Moral Skills Research Articles

4.0 INDUSTRIAL REVOLUTION IN THE CONCEPT OF PANCASILA INDUSTRIAL RELATIONS AND THE DEVELOPMENT OF SKILLS AND COMPENSATION TO WORKERS

4.0 industrial revolution gave birth to robotic technology, digital that has a massive impact on human life in the world, which encourages automation in all business or company activity processes and changes the order of almost every industry in every country. The extent of this change marks the transformation of the entire production and management system of companies in the world. In addition to the potential to improve the quality of life of the world community, it is feared that the industrial revolution 4.0 will take over human work resulting in mass layoffs. The purpose of this article is to analyze the Pancasila industrial relations, skills development and compensation to workers in the era of the industrial revolution 4.0. The method of approach used in this research is normative juridical, which is studying and studying the principles of law, especially positive legal principles derived from library research materials available from the laws and regulations as well as the provisions using the material primary and secondary law. The conclusion of this article is that companies must utilize the functions of Human Resource Management (HRM) and one of them is the function of skills development and compensation. The skill development function is the process of increasing the technical, theoretical, conceptual, and moral skills of workers through education and training, in accordance with the employment needs of the Industrial Revolution 4.0 period. Whereas the compensation function is that the company fairly and appropriately provides direct remuneration in the form of venture capital (money or goods) to workers who are forced to be laid off due to the negative impact of the company applying robotic, digital and automation technology. Fair is interpreted in accordance with the contribution of workers to the company and is feasible to be interpreted at least to meet the primary needs (clothing, housing, food) of workers and their families.

Self-evaluated ethical competence of a practicing physiotherapist: a national study in Finland

BackgroundPatients have the right to equal, respectful treatment. Nowadays, one third of patient complaints concern health care staff’s behavior towards patients. Ethically safe care requires ethical competence, which has been addressed as a core competence in physiotherapy. It has been defined in terms of character strength, ethical awareness, moral judgment skills in decision-making, and willingness to do good. The purpose of this study was to analyze the ethical competence of practicing physiotherapists.MethodA self-evaluation instrument (Physiotherapist’s Ethical Competence Evaluation Tool) based on an analysis of a concept “ethical competence” was constructed in 2016 and physiotherapists (n = 839), working in public health services or private practice responded to the questionnaire.ResultsBased on the results, most of the physiotherapists evaluated themselves highly ethically competent in all areas of ethical competence, subscales being Strength, Awareness, Skills and Will. Willingness to do good was evaluated as highest, while character strength, including the strength to support ethical processes and speak on behalf of the patient, was evaluated the lowest. Physiotherapists most commonly consult a colleague when encountering an ethical problem. Other methods for problem solving are not very familiar, neither are the international or national ethical codes of conduct.ConclusionsThis was the first attempt to assess all aspects of ethical competence empirically in a clinical environment in physiotherapy, using a novel self-evaluation instrument. Even if physiotherapists evaluate themselves as competent in ethics, further exploration is needed for ethical awareness. Also the patients’ viewpoints about ethically competent care should be considered, to better ensure ethical safety of the patient.

Animal, Vegetable, or Mineral? Nordic Ecocritical Approaches to Children’s Texts

Animal, Vegetable, or Mineral? Nordic Ecocritical Approaches to Children’s Texts Catherine Olver (bio) Goga, Nina, Lykke Guanio-Uluru, Bjørg Oddrun Hallås, Aslaug Nyrnes, editors. Ecocritical Perspectives on Children’s Texts and Cultures: Nordic Dialogues. Palgrave, 2018. 299 pp. $119.99 pb. ISBN 9783319904979. Critical Approaches to Children’s Literature. Ecocritical Perspectives on Children’s Texts and Cultures revisits the connections between cultural constructions of “nature” and “child.” The collection asks to what extent texts use traditional tropes “to place the child in an idyllic and romantic relation to nature” (6) and whether they reflect and engage with contemporary environmental challenges. Along with the expected analyses of picture books and novels, Nina Goga, Lykke Guanio-Uluru, Bjørg Oddrun Hallås, and Aslaug Nyrnes’s collection features a chapter on picture-book apps and another on a television series, as well as a pleasing amount of attention to illustrated poetry from several traditions. It focuses on contemporary Nordic texts but also includes chapters on Ted Hughes, Catalan poetry, The Rabbits by John Marsden and Shaun Tan, and novels by Mordicai Gerstein, Philip Pullman, and David Almond. The reference to “cultures” in the title acknowledges the specificity of cultural links between nature and the child, such as the Nordic emphasis on children’s nature competence, while highlighting the need to compare different cultural concepts of nature if humanities scholars wish to facilitate international co-operation on environmental issues. Most chapters are written by scholars associated with the research group “Nature in Children’s Literature: Landscapes and Beings—Fostering Ecocitizens,” led by Nina Goga and based at the Western Norway University of Applied Sciences. This edited collection makes the group’s productive discussions available to the wider community of ecocritics and scholars working in young people’s texts and cultures. The volume is [End Page 215] usefully organized into sections on “Ethics and Aesthetics,” “Landscape,” “Vegetal,” “Animal,” and “Human.” Marianne Røskeland opens the section on “Ethics and Aesthetics” by tackling the dilemma that, on the one hand, the desire to master nature is a cause of our environmental problems, and on the other, that “[m]astering one’s surroundings is also central in any child’s development . . .” (28). Her reading of the Norwegian picture book Sånt Som Er (Things That Are) details how the book challenges the reader’s anthropocentric process of categorizing objects; Røskeland brings Wolfgang Iser’s “gaps” and “negation of expectations” (138) to bear on James J. Gibson’s “affordances” (119) through her argument that a child reader perceives possible ways of using natural objects depicted in the book according to their own personal interests and physical limitations. The root meaning of “aesthetics,” relating to perception, arises again in chapter 3 as Gunnar Karlsen considers what it means to appreciate nature aesthetically and why it matters for the development of ecocitizens. He argues for a moderate cognitive view which combines some knowledge of the natural world with the multisensory experience of being in it—though when reading, emotional responses matter more than multisensory experiences for readers to develop moral skills. Nