course a mother who has a glass as a career woman has its own method in instilling good morals for her son. This research was created with the aim to describe the method of career woman in moral education of child. The data were collected using observation, interview and documentation techniques and then tested their validation for qualitative analysis. From the data obtained the author concludes that the method of moral education used by career woman in educating the children in Kelurahan Tlogosari Kulon Semarang is exemplary method, habituation and advice.
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Nurumbekova, Yarkinay. "TRAINING OF FUTURE TEACHERS TO PROFESSIONAL EDUCATIVE ACTIVITY ON THE BASEMENT." Journal of Central Asian Social Studies 02, no. 01 (January 1, 2021): 66–74. http://dx.doi.org/10.37547/jcass/volume02issue01-a11.
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The article enlightens the analyze of the system of improving spiritual-moral features, transformation of cognitive and sensual-social, also dialectical unit of individualization of person’s intronization with general human values. Spiritual-moral education, which was developed in our country and enriched with ancient values of our ancestors, leads to improvement of pedagogical process. In the process of the research, there was obtained organization of the process of formation of spiritual-moral features while training future teachers to spiritual-historical values, spiritual-moral bases, professional-educative activities. Spiritual-moral feature as a complicated social phenomenon in the formation process, closely related with national, spiritual, historical, moral and legal factors. At this point, national and spiritual values are not only historical-spiritual heritage of our nation, but also important factors of education and formation of fully complex person. On the basement of the analyze, there were obtained and analyzed that spiritual-moral feature has a complicated structure and covers components such as spiritual-moral knowledge, spiritual-moral skills, spiritual-moral qualifications, spiritual-moral features, spiritual-moral advantages.
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Hardianto, Mujib, and Syamsuddin Syamsuddin. "Konsep Pendidikan Akhlak Anak Dalam Islam (Studi Analisis Kitab Taisirul Khollaq Karya Al-Hafizh Hasan Al-Mas’uudi)." AL-MISBAH (Jurnal Islamic Studies) 8, no. 1 (April 10, 2020): 1. http://dx.doi.org/10.26555/al-misbah.v8i1.1182.
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Moral education is given to guide and educate children in order to achieve their life goals, namely to grow their awareness as human beings as creatures of Allah. in order to have good morals, now moral education is considered very important. With the book Taisirul Khollaq explained clearly the problem of morality. As for the focus of research in this study, namely: 1. What is the concept of child moral education in Islam? 2. What is the concept of children's moral education in the Taisirul Khollaq book? This research uses the type of library research (library research). The approach in this study is a descriptive analysis approach. As for the results of the analysis I got in this study, that the concept of children's moral education in the book Taisirul Khollaq is the character of Allah SWT. Praised and despicable morals, praiseworthy ie praiseworthy deeds and words that flow without feeling forced out of oneself. Praiseworthy among others; honest, trustworthy, generous, generous, humble, fair, and others. While despicable morals are despicable actions and words that flow by feeling forced out of oneself. Despicable among others; lying, revenge, hasud, gossiping, fighting sheep, arrogant, dhalim, and others. This research is expected to bring benefits so that everyone can have good morals.
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Hardianto, Mujib, and Syamsuddin Syamsuddin. "Konsep Pendidikan Akhlak Anak Dalam Islam (Studi Analisis Kitab Taisirul Khollaq Karya Al-Hafizh Hasan Al-Mas’uudi)." AL-MISBAH (Jurnal Islamic Studies) 8, no. 1 (April 10, 2020): 1. http://dx.doi.org/10.26555/almisbah.v8i1.1182.
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Moral education is given to guide and educate children in order to achieve their life goals, namely to grow their awareness as human beings as creatures of Allah. in order to have good morals, now moral education is considered very important. With the book Taisirul Khollaq explained clearly the problem of morality. As for the focus of research in this study, namely: 1. What is the concept of child moral education in Islam? 2. What is the concept of children's moral education in the Taisirul Khollaq book? This research uses the type of library research (library research). The approach in this study is a descriptive analysis approach. As for the results of the analysis I got in this study, that the concept of children's moral education in the book Taisirul Khollaq is the character of Allah SWT. Praised and despicable morals, praiseworthy ie praiseworthy deeds and words that flow without feeling forced out of oneself. Praiseworthy among others; honest, trustworthy, generous, generous, humble, fair, and others. While despicable morals are despicable actions and words that flow by feeling forced out of oneself. Despicable among others; lying, revenge, hasud, gossiping, fighting sheep, arrogant, dhalim, and others. This research is expected to bring benefits so that everyone can have good morals.
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Ali Mustofa. "Pemikiran Harun Yahya Dalam Nilai Nilai Moral Al-Qur’an ( Studi Analisis Nilai Nilai Pendidikan Akhlaq)." Jurnal Pendidikan Islam 4, no. 1 (September 24, 2019): 3–32. http://dx.doi.org/10.37286/ojs.v4i1.29.
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Abstract: Moral education is a sub / part of the subject of Religious Education,
because the real religion is morality, so that the presence of the Prophet
Muhammad to the face of the earth was in the step of completing the morals of
men who at that time, girls were killed alive, against the truth of many who resist,
as well as many other levels of munkar they do. Because religion is morals, it is
not excessive to say that what is good according to morals is good also according
to religion. Because so much the role of education of Morals in the formation
keperibadian son of man then all Muslim philosophers agree that moral education
is the soul of Islamic education, because the highest goal of Islamic education is
to educate the soul and morals. The values of moral education in the book value
of moral values of the Qur'an on Islamic education based on human life together
with what He has created. The Qur'an tells people to be dignified, humble,
trustworthy, kind, faithful, adult, and willing to listen to goodness. values of moral
education contained in the book "the moral value of the Qur'an The work of
Harun Yahya is: belief in the existence of God, Godly to Allah, belief in the fate of
Allah, faith in God, Pray, Believe, Be patient, grateful, despair, mercast, humble
to God, read the Qur'an, take refuge in God, humble, do not make fun of.
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Karlsson, Magnus. "”Ser ni att det är någon som är ledsen här nu?”." Educare - vetenskapliga skrifter, no. 2 (January 1, 2017): 7–30. http://dx.doi.org/10.24834/educare.2017.2.1.
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This study focuses on moral work-in-interaction between teachers and children during a circle time episode, focusing on a moral problem related to the children's peer play activities. The data are drawn from ethnographic research combined with video-recordings of routine activities in a Swedish preschool. Using an ethnomethodological conversation analytical approach examining talk-in-interaction in its’ sequential and social context. In the particular case the moral problem concerns a girl’s emotional reactions (i.e. being sad) from being excluded from peer play. The particular problem is dealt with by the teachers through a) holding other children publically accountable and b) making them share the girl’s negative feelings through the telling of hypothetical scenarios. At the same time, the children navigate from a subordinate position and can be seen as doing different forms of moral defense work. In so doing they manifest their own moral agenda, which is different from the teachers’ or the institutional agenda. Thus, the interactional moral work in the circle time episode can be described as an encounter between two worlds or orders. On the one side an institutional order, represented by the teachers, morally fostering children, and on the other side the children´s peer culture, where children learn to use different strategies to handle the moral work of the preschool teachers.
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Wesseling, Elisabeth, and Jacques Dane. "Are “the Natives” Educable?" Journal of Educational Media, Memory, and Society 10, no. 1 (March 1, 2018): 28–43. http://dx.doi.org/10.3167/jemms.2018.100103.
