Implications For Moral Education Research Articles

Should we stop talking about empathy?: Virtual reality, refugee children and the ethics of technology-mediated moral education

ABSTRACT Given much-discussed innovations in Virtual Reality as the ‘ultimate empathy machine’, we offer three provocations regarding the use of Virtual Reality to cultivate empathy: is empathy possible? Is empathy enough? Who controls how empathy is produced, and who is left out? As a case study, we examine the VR films that the United Nations High Commissioner for Refugees has produced about the refugee crisis. Using this as an entry point to discuss the implications for technology-mediated moral education, our analysis aims to provide insights for educators and scholars interested in the use of VR to teach about marginalised communities facing structural injustice. In conclusion, we offer a set of practical considerations to foster reflection on the ethical and effective use of technology in moral education. We advocate for a nuanced approach that emphasises empathy as a catalyst for meaningful change, transforming passive empathy into active solidarity.

Moral educational implications of neuroscientific research on moral decisionmaking

In this study, the two types of moral judgment, rational reasoning and emotional intuition, were analyzed with a focus on neuroscientific interpretation of human responses in the trolley dilemma and footbridge dilemma. Based on such analysis, the cognitive approach required to make correct moral judgments was sought with a focus on establishing the relationship between reason and emotion. And the implications of this neuroscientific approach for moral education were derived. According to the results of neuroscientific research on people's moral judgments in the trolley dilemma and footbridge dilemma, there are many neuroscientific research results supporting that emotional intuition leads to deontological judgments and rational reasoning leads to consequential judgments. In this way, emotional intuition and rational reasoning appear widely in human moral judgment. There is a need to find a method of moral education that can harmoniously utilize emotional intuition, which is fast and efficient but has the potential for bias, and rational reasoning, which is slow but accurate and fair.

Psychological Approach to Moral Courage and Implications of Moral Education

Psychological Approach to Moral Courage and Implications of Moral Education

Pelaksanaan Kebiasaan Ghasab Santri Putri Melalui Pelaksanaan Pendidikan Akhlak Di Pondok Pesantren

This research aims to determine the causes of the ghasab habits of female students at the Roudlotul Huda Islamic Boarding School, Kedungpanji Lembeyan, Magetan, the implementation of moral education for female students at the Roudlotul Huda Islamic Boarding School, Kedungpanji Lembeyan, Magetan, and the implications of moral education for the decline in the ghasab habits of female students at the Roudlotul Huda Islamic Boarding School, Kedungpanji Lembeyan. Magetan. This research is field research with a qualitative approach. Data was taken through interviews, observation and documentation. The data collected regarding the causes of delusional habits, the implementation of moral education and the impact of moral education, were analyzed using the Miles and Hubberman interactive modeling technique. The research results show that the causes of female students' ghasab habits are based on individual factors and circumstances. The implementation of moral education at the Roudlotul Huda Islamic boarding school is through Islamic boarding school education. The implications of moral education for decreasing female students' ghasab habits at the Roudlotul Huda Islamic boarding school are quite effective in reducing female students' ghasab habits and have an impact on the formation of female students' morals.

아동의 공정성 발달에 관한 사회인지적 영역이론의 관점과 초등 도덕교육에의 함의

아동의 공정성 발달에 관한 사회인지적 영역이론의 관점과 초등 도덕교육에의 함의

Sensitivity to moral goodness under different aesthetic contexts

ABSTRACT Does context influence our appreciation of beauty? To answer this question, two experiments were conducted to determine the effect of contextual aesthetics on the recognition of moral behavior. Experiment 1 demonstrated that individuals in a high-aesthetic context had a quicker recognition time for moral behavior than those in a low-aesthetic context. In a low-aesthetic context, individuals recognize immoral behavior more quickly than in a high aesthetic context. Individuals showed greater recognition rates for moral behavior in a high aesthetic context and higher recognition for immoral behaviors in a low aesthetic context for behavior with unclear information. Experiment 2 revealed that individual fixation counts were smaller under the conditions of high aesthetic context and moral behavior than under the conditions of low aesthetic context and moral behavior, indicating a correlation between low aesthetic context and immoral behavior. This study shows that high aesthetic context facilitates the recognition of moral behavior, which has implications for moral education.