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This article explores how geography textbooks and missionary stories were used to persuade Dutch primary schoolchildren of the moral righteousness of the Ethical Policy for the Dutch East Indies between 1890 and 1910. Educative discourses targeting Dutch children were instrumentalized in order to recruit the next generation of missionaries, colonial administrators, and overseas entrepreneurs. To achieve this aim, they dwelt at length on the opportunities for and constraints on uplifting indigenous children in the Indies. These narratives all convey the message that Indies children, though certainly capable of improvement, would never attain the same level of civilization and moral integrity as their Dutch counterparts.
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Umami, Idail Uzmi Fitri. "PENDIDIKAN AKHLAK KEPADA ANAK DENGAN METODE HABITUASI (Kajian Hadits Dalam Perspektif Psikologi)." AL-TAZKIAH 7, no. 1 (June 1, 2018): 25–38. http://dx.doi.org/10.20414/altazkiah.v7i1.651.
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Moral education for children is very important because children are the next generation of religion, nation and state, imagine how a country would become if its successor or leader does not have morals and morals, of course, what happens is chaos in that country. Moral education for someone should be early because morality is the embodiment of personality that is nurtured from the beginning, fostering good moral character for children certainly starts from the smallest environment of his life, namely the family environment. But the problem that arises is how to educate children correctly and effectively, a term known in children’s temperament is the tabula rasa expression which means the child is born like blank paper and innocently does not have any scribble at all that the child carries nothing when born, so this It is the duty of parents to direct their children to the right path or to the wrong road.
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Tey Teijón, Amelia, and Miquel Martínez Martín. "Teaching values is to educate moral sentiments." Educar 31 (June 7, 2013): 11. http://dx.doi.org/10.5565/rev/educar.302.
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Fitri, Nur Lailatul. "Peran Orang Tua dalam Membentuk Akhlak Anak Sejak Dini." Al-Hikmah : Indonesian Journal of Early Childhood Islamic Education 1, no. 2 (December 20, 2017): 155–68. http://dx.doi.org/10.35896/ijecie.v1i2.11.
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Parents have an important role in shaping the moral valuess of children. But busyness becomes the main reason parents do not have enough time to educate children, consequently education is left entirely to the teacher. The cultivation of moral values from an early childhood becomes an important point to face the moral decadence that occurs, where the family has a major role in shaping the morals of children. The purpose of writing this article is to know the role of parents in shaping the morality of children in Gesik, Gesikharjo village RT / RW 002/002. The methodology of writing this article is descriptive qualitative. Data were collected through observation, interview and documentation, then analyzed by data reduction, data presentation and conclusion. The result of this research is parents in Gesik, Gesikharjo village RT / RW 002/002 who have quality togetherness with children and who apply democratic parenting, they can shape the children’s behaviour rich with moral values.
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Gutiérrez Sánchez, Marta, Eduardo Romero Sánchez, and Tomás Izquierdo Rus. "Creencias del profesorado de Educación Física en Educación Primaria sobre la educación en valores." Educatio Siglo XXI 37, no. 3 Nov- Feb (October 25, 2019): 83–110. http://dx.doi.org/10.6018/educatio.399171.
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Este trabajo tiene como propósito conocer las creencias del profesorado de Educación Física en Educación Primaria sobre la educación en valores. Desde un enfoque cualitativo se exploran las percepciones de 30 profesores de centros públicos de Educación Infantil y Primaria, de similar contexto socioeconómico, de la Región de Murcia, utilizando como instrumento de recogida de información la entrevista semiestructurada. Los resultados permitieron determinar aquellas variables que determinan la educación en valores así como vislumbrar algunos de los obstáculos que imposibilitan la educación integral del alumnado. Se concluye con algunas propuestas para avanzar hacia una educación que integre el componente moral y con líneas de investigación futuras sobre la temática. The purpose of this study is to examine the beliefs of Primary Education Physical Education teachers about education in values. From a qualitative perspective based on semi-structured interviews, the perceptions of 30 teachers from public Infant and Primary Education schools with a similar socioeconomic status in the Region of Murcia were explored. The results allowed for the determination of both the variables that define education in values and some of the obstacles that hinder the integral education of students. The study concludes with some proposals to advance towards a form of education that includes the moral component and with future lines of research in this area.
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Mclean, Monica. "Promising Spaces: Universities’ Critical-Moral Mission and Educative Function." Critical Studies in Teaching and Learning 3, no. 2 (2015): 1–22. http://dx.doi.org/10.14426/cristal.v3i2.52.
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Idhar, Idhar. "Pola POLA PENDIDIKAN DALAM PERSEPEKTIF PESANTREN." PEDAGOGOS ( JURNAL PENDIDIKAN ) 1, no. 1 (January 6, 2019): 83–93. http://dx.doi.org/10.33627/gg.v1i1.107.
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If judging specifically that the multi-dimensional kerisis that hit Indonesia sebernanya sourced from the decline of moral quality. When you see negative events involving students in Indonesia, such as brawls between students who never end, drugs, even cases of nasty video. This happens because the loss of moral values that faded due to lack of concern for school. Pesantren is an educator institution, not only educate the santri of religious knowledge, but also provide with the character that characteristic of a santri. It is not excessive when pesantren is said to be the source of character education to answer the nation's problems. Cases that many occur in students is due to lack of character education in students. The hallmark of pesantren and very difficult to imitate by other educational institutions is the strength of cultivation of morals. The label 'santri' was dzahir has been synonymous with piety, both individual and social. This is reasonable, because the habituation of morally appropriate applications have been ingrained in the education of boarding schools. Kyai as the central figure in it gives uswah and qudwah hasanah in moral education. Because the cultivation of morals more hit with deeds rather than juxtaposition of materials in the classroom, then moral education in boarding school very striking in the minds of the santrinya. It was precisely the one that inspired Kemendiknas to include elements of character education in schools, which were admittedly inspired by the moral education of pesantren. The purpose of education is to increase faith and piety and noble character in order to educate the nation's life, regulated by law (Article 31 paragraph 3) In this article explained that the purpose of education in Indonesia is aimed at increasing faith and piety and noble ahlak on students in reality as far away as fire from roast. The teaching system that schools give to their students is mostly oriented only to intellectual intelligence (intelligence), while the planting of character values on sisawa is very less. In this paper I discuss about the discussion about the pattern of education in pesantren, as well as the cultivation of values in studying
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Botoi, Oliviu Petru. "RAPORTUL DINTRE RELIGIE ȘI MORALĂ ÎN ECUAȚIA PAIDEICĂ A EDUCAȚIEI TINERETULUI CONTEMPORAN." Altarul Reîntregirii, no. 1 (2016): 543–58. http://dx.doi.org/10.29302/ar.2016.1.31.
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MARTIN, CHRISTOPHER. "Education without Moral Worth? Kantian Moral Theory and the Obligation to Educate Others." Journal of Philosophy of Education 45, no. 3 (August 2011): 475–92. http://dx.doi.org/10.1111/j.1467-9752.2011.00821.x.
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Bøyum, Steinar. "The Democratic Duty to Educate Oneself." Etikk i praksis - Nordic Journal of Applied Ethics, no. 2 (November 12, 2018): 129–41. http://dx.doi.org/10.5324/eip.v12i2.2515.
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I argue that democratic citizens have a duty to educate themselves politically. My argument proceeds in two stages. First, I establish a case for the moral importance of individual competence for voting, but also maintain that the substantial content of the required competence must remain open. I do this by way of an assessment of Jason Brennan's provocative defense of epistocracy. I try to show that there is no notion of political competence that can meet with reasonable agreement among citizens and that voter qualification exams are therefore illegitimate. Second, I maintain that the basic premise of Brennan's argument, the right to a competent electorate, is valid and that it corresponds to an individual duty to educate oneself politically. This duty is, in Kant's terminology, a wide and imperfect duty that we owe to our fellow democratic citizens. Yet since the content of competence must be left open, this moral duty cannot be transformed into a legal obligation.
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Di Pietro, Maria Luisa. "Sessualità umana: verità e significato. Una guida per i genitori." Medicina e Morale 45, no. 2 (April 30, 1996): 209–35. http://dx.doi.org/10.4081/mem.1996.913.
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L’articolo si propone di commentare il recente documento del Pontificio Consiglio per la Famiglia (PCF) su Sessualità umana: verità e significato. Orientamenti educativi in famiglia, il quale intende porsi non come un trattato di teologia morale né di psicologia, bensì un momento di formazione per i genitori, anzitutto.
L’Autore affronta poi i due aspetti cardine del documento pontificio: l’antropologia di riferimento e le indicazioni metodologiche. Sul primo punto, il riferimento fondamentale è la persona nella sua totalità di spirito e corpo. E la sessualità è vista come modalità dell’essere da una parte, e dimensione relazionale dall’altra. Essa, perciò, è segno di reciprocità e di complementarità, e come tale naturalmente strutturata all’apertura e al dono all’altro.
Sulle indicazioni metodologiche, l’articolo nota che nel documento del PCF si sostiene l’opportunità di educare la persona alla differenza sessuale e alla vita nel senso di una educazione del sentimento morale, ovvero dell’educazione alla gestione responsabile della libertà. Tale opera deve poter avvenire nella famiglia, primo luogo educativo, ad opera dei genitori, eventualmente aiutati - in modo sussidiario e subordinato - da opportune agenzie educative.
L’articolo si conclude con le indicazioni che il documento del PCF fornisce sulle modalità educative: 1. informare formando e formare informando, secondo i criteri della verità, dell’adeguazione e dell’individualizzazione, della progressività, della tempestività, della decenza e del rispetto del fanciullo; 2. la diversificazione per epoca di sviluppo e per vocazione dell’individuo; 3. l’affrontamento in termini educativi di situazioni impegnative, come l’omosessualità e la prevenzione delle malattie a trasmissione sessuale.
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Kwan, Ming, Anthony Kong, and David Liu. "Extraordinary Educative Environmental Events." Journal of Management and Sustainability 9, no. 1 (March 24, 2019): 101. http://dx.doi.org/10.5539/jms.v9n1p101.
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Using educative environmental protection events such as “Environmental Protection Pioneer Campaign”, “Rewarding Recycling Campaign”, “Green Efforts Give Great Rewards Event”, “Environmental Protection Workshop”, “Environmental Campaign Day”, “Environmental Protection Carnival” and “Second-hand Bazaar” held in Park Island, Hong Kong, as a case study, the purpose is exploring how educative environmental protection events contribute to demonstrate environmentally friendly property management and raise the environmental protection awareness and encourage residents’ involvement to live green.
Design/Methodology/Approach—This paper identifies environmental protection events as an effective strategy to raise environmental awareness for all of the estate residents. The objectives of environmental protection events aimat showing the importance of community involvement, demonstrating educative environmentally friendly property management and encourage residents to live green. Authors conducted twenty-five in-depth semi-structured interviews with participants so as to fully understand the contributions made by the events.
Findings—Educative environmental protection events were perceived by all of the study participants as effective and educative events, which raised environmental awareness, upheld moral obligation to engage in environmental protection, and induced greater pro-environmental behavior to sustainability. Based on the results, the framework of 10 Cs is revealed which contributes to environmentally friendly environment for the next generation. These contributions are:
1) Circulating surplus materials to the needy
2) Choosing public transportation
3) Committing to green education
4) Cultivating pro-environmental behavior
5) Caring for sustainable development
6) Cutting Carbon lifestyle
7) Coordinating efforts to reduce, reuse, and recycle
8) Consuming less electricity
9) Concerning ocean creatures protection
10) Ceasing ozone depleting chemicals products
Practical implications—Based on the insights gained from participants, the 10 Cs contributions are made by educative environmental protection events for nurturing moral obligation to demonstrate environmentally friendly property management and raise the environmental protection awareness and encourage residents’ involvement to live green. Participants should take part in all environmental-protection measures daily. The Estate Management Company and government should deepen cooperation in environmental protection, intensify ecological preservation and build a green living environment.
Originality/value—This paper urges for the importance of all residents, all estate management companies and government to engage in environmental protection for sustainable development. The aim of such an episode is to arouse all stakeholders to participate in environmental protection actively and attentively for green environment.
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Asy'ari, Muhammad. "Moral and Science Integration in The Qur’anic Education Perspective." ADDIN 12, no. 1 (January 9, 2019): 191. http://dx.doi.org/10.21043/addin.v12i1.3616.
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Education is a very important factor for humans, because it can determine the progress of a nation. Man is not only directed to the increase of knowledge, but also moral or morals. In the concept of Islam, education and teaching must be integrated between science and morals. The approach used by the Qur’an in educating and teaching humanity is to achieve balance and harmony symbolized by <em>hasanah fi ad-dunya wa hasanah fi al-akhirah</em>. After man sincerely worship him, then burdened with education and teaching related to educating, teaching and guiding his soul, such as obeying parents, respect for the elder, love the younger and so forth. It is intended by the Qur’an that man is always holy and keep the holiness that God gives. While the power of human thought is directed to read and analyze and conclude the signs and signs of God’s greatness. In such circumstances the Qur’an will be able to give direction, educate and teach people to the path of ultimate life happiness.
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Popovska Nalevska, Gorica, and Filip Popovski. "PROFESSIONAL AND PEDAGOGICAL ETHICS OF TEACHERS." KNOWLEDGE INTERNATIONAL JOURNAL 30, no. 2 (March 20, 2019): 315–20. http://dx.doi.org/10.35120/kij3002315p.
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Professional ethics is a theoretical and applied discipline that studies the established professional morale, behavior among people, employees in a given profession and between different professional groups. Ethics has the task not only to describe patterns of behavior and morality, but also to act through them. Schools and teachers are major factors in the ethical building of a person. They promote the general moral norms of society and, through the curriculum, organize programs on the development of positive moral properties, character and personality of the student. Pedagogical ethics is a special kind of professional ethics, which aims at creating the most accurate, most humane, most correct fulfillment of the profession teacher. Pedagogical ethics is a projection of social morality, hence the ultimate goal of the teacher is to educate members of society. The more serious contradiction of the teacher's professional role in the traditional and contemporary concept of teaching, which are often parallel in our educational practice, is only one of the more significant difficulties and reasons for the general acceptance of the code of the teacher's profession.
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Pleshkevich, E. A. "The Libraries’ contributing to the Victory in the Great Patriotic War." Scientific and Technical Libraries, no. 7 (September 4, 2020): 111–20. http://dx.doi.org/10.33186/1027-3689-2020-7-111-120.