THE CONCEPT OF INTERFAITH MARRIAGE: ISLAM-CATHOLICISM AND ITS IMPLICATIONS FOR THE MORAL EDUCATIONS OF CHILDREN

The focus of this study is to provide an explanation of marriage in Islam and Catholicism and its implications for children's moral education. Interfaith marriages often raise pros and cons in society. Those who disagree think that interfaith marriage violates the rules, so it must be avoided. Meanwhile, for those who agree, consider interfaith marriage as a great gift that must be accepted and lived. In the view of Islam and Catholicism, interfaith marriages are actually permissible and of course follow the rules or provisions of each religion. This theme becomes an interesting topic of discussion in this research. The methods used in this research are the descriptive method and a critical reading of the text. This research does not intend to differentiate between Islamic and Catholic marriages but instead seeks to present Islamic and Catholic views on the concept of interfaith marriage and examine the implications of moral education for children in these two major religions. Islam and Catholicism realize that children are a gift, so they should be formed, educated, and fostered. Parents are primarily responsible for the moral education of their children because from them children learn about life.

An assessment of when moral stories promote children’s honesty

Stories are widely used around the world to try to teach children moral lessons. However, it is often difficult for children to figure out how lessons from stories can be applied to real-life settings. In the present research, we tested whether encouraging children to be like the protagonists helps explain the success of positive moral stories (i.e., emphasizing positive consequence of truth-telling) in promoting honesty. Participants were 3- to 6-year-old children (N = 383), and honesty was operationalized in terms of truthful admission to cheating in the Temptation Resistance Paradigm (TRP). The results showed that stories were only effective at promoting honesty among young children when they were encouraged to try being like the protagonist in positive moral stories. Theoretical implications for moral development and practical implications for moral education are discussed.

인격특질에 대한 상황주의 비판의 재조명과 도덕교육적 함의

본 논문은 대중적인 인식과 달리 덕윤리가 끊임없이 받아오고 있는 경험적 적합성에 대한 비판을 일련의 상황주의자들의 주장을 통해 살펴보고, 관련 논쟁이 함의하고 있는 도덕교육의 중요성에 대해 고찰하였다. 이들 학자는 사회 심리학의 실험 연구 결과들을 토대로 ‘일반적으로 사람들은 전체적(global) 인격특질(character traits)을 소유하지 않는다.’는 주장을 개진하며, 나아가 인격의 변화를 목표로 삼는 교육의 타당성에 대해 질문한다. 상황주의적 관점에서 보다 효과적이고 의미 있는 교육은 인격의 변화가 아닌 상황의 통제를 통해 이루어질 수 있는 것이다. 그러나 이러한 논의에도 불구하고 전체적인 인격특질의 존재와 의의를 증명하는 후속 연구들이 지속적으로 이어지고 있으며, 단 그러한 연구들은 상황주의의 주장을 삭제하는 방식이 아닌 이를 수용하고 활용하는 방향으로 나아가고 있다. 이와 같은 후속 연구들의 방향성은 덕윤리와 상황주의의 주장을 대립되는 것이 아닌 상보적인 것으로 보게 하는 초석을 마련한다. 보다 발전적인 논의를 위해, 전체적 특질과 부분적 특질을 현실주의적 관점에서와 이상주의적 관점에서 양자택일을 해야만 하는 대상으로 보는 것이 아니라 연속선상에 있는 것으로 간주하고, 부분적 특질을 가지는 것으로부터 시작하되 완전한 유덕함을 최종의 목표로 지향하는 구도로 관점을 전환할 필요가 있다. 이러한 관점하에서 상황주의가 제기한 여러 논의들은 단지 해묵은 것이 아니라 도덕교육에 대한 적시의 진지한 관심을 불러일으키는 매개체가 될 것이다. 최종적으로 본고는 이러한 함의를 실질적으로 실현할 수 있는 교육 방안들에 대해 논의하였다.