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Review of the book: Mazuritsky A. M. Libraries in the years of Great Patriotic War: A learning guide. – Orel, 2020. – 139 p.The reviewed textbook introduces to the history of Russian librarianship during the Great Patriotic War. The structure of the manual is overviewed. The didactic analysis demonstrates the presentation logic which facilitates learning and is of great ethical educative value. In terms of scientific discussion, recommendations are given for further development of this subject scope to cover the following issues: 1) library support facilities for high morale and combative mood of the Red Army (the front-line and navy libraries); 2) library support of healing and bibliotherapy (hospital libraries); 3) library and information support of promising research and development projects (scientific and technical libraries of plants and factories); 4) libraries in the system of cultural, educational, moral and psychological support for the residents of blockaded Leningrad; 5) library support of high morale of the population and its faith in the victory over the enemy. The significance and relevance of the learning guide is emphasized. The reviewer recommends to prepare a textbook on the history of library construction during the Great Patriotic War.
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Serodio, Aluisio, Benjamin I. Kopelman, and Patricia U. R. Bataglia. "Promoting moral and democratic competencies: towards an educational turn of Bioethics." Revista Bioética 24, no. 2 (August 2016): 235–42. http://dx.doi.org/10.1590/1983-80422016242123.
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Abstract The purpose of this paper is to present Bioethics, particularly its educational aspect, as a way to promote moral and democratic competencies, thus improving a personal capacity to face not only bioethical issues but also broader ethical, moral and even political problems. We believe that we should invest educative efforts on the affective and cognitive aspects of moral behavior if we want to promote the capacity to make moral judgments and act according to them. In pluralistic democratic societies, it is necessary to also promote the capacity to speak up and listen to arguments as a means to deal with moral problems. Any Bioethics which does not also include an educational action is prone to lose most of its significance. We propose that Bioethics should be led to an educational turn, focusing on the construction of an educative toolbox composed of interventional and evaluative instruments.
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Rodin, Rhoni. "URGENSI KETELADANAN BAGI SEORANG GURU AGAMA (Kajian Terhadap Metode Pendidikan Islam)." Cendekia: Jurnal Kependidikan dan Kemasyarakatan 11, no. 1 (June 1, 2013): 149. http://dx.doi.org/10.21154/cendekia.v11i1.396.
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Abstract: Education is a process to humanize human beings. Therefore, the methods employed by the teacher should provide valuable characters since students make the teacher as the central figure in the process of learning. Moreover, the world’ figures that serve valuable morals for students are currently in crisis. In this void, therefore, the field of education should be triggered by improving the quality of teacher’s performance,especially for the religious teacher. The religious teacher is highly demanded to give valuable characters in all aspects of life. Hence, the educational process is not only to transfer knowledge but also to build moral values to students. Teacher’s modelingplays a vital role in the teaching-learning process. In accordance to this, the religious teacher also functions as a spiritual father for students who provides knowledge, moral values, and justification. In this case, the teacher requires not only to have adequate pedagogical skills, but also to be able educate students well. This is due to the fact that education is aimed not only to transfer knowledge, but also to build valuable character,that is the teacher’s ability to provide model of valuable attitude and positive values to students.
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Mayer, Jeffrey S. "“To Educate for the Practice of Freedom”." Praxis: An Interdisciplinary Journal of Faith and Justice 2, no. 1 (2019): 85–111. http://dx.doi.org/10.5840/praxis202021010.
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Sounding the call for an integral human development, CST invites considering the subsidiary nature of relationships at multiple levels of society as a spiritual matter. Drawing from diverse sources in theology, relational sociology, and evolutionary biology, this essay explores Catholic educational institutions and their role in fostering the moral agency of students and faculty. In the face of epidemiological evidence of the social ills of economic inequality, the question becomes: Do we have the freedom to imagine an alternative to current trends in the commodification of education? The partnership of Catholic Relief Services and the university offers hope as a relational subject from which emerges the good of mutuality. Integrating student experiences from the classroom to the field, this essay advances the development of a “pedagogy of liminal mutuality” in the reciprocal practices of solidarity-building at and from the margins.
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Otta, Gracia M. N. "ETHICS AND VALUES EDUCATION THROUGH ANTHROPOMORPHISM IN EAST NUSA TENGGARA FOLKTALES." Englisia Journal 5, no. 2 (May 1, 2018): 82. http://dx.doi.org/10.22373/ej.v5i2.2961.
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This study describes anthropomorphism that contains ethics and values education within East Nusa Tenggara folktales in Indonesia. The study explored the data on anthropomorphism based on the students’ textbooks of the local content subject, “Pengetahuan Lingkungan dan Sosial Budaya Daerah Nusa Tenggara Timur Sekolah Dasar Kelas 2” and“Cerita Rakyat Nusa Tenggara Timur Sekolah Dasar Kelas 6”. The textbooks containing the folktales were published in 2012 by CV Jala Makmur – Kupang. There were 20 folktales in the textbooks, but the anthropomorphisms investigated were only within four folktales, in which the animals behaving like human beings. The study was library research based, using a descriptive qualitative method. The study applied a moral approach since the value of anthropomorphism is to educate the readers. The results of this study showed that there were eight values to learn in Hoga Woe, three in Nenek Bupu Repu, five in Asu Nok Maleobibi, and five in Dhone dan Kaju. This study concludes that folktales can be one of the teaching and learning materials for introducing morals, attitudes, and good judgments to the young students in ethics and values education. In addition, folktales can be developed into plays, from which the students can play the characters in order to easily absorb moral education in a fun and interesting way.
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Nurhayati, Nurhayati. "PEMIKIRAN PENDIDIKAN SAYYID IDRUS BIN SALIM ALJUFRI DALAM PEMBENTUKAN AKHLAK ISLAMI." Rausyan Fikr: Jurnal Studi Ilmu Ushuluddin dan Filsafat 14, no. 1 (August 15, 2018): 183–208. http://dx.doi.org/10.24239/rsy.v14i1.327.
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This paper discusses in depth the nature of the educational thoughts of Sayyid Idrus bin Salim Aljufri in the effort to establish Islamic morality in the midst of people experiencing moral disturbances both theologically and sociologically. Using descriptive-analytical methods, this discussion concludes that the nature of educational thought Sayyid Idrus bin Salim Aljufri is an attempt to comprehensively educate all the potential that exists in man himself, including: reason, morality, spiritual and social, and it is done continuously because education is a process that humans must go through throughout their lives. To maintain the educational thinking that he had built, Sayyid Idrus bin Salim Aljufri carried out the development passed by the Educational Institution Alkhairaat, in general it could be described in three aspects, namely: institutional aspects, organizational aspects and aspects of the curriculum. Thus it will form Islamic moral values in the midst of society such as: adherence to rules, especially rules that have been outlined by God Almighty, mutual respect for ma'ruf and nahi mungkar, invite each other to do good deeds, show identity as a Muslim. It is all inseparable from the method of education approved by Sayyid Idrus bin Salim Aljufri through the integration between science and morals and the nature of Washathiyah or tawazun / moderate
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Pilapil, Renante D. "From Institutions to Persons?" Journal of Human Values 24, no. 3 (May 10, 2018): 166–73. http://dx.doi.org/10.1177/0971685818774152.
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This article examines two potential Rawlsian arguments, namely the moral dualism argument and the educative effect of institutions argument as regards the extension of the primary subject of justice to personal conduct. The article makes two claims. First, while moral dualism is a logical step to make, it suffers from a potential conflict between the principles that apply to institutions and those that govern personal conduct. Second, despite the attractive features of the educative effect of institutions argument, an explanative gap has to be filled in order to account for how and why individuals comply to just institutions. In the end, the article concludes that extending Rawls’s theory of justice to include personal conduct may be difficult to sustain.
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Pantic, Natasa. "Moral education through literature." Zbornik Instituta za pedagoska istrazivanja 38, no. 2 (2006): 401–14. http://dx.doi.org/10.2298/zipi0602401p.
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This paper examines a variety of perspectives on the role of literature in moral education. These proceed from general considerations to more specific issues that remain contested to the present day, such as distinction between individual and social morality. Others bring any literature under suspicion in the post-structuralist era, such as the cultural relativity of morality, distinctions between aesthetic and moral dimensions of literary works, and between moral awareness and behavior. The discussion is illustrated through considerations of the place of literature in English moral education from the Victorians to the present day. The discussion of dilemmas that policy makers and educators face today focuses on three dilemmas that often serve to question a possibility of justifying the morally educative power of literature: cultural relativism in literature and ideology (and its implications for the canon), the distinction between an aesthetic and moral power of literature, and finally, the doubts about the transferability of moral awareness acquired through literature to actual moral conduct. .
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Yunianto, Dwi. "KETAHANAN KELUARGA SEBAGAI BASIS PENDIDIKAN DI TENGAH PANDEMI COVID 19." TA'DIBUNA: Jurnal Pendidikan Agama Islam 3, no. 1 (July 20, 2020): 1. http://dx.doi.org/10.30659/jpai.3.1.1-12.
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This paper aims to describe the role of parents as educators to their children in the midst of the corona virus outbreak in the family environment. This paper uses a qualitative method with a descriptive analysis approach. The background of this paper is because many parents do not know their obligation to provide education to their children, especially in the family. Education in schools has apparently not been able to fully educate students, especially in the fields of religion and morals, this is evident by many students who do not understand religion, reading the Qur'an, are also increasingly widespread juvenile delinquency, ranging from fights, drugs and so forth. The purpose of education in the family is so that children are able to develop optimally both physically, spiritually, and intellectually. The role of parents in the education process is to use all means or methods such as examples, advice, story, or punishment. The role that is no less important is that parents provide educational material such as religious, social, physical, moral, and intellectual education.Keywords: Family, Base, Education�
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Khumaini, Fahmi. "Reconstruction of Maqasid Syariah Value’s in the Islamic Political Culture." Journal Intellectual Sufism Research (JISR) 2, no. 1 (November 21, 2019): 14–20. http://dx.doi.org/10.52032/jisr.v2i1.57.
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Islam is a complete view of life, that is the integral of religion with politics, law and community. The reform of society requires referring to Islam that is a reform of religion-politic taking inspiration from the Quran and Sunnah. In this current situation, the unfinished problem is the practice of corruption that takes personal or group advantage. It happens because of the disappearance of values of aqida and the way of thinking which contain s Islamic purposes, tillit destruct s the moral system of society and economic gap. The improvement of Culture and political purpose fundamentally are needed both philosophically and practical. The term politic means care (ri'ayah), reform (ishlah), establish (taqwim), guidance (irsyad) and educate, Thus there is a common with the meaning of maqasid Syaria fundamentally, that emphasize s the improvement continuously in the system or role related to the personal culture or in society, and as an instrument of social design that produce an individual and society in increasing the quality of education, morals and aqida in.
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Nowak, Ewa, and Georg Lind. "Mis-Educative Martial Law – The Fate of Free Discourse and the Moral Judgment Competence of Polish University Students from 1977 to 1983." ETHICS IN PROGRESS 9, no. 2 (February 8, 2019): 56–74. http://dx.doi.org/10.14746/eip.2018.2.5.
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The reprinted paper refers to Georg Lind and his colleagues’ MCT-based FORM study conducted at several European universities in 1977-1983, including Polish ones. After a short phase of democratization, in 1981 Polish society suddenly faced martial law. That experience had an impact on Polish students moral-, discursiveand democratic competences, as measured by MCT. When Ewa Nowak started her Alexander von Humboldt Foundation supported research stay under the supervision of Professor Georg Lind (University of Konstanz, 2008-2010), they were inspired to revisit and discuss the puzzling Polish research findings of 1981/3. According to their main hypothesis, martial law restricted free speech at universities, and free speech is a key facilitator of the development of moral and democratic competence. In 2018, after a decade of collaborative research on moral and democratic competence, Lind, Nowak and colleagues started a new international MCT study in several Central- and East European countries to examine the impact of the contemporary constitutional crisis in Poland (and the institutional crisis within the European Union) on students’ moral and democratic competencies. In 2018/9 the 40th anniversary of the Moral Competence Test (MCT) and Konstanz Method of Dilemma Discussion (KMDD) will be celebrated. We would like to provide you with the most recent research findings soon.
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Supriyantini, Supriyantini, and E. Zaenal Arifin. "NILAI PENDIDIKAN DAN MORAL DALAM NOVEL “DENDAM” SI YATIM-PIATU KARYA SINTHA ROSSE." Pujangga 5, no. 1 (January 11, 2020): 47. http://dx.doi.org/10.47313/pujangga.v5i1.731.
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<p>ABSTRACT<br />Novel Dendam si yatim Piatu by Sintha Rose is a work of the writer's creativity in describing the life of the<br />main character. The study aims to describe (a) educative values and (b) moral values in this novel. The<br />method used is descriptive qualitative and literature study. The theoretical framework in this study is the<br />nature of literature, the benefits of literature for teaching literature. The findings of this study is the existance<br />of the educative values cover the value of education, faith, intellectual, psychology, moral, and the value of<br />physical education. Human values that elevate standard and the dignity of the main character from zero to<br />hero. The faith and intellectual values go together and complement each other. Allah will exalt in degree<br />those of you who believe and those who have been granted. The moral values found in this novel are<br />religious, individual, and social values. The main character of this novel has a "charming" personality, he<br />always thinks positively in the life that he has been through.<br />Keywords: Creativity, educative values, moral values, human values.<br />ABSTRAK<br />Novel Dendam si Yatim-Piatu karya Sintha Rosse merupakan hasil kreativitas penulis dalam<br />menggambarkan kehidupan tokoh utama. Tujuan penelitian adalah untuk mendeskripsikan (a) nilai-nilai<br />pendidikan dan (b) nilai-nilai moral yang ada di dalam novel ini. Metode yang digunakan adalah metode<br />deskriptif kualitatif dan studi pustaka. Kerangka teori dalam penelitian ini adalah hakikat sastra, manfaat<br />sastra bagi pengajaran sastra, Penelitian ini menemukan nilai-nilai pendidikan di dalam novel ini antara lain<br />nilai pendidikan, nilai pendidikan keimanan, nilai pendidikan intelektual, nilai pendidikan psikis, nilai<br />pendidikan akhlak, dan nilai pendidikan fisik. Nilai kemanusiaan yang mengangkat harkat dan martabat tokoh<br />utama dari yang tidak ada apa-apanya dan tidak terpikir akan menjadi apa-apa, di penghujung cerita memiliki<br />segalanya karena dia bisa meraih cita dan asanya. Adapun nilai keimanan dan intelektual beriring dan saling<br />melengkapi. Allah akan mengangkat derajat hambanya yang beriman dan berilmu satu tingkat lebih tinggi<br />dibandingkan dengan manusia yang tidak beriman dan berilmu. Nilai-nilai moral yang ditemukan di dalam<br />novel ini adalah nilai moral religius, nilai moral individual, dan nilai moral sosial. Tokoh utama memiliki<br />moral yang sangat ―memesona‖, ia selalu berpikir positif dalam kehidupan yang ia jalani.<br />Kata Kunci: kreativitas, nilai pendidikan, nilai moral, nilai kemanusiaan</p>
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Patel, Dr Mahesh. "Part Of Professor In Advocate Conscience And Attitude In Insignificant Improvement." American Journal of Social Science and Education Innovations 2, no. 09 (September 24, 2020): 225–28. http://dx.doi.org/10.37547/tajssei/volume02issue09-35.