WHEN I READ CAROL GILLIGAN’S IN A DIFFERENT VOICE

This article reviews some of Carol Gilligan’s ideas on the ethics of care and justice, and describes the development and validation of a care-based moral development instrument, the Ethic of Care Interview (ECI). Following Gilligan’s theory, the ECI measures five hierarchical levels of care reasoning that involve a progressively more sophisticated understanding of human interconnection. A series of studies suggests that the ability to care both for others and oneself is a valuable human quality and an important aspect of positive adaptation across the lifespan. The link between care-based moral thought and identity development is strong, especially for women, as Gilligan suggests. Potential decisive determinants of growth in the care ethic and moral maturity are discussed. Gilligan and Erikson agree that crisis reveals and creates character. Conflict, tension and trauma are potential sources of growth and strength. Crisis and life changing events can propel people into a deeper understanding of themselves and the truth of human interdependence. Questions of morality are bound with questions of right and wrong, good and evil, and ultimately of the meaning of life itself. Why be moral? Why care? Why live? Kohlberg and Erikson say that faith and the experience of unconditional love (agape) is required to find an adequate answer to such profound questions. Both contemplated a similar higher spiritual stage of human development – a transcendent perspective beyond the universal to oneness with the whole of life, nature, cosmos or God. A potential parallel higher metaphoric ECI level is considered. It is concluded that care and justice each is a part of agape. Moral maturity involves an integration that reconciles the truths of both. Future studies and implications for moral education are suggested.

Considerations for Moral Education and Altruistic Behavior Particularities in Roma Adolescents

The present study aims at depicting the perspectives on moral education for Roma adolescents related to altruistic behavior. Data were drawn from a sample of sixty-six Roma students studying in rural and urban middle schools and high schools. Participants aged between 13 and 18 years old (M=15.91, SD=1.44) were asked to fill out self-administered questionnaires, assisted by the researcher. This study determined the influence of five moral foundations, such as care, fairness, loyalty, respect, and purity on altruistic behavior. The results showed the importance of care and fairness moral foundations as predictors of altruistic behavior. These results provide some insight into the moral values that may influence altruistic behavior in Roma adolescents. Further, implications for moral education are discussed.

Vietnamese Students' Perceptions of Moral Values: An Assessment by Students at An Giang University

The purpose of this study is to investigate the students' evaluation of the traditional moral education model by six factors including patriotism; Love for people and humanity; The spirit of solidarity; The virtues of diligence and thrift; The Fond of learning; The love of nature and protection of the environment. A questionnaire survey was distributed to 293 students at An Giang University. Experimental results show that most students attach importance to traditional moral education. There are two factors including love for nature and environmental protection; Being fond of learning in the model has influenced the traditional moral education for students at An Giang University, Vietnam. Comparing the two groups of males and females, their satisfaction with the elements of traditional moral education is nearly the same. Comparing 8 groups of students from 8 faculties in terms of their satisfaction with 6 elements of traditional moral education is almost the same, it is not much different. The findings of this study have theoretical and practical implications for moral education in Vietnam. Proposals made for university administrators and educators were discussed.

Analyzing the content of Faiz Al-Kashani's opinions and ideas and inferring their implications for ethical training

As one of the major problems of our time is the crisis of moral education and lack of ethics, today moral education as one of the areas of education has received serious attention from educational scholars. The purpose of this article is to examine Fayz Kashani's ethical views and their implications for moral education. Accordingly, a qualitative analytic-descriptive method based on library studies was employed in this study. To this end, first, Fayz Kashani's works, in particular, the two important educational works of Mohsen Fayz Kashani, namely, “Mohjat-al-Beyza fi Tahzib al-Ahya” and “Al-Haqa'iq Fi Mahasin Al-akhlaq”, and also books and articles on moral education were reviewed. Fayz Kashani's moral system is based on self-knowledge and moderation of physical powers. The results of the study indicated that human ethical training empowers them to overcome their self-centeredness in epistemological, communicative, and emotional contexts. That is to say, people do not make judgments based on their mood, knowledge, information, interests, and behavior, but seek their happiness in the happiness of others, and this contributes to the development of moral happiness

Moral Educational Implication of Emotions: an analysis of Aristotle’s approach to emotion and shame

Moral Educational Implication of Emotions: an analysis of Aristotle’s approach to emotion and shame

A Study on the Moral Educational Implications of ‘Si-cheon-ju’(侍天主) and ‘Bul-yeon-gi-yeon’(不然其然)

A Study on the Moral Educational Implications of ‘Si-cheon-ju’(侍天主) and ‘Bul-yeon-gi-yeon’(不然其然)

The Perspective of Social Cognitive Domain Theory on Social and Moral Judgment of Elementary School Students and Its Implications for Moral Education