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This paper looks at the function of educators in both multi-culture and multi-ethnic schools of A.P. Private Schools and single-culture schools, for example, Backward, plan class and Schedule clan government assistance schools. One of the objectives to grant esteem based instruction is to feed a responsibility towards comprehensive turn of events. To achieve this, it is basic that educators instruct appropriately, both in what they educate and by they way they instruct. This article investigates that, the thought by analyzing the key terms: 'training', 'morals in instruction', 'esteem based instruction', and 'social change'. To begin with, meanings of "instruction" are analyzed, and it is contended that how training is advancing moral qualities among the understudies through the function of educator and instructor training. This prompts a conversation of the idea of comprehensive development, which is introduced regarding three issues: incorporation and human instinct, liberated from discipline and provocation of auxiliary brutality on understudies, and individual pledge to morals. At long last, the idea of social change is inspected in its relationship to the thought of intensity, acculturation of instructor nature and character, to the significance of imagining a superior world, and to the significance of gathering activity. At last, study hall models are given that delineate manners by which both substance and instructional method can add to the objective of training for comprehensive turn of events and positive social change.
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Romanazzi, Grazia. "Educare alla legalità per prevenire la devianza." EDUCATION SCIENCES AND SOCIETY, no. 1 (July 2019): 211–24. http://dx.doi.org/10.3280/ess1-2019oa7953.
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Starting from youngsters' statements of "little trust" in the main established institutions (including government, politics, police, healthcare, Church, education and family), the author delves into the motivations and effects of the widespread mistrust of the new generations towards the adult society. The reasons seem to include the ethical-moral disorientation and the value void characterizing youth nowadays. Young individuals need certainties, rules and limits allowing them to orientate and regulate themselves in an increasingly fast world, with frontiers that are no longer insuperable. The adults have abdicated from their educational responsibilities, in favor of an elusive friend figure (i.e., the parent-friend, the teacher-friend) that has nothing to do with the healthy and physiological asymmetry allowing the child/adolescent to differentiate him/herself from the adult in order to grow up. Deviance, therefore, defined as having a harmful, offensive and abusive conduct, and leading, in the worst case scenario, to delinquency, becomes an expression of discomfort that does not find alternatives for communication. Considered such an emergency, the author offers methodological recommendations and practical tools, such as orientation, counseling, writing cure, in order to promote prevention, favoring education paths to legality, to spread authentic values, sense of justice, responsibility towards others, desire to collaboration and sharing, aiming to a more human and democratic society.
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Litvak, R. A., and K. S. Zhunusova. "THE DEVELOPMENT OF SPIRITUAL AND MORAL QUALITIES OF THE INDIVIDUAL AS THE BASIS FOR THE FORMATION OF THE CIVIC POSITION OF STUDENTS." Современная высшая школа инновационный аспект, no. 3 (2020): 131–38. http://dx.doi.org/10.7442/2071-9620-2020-12-3-131-138.
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The problem of development of spiritual and moral qualities of modern students is discussed. It is noted that the orientation of young people to spiritual and moral values and the formation of personal qualities in accordance with this orientation develops in a complex conditions. In this regard, the task set by our state and society becomes urgent – to educate a spiritual and moral citizen of the country, able to solve complex problems not only personal, but also social. The program of formation of a civil position of student youth is presented. It is noted that it promotes formation of development of spiritual and moral qualities of the personality of student youth.
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Maturazova Z, Asamatdinova J,. "Education of Adolescents in Outstanding Time for the Purpose of Forming the Value Orientation of the Personality." Psychology and Education Journal 58, no. 2 (February 1, 2021): 1457–61. http://dx.doi.org/10.17762/pae.v58i2.2295.
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In given article actual problems of moral and esthetical upbringing based on our national and human values are considered, the recommendations how to educate teenagers with the aim of forming a valuable orientation are given
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Richardson, Henry S. "Institutionally Divided Moral Responsibility." Social Philosophy and Policy 16, no. 2 (1999): 218–49. http://dx.doi.org/10.1017/s0265052500002454.
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I am going to be discussing a mode of moral responsibility that anglophone philosophers have largely neglected. It is a type of responsibility that looks to the future rather than the past. Because this forward-looking moral responsibility is relatively unfamiliar in the lexicon of analytic philosophy, many of my locutions will initially strike many readers as odd. As a matter of everyday speech, however, the notion of forward-looking moral responsibility is perfectly familiar. Today, for instance, I said I would be responsible for watching my nieces while they swam. Neglecting this responsibility would have been a moral fault. When people marry, they undertake responsibilities, of moral import, of fidelity and mutual support. When people have children, they accrue moral responsibilities to feed, rear, and educate them. Not all forward-looking responsibilities are moral. While finishing this essay, I have had to keep an eye on a number of my administrative responsibilities, and, while reading it, you may well be occasionally distracted by some of your own. The notion of a responsibility that we accrue or take on, to look out for some range of concerns over some range of the future, is, then, perfectly familiar. Because this common notion of forward-looking responsibility has not been integrated into recent moral theory, however, my philosophical discussion of it will initially seem strange.
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Barker, Chris. "Dostoevsky and Education through Punishment." Review of Politics 80, no. 3 (2018): 463–86. http://dx.doi.org/10.1017/s0034670518000207.
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AbstractIn an important 1984 paper, “The Moral Education Theory of Punishment,” Jean Hampton argues that the practice of inflicting painful criminal punishments is justified only if punishment is morally educative. Hampton's suggestion forms the point of departure for this article on Dostoevsky'sCrime and Punishment. I show that Dostoevsky agrees with Hampton that punishment should aim at moral reform; however, Dostoevsky presents no evidence that self-punishment or legal punishment reliably cultivates respect for law, legal authority, oneself, or others as moral agents. Instead, Dostoevsky's post-Siberian writings are highly critical of Russian criminal justice, and emphasize that moral education comes through dialogue, reflection, and criticism. This highly individualized treatment may be experienced as painful, but it does not have to result from, and it may even be impeded by, legal “hard treatment.”
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Casanoves de la Hoz, Marina. "Coneixements en biotecnología dels futurs professors/es: un nou enfocament educatiu." Universitas Tarraconensis. Revista de Ciències de l'Educació 1, no. 2 (December 21, 2015): 75. http://dx.doi.org/10.17345/ute.2015.2.644.
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Justificació i necessitats de la investigacióActualment, Europa està passant per un moment de transformació. Amb el pas de les dècades, hi ha hagut una revolució en el camp de la recerca i més concretament en la biotecnologia i la genètica. La biotecnologia ha estat una força impulsora en la millora de la salut i la qualitat dels ciutadans europeus. A través d’aquest fet, la Unió Europea ha promogut diverses iniciatives en els últims anys per estimular i coordinar els avenços en biotecnologia. Segons la Comissió Europea, el ràpid desenvolupament de la biotecnologia moderna i l’enginyeria genètica ha provocat una fissura entre el què entén la comunitat científica com un risc o un benefici i el què és entès per la societat. En el moment d’involucrar la societat en la presa de decisions sobre les polítiques científiques, es necessiten ciutadans ben informats que siguin capaços de prendre decisions basades en conclusions científiques combinades amb consideracions morals i ètiques. El primer pas per educar les noves generacions és amb la formació del professorat. El professorat juga un paper crític i central en el sistema educatiu. Per això, l'alfabetització biotecnològica dels estudiants de magisteri és té en gran consideració, ja que es convertiran en un col·lectiu influent de les següents generacions. Així doncs, les actituds que tenen els professors cap a la ciència i la biotecnologia influeixen en l’ensenyament de la ciència a l’escola.
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Saifullah, Ach. "MENGEMBANGKAN SOFT SKILLS GURU UNTUK MENDIDIK AKHLAK MULIA SISWA." Muróbbî: Jurnal Ilmu Pendidikan 4, no. 2 (September 22, 2020): 285–300. http://dx.doi.org/10.52431/murobbi.v4i2.335.
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Soft Skills are the non-technical abilities that a person possesses when dealing with himself (intra-personal skills) and others (inter-personal skills). While morals are the nature of deeds that have been embedded and rooted very strongly in a person so that to do it will be easy and easy without any thoughts and considerations. The role and duties of teachers are not limited to transferring knowledge. Personality competence and social competence are needed as soft competences to educate students' morals. This shows that the soft skills of a teacher become software that always accompanies the learning process.
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Rahmani, Eka. "AN ANALYSIS OF ‘A MILLION DREAMS’ SONG : FIGURATIVE LANGUAGES AND MORAL INTERPRETATIONS." Jurnal Ilmiah Spectral 6, no. 2 (September 29, 2020): 115–23. http://dx.doi.org/10.47255/spectral.v6i2.61.
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The qualitative study aims at presenting the results of figurative languages and moral interpretations of A Million Dreams songs. From the analysis, it was indicated that there were eleven types of fig-urative languages and two moral values interpreted from the song. The details of figurative language analysis are 13 imageries (20,6%), 4 personifications (6,3%), 2 paradoxes (3,7%), 14 symbols (22,22%), 6 idioms (9,52%), 9 hyperboles (14,28%), 8 repetitions (12,69%), 1 simile (1,58%), 1 met-aphor (1,58%), 1 assonance (1,58%), and 6 consonances (9,52%). Meanwhile, the moral values were about (1) it was important for young people to have visions for a better future lives; and (2) having companions who could be a place for sharing was valuable. In short, as being comprehended that figurative languages and moral values are two educative elements in songs, the researcher expected that the results of this study would bring significances to the target readers.
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Anisah, Eni Nur, and Evita Widiyati. "IMPLEMENTASI MODEL PEMBELAJARAN HABIT FORMING DALAM PEMBENTUKAN KEPRIBADIAN HOLISTIC MELALUI PEMBELAJARAN AQIDAH AKHLAK DI SEKOLAH ADIWIYATA MI AL-FALAH KUNCUNG BANYUARANG NGORO JOMBANG." Abdau: Jurnal Pendidikan Madrasah Ibtidaiyah 3, no. 2 (December 15, 2020): 98–112. http://dx.doi.org/10.36768/abdau.v3i2.143.
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School is one of the educational institutions that organizes the teaching and learning process to guide, educate, train and develop student’s abilities to achieve educational goals, including human character at MI Al-Falah Kuncung there is a habit, especially in carrying out daily habits.The focus of research on this thesis is as follows: 1) How is the learning of aqidah akhlak in grade IV at the adiwiyata school MI Al-Falah Kuncung Banyuarang Ngoro Jombang?, 2) How is the implementation of the habit forming learning model in the adiwiyata school MI Al-Falah Kuncung Banyuarang Ngoro Jombang?, 3) What is the holistic personality of the fourth grade personality of the fourth grade students at MI Al-Falah Kuncung Banyuarang Ngoro Jombang adiwiyata school?The approach in this research uses a qualitative approach with a descriptive type. The research setting took place at MI Al-Falah Kuncung Banyuarang Ngoro Jombang. Meanwhile the data sources are teachers of aqidah morals, classroom teachers, students, and directors. Way of unifying data using interviews, observation, and archiving.The research results obtained by the researcher are as follows: 1) learning aqidah akhlak is carried out by applying a habit that is in accordance with the personality that you want to build on learning aqidah morals, namely by opening greetings, greeting students at the core of reading, listening, and discussing. After that, the cover held a reflection and concluded together, 2) the application of the habit forming learning model starting from (the habit formation model sequence) the steps of habit forming in students habits are carried out continuously and someone or role model, and 3) a holistic personality what is seen in grade IV students is that they are able to apply moral behavior, and also position their behavior as a student, but they have not been able to control their own behavior, this can be seen from the attitudes of some students when learning aqidah morals takes place they do not concentrate and tend not to pay attention to the teacher.
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Rorty, Amélie Oksenberg. "The Advantages of Moral Diversity." Social Philosophy and Policy 9, no. 2 (1992): 38–62. http://dx.doi.org/10.1017/s0265052500001394.
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We are well served, both practically and morally, by ethical diversity, by living in a community whose members have values and priorities that are, at a habit-forming, action-guiding level, often different from our own. Of course, unchecked ethical diversity can lead to disaster, to chaos and conflict. We attempt to avoid or mitigate such conflict by articulating general moral and political principles, and developing the virtues of acting on those principles. But as far as leading a good life — the life that best suits what is best in us — goes, it is not essential that we agree on the interpretations of those common principles, or that we are committed to them, by some general act of the will. What matters is that they form our habits and institutions, so that we succeed in cooperating practically, to promote the state of affairs that realizes what we each prize. People of different ethical orientations can — and need to — cooperate fruitfully in practical life while having different interpretations and justifications of general moral or procedural principles. Indeed, at least some principles are best left ambiguous, and some crucial moral and ethical conflicts are best understood, and best arbitrated, as failures of practical cooperation rather than as disagreements about the truth of certain general propositions or theories.This way of construing ethical conflict and cooperation carries political consequences. It appears to make the task of resolving ethical conflicts more modest and, perhaps, easier to accomplish. But it raises formidable problems about how to design the range of educative institutions that bridge public and private life.
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Jannah, Miftahul. "Pola Pengasuhan Orang Tua Dan Moral Remaja Dalam Islam." JURNAL EDUKASI: Jurnal Bimbingan Konseling 1, no. 1 (January 1, 2015): 63. http://dx.doi.org/10.22373/je.v1i1.318.