The Perspective of Social Cognitive Domain Theory on Social and Moral Judgment of Elementary School Students and Its Implications for Moral Education

A Study on the Similarities and Differences between Confucius and Mozi Ideas and their Moral Educational Implications

A Study on the Similarities and Differences between Confucius and Mozi Ideas and their Moral Educational Implications

Implications for Moral Education from the Aspects of Repetition in Xiao-xue

이 논문은 소학의 수많은 행위세칙, 교훈진술, 모범사례들을 키에르케고르의 반복 개념으로 해석하려는 연구이다. 소학은 성리학의 축소판 또는 입문서의 의미를 갖는 것으로서 단순한 동몽서 이상의 의미를 갖는 저작이다. 소학은 그 구성에서부터 반복의 양식을 가지고 있으며, 그 내용에 있어서도 반복을 구현하고 있다. 수많은 행위세칙 및 태도 진술들, 하나씩 차근차근 해나갈 것을 요구하는 공부론 진술들, 그리고 도덕적 이상에 대한 일관된 추구를 요청하는 모범 사례들은 키에르케고르의 반복과 의미가 맞닿아 있다. 그의 반복 역시 지금 여기에서 자신의 일에 최선을 다하며 미래를 향하여 진행하라는 요청이기 때문이다. 더욱이 소학이 강조하는 敬은 반복의 열정 개념과 대비할 수 있다. 소학을 반복으로 해석할 경우 초등도덕교육에 주는 시사점의 폭은 더 넓어질 것으로 예측할 수 있다.

민주 시민성 교육에 관한 예비 초등 교사의 인식과 도덕교육적 함의

본 연구는 학생들이 ‘현재의 민주 시민’으로 성장함에 있어 중요 영향 요인이 될 수 있는 교사가 민주 시민성 교육에 관하여 어떠한 인식을 지니고 있는지 파악하고, 이를 기반으로 한 도덕교육적 함의를 도출하기 위한 목적을 지닌다. 이러한 연구 목적의 달성을 위해 총 26명의 예비 초등 교사를 대상으로 그들의 인식 현황이 담긴 과제물 보고서를 수집 및 분석하였으며 그 결과는 다음과 같다. 첫째, 예비 초등 교사들은 민주 시민성 교육의 목표가 되어야 할 좋은 시민의 모습에 관하여 민주 시민적 지식·이해, 민주 시민적 가치·태도·성향, 민주 시민적 기술ㆍ기능 측면의 3개 범주에서 인식하고 있다. 둘째, 예비 초등 교사들은 현행 학교 교육에서의 민주 시민성 교육의 문제점과 개선 방안에 관하여 교육 내용적 측면, 시간적 측면, 방법적 측면, 환경적 측면의 4개 범주에서 인식하고 있다. 이러한 결과는 도덕과에서 민주 시민성 교육에 관한 보다 풍부한 논의와 연구 결과에서 드러난 인식 상의 구성요소나 범주 측면을 고루 고려하는 실질적 개선이 필요하다는 함의를 시사한다.

The narrative of the Junzi as an exemplar in classical confucianism and its implications for moral and character education

There have been questions that are directed toward the outcome of using an exemplar in moral and character education. Meanwhile, the role of the narrative in the context of moral and character education has often been viewed as being didactic and being used to indoctrinate moral lessons only. On the other hand, some scholars have also attempted to explore the significances of the exemplar and the narrative for moral and character education. In classical Confucianism, the exemplar refers to the Junzi. Moreover, there were many narratives concerning the lives of the exemplars mentioned by Confucius, Mencius and Xunzi for their students to emulate and aspire to. This paper argues that the utilization of the exemplar and the narrative in classical Confucianism can offer us another perspective for conducting moral and character education. This paper firstly illustrates the notion of the Junzi as an exemplar in classical Confucianism. Then, it explores the role of the narrative of the Junzi as an exemplar in classical Confucianism. Lastly, it discusses its four implications for moral and character education, comprising: (1) assisting students to discover the commonality of their exemplars and themselves as the starting point to emulate their exemplars; (2) helping students to build their morality and character through their interaction with ‘many others;’ (3) guiding students to create a proper narrative of themselves to form an integrative view of their lives; and (4) emphasizing the exemplary function of the teacher in moral and character education.