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Style of parenting can`t be separated by moral behavior in educating children, how to have morals in life, especially in the family environment and parents this sekolah.Dewasa many difficulties and problems in educating children, from academics, intellectuals, state officials moreover from lower socioeconomic circles who have no education and mature economies. The problem lies in the failure of parents to educate generations obedient to Allah and will understand Islamic values. Various problems occur for example brawl, free sex, lack incapacity to control children in the associate, drugs, and various other criminal. Events and these events often occur in big cities but now shifts to all levels of society, both in rural and metropolitan cities. The teenagers went along with all the negative behavior without thinking about the impact of the negative impacts that will be experienced both for himself and his parents have failed to maintain the good name of both parents in the world and in the presence of Allah, for failing to do good deeds as an eternal charity before Allah Swt.
Our country is far backward from the Islamic civilization since leaving the values of Islam, the developed world have left their ignorance and are following Islamic law that is believed to be true in the welfare of the ummah. Generani Islamic Ummah and Islam must educate by parents who have the foundation of Islam in the household so that kusesesan begins within the family nucleus and then continues into the school environment and the community.
Abstrak: gaya pengasuhan orang tua tidak terlepas dengan moral dalam mendidik perilaku anak, bagaimana agar memiliki moral dalam kehidupan, terutama di lingkungan keluarga dan sekolah.Dewasa ini orang tua banyak mengalami kesulitan dan permasalahan dalam mendidik anak, b aik dari kalangan akademisi, intelektual, petinggi negara apalagi dari kalangan sosial ekonomi bawah yang tidak memiliki pendidikan dan ekonomi yang matang. Permasalahan orang tua terletak pada gagalnya mendidik generasi yang taat pada Allah Swt dan paham akan nilai-nilai keislaman. Berbagai masalah terjadi misalnya tawuran, free sex, ketidak sanggupan mengontrol anak dalam bergaul, narkoba, dan berbagai macam kriminal lainnya. Kejadian dan peristiwa ini sering terjadi di kota besar namun sekarang bergeser ke semua tingkatan masyarakat baik di desa, dan kota metropolitan. Para remaja ikut - ikutan dengan segala dampak perilaku negatif tanpa memikirkan dampak negatif yang akan dialami baik untuk dirinya dan orang tuanya telah gagal menjaga nama baik orang tua baik di dunia dan di hadapan Allah Swt, karena gagal dalam beramal shalih sebagai amal yang kekal di hadapan Allah Swt. Negara kita jauh mundur ke belakang dari peradaban Islam karena meninggalkan nilai-nilai islam, dunia maju telah meninggalkan kejahilan mereka dan sedang mengikuti syariat islam yang diyakini kebenarannya dalam mensejahterakan ummat. Ummat islam dan generani Islam harus didik oleh orang tua yang memiliki landasan keislaman dalam rumah tangga sehingga kusesesan di mulai dalam keluarga inti kemudian berlanjut ke dalam lingkungan sekolah dan masyarakat
Kata kunci: Pola Pengasuhan orang tua, moral dan remaja
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Pertiwiningrum, Agustina, Muslimin Ibrahim, and Yuni Sri Rahayu. "IMPLEMENTASI PERANGKAT PEMBELAJARAN BERKARAKTER BERORIENTASI MODEL PEMBELAJARAN PEMAKNAAN UNTUK MELATIHKAN SIKAP MORAL SISWA." JPPS (Jurnal Penelitian Pendidikan Sains) 2, no. 2 (January 25, 2017): 240. http://dx.doi.org/10.26740/jpps.v2n2.p240-249.
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Implementation peripheral of study with character aim to overcome student moral decadence with moral attitude and improve result learn cognate at Human Reproductive System being use meaningful model study.The researcher use One Group Pretest-Postest Design during the implementation. The data were analized using quantitative and qualitative descriptive analysis. Result of implementation peripheral of study with character orient model study of meaningful in this research categorized very good. The implementation of the four lesson plans were very good. The 23 learning objectives were achieved. The achievement of moral attitude in moral knowing, moral feeling, and moral acting were very good. Suggestion the proposed is require to be developed by peripheral of study with character at different discussion fundamental to inculcate character values to educative participant Implementasi perangkat pembelajaran berkarakter bertujuan untuk mengatasi dekadensi moral siswa dengan membelajarakan sikap moral dan meningkatkan hasil belajar kognitif pada pokok bahasan Sistem Reproduksi Manusia menggunakan model pembelajaran pemaknaan. Rancangan penelitian yang dipakai adalah One Group Pretest-Postest Design dan hasil penelitian dianalisis menggunakan teknik analisis deskriptif kuantitatif dan kualitatif. Hasil implementasi perangkat pembelajaran berka rakter berorientasi model pembelajaran pemaknaan dalam penelitian ini dikategorikan sangat baik. Keterlaksanaan rata -rata dari keempat RPP dikategorikan sangat baik. Ketuntasan dari 23 Tujuan Pembelajaran tercapai. Hasil belajar kognitif mencapai 95% tuntas. H asil belajar sikap moral pada aspek pengetahuan moral (moral knowing), perasaan moral (moral feeling), dan tindakan moral (moral acting) mencapai 100% tuntas dengan kategori sangat baik. Saran yang diusulkan adalah perlu dikembangkan perangkat pembelajaran berkarakter pada pokok bahasan yang berbeda untuk menanamkan nilai-nilai karakter kepada peserta didik.
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Hobgood, Mary E. "Mentoring Moral Courage: Resources in Liberation Ethics, Community Service, and the Social Commitment of the Academy." Horizons 26, no. 1 (1999): 85–104. http://dx.doi.org/10.1017/s0360966900031546.
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AbstractThe essay argues that resources in Scripture, tradition, and social theory are important but insufficient to the task of teaching social ethics. Liberation ethics promotes not only diverse epistemologies to evaluate the structures that mediate social relations, but also moral courage to execute social responsibility. Given this agenda, teaching social ethics also requires community-based learning experiences, democratic classrooms, and the social commitment of the academy. Drawing on student writing and the example of the author's own academic institution, the essay argues that multiple resources and sites are needed to educate students in ethical theory and moral courage.
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Suradi, Ahmad. "Sistem Pendidikan Anak Usia Dalam Konsep Islam (Analisis dalam Teoritis dan Praktis)." AL-ATHFAL : JURNAL PENDIDIKAN ANAK 4, no. 1 (December 28, 2018): 61–84. http://dx.doi.org/10.14421/al-athfal.2018.41-05.
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This article aims to reveal how the education system developed for early childhood in the Islamic concept, which includes curriculum, methods and evaluation of education. The method used in this paper is descriptive qualitative method. The results of the discussion indicate that the education that should be given to early childhood, is to include; first, the aqidah education, this is given because Islam puts the education of faith in the most fundamental position, Second, the Education of worship, so that someday they grow into beings who really piety, that is the devout man to carry out all religious commands and obedient also in steer clear of any ban. Third, moral education, in order to educate morals to the children, in addition to be given the right example, should also be shown about how to respect and to manners with fellow human beings. Islamic educational methods that can and should be applied to early childhood educational activities are exemplary methods, methods of practice and practice, game methods, songs, and stories, methods of targhib and tarhib, methods of praise and flattery and inculcation of good habits. The evaluation for the assessment of the educational process of children at an early age can be done in various ways, among others through the observation and recording of anecdotes which is a record of the attitude and behavior of children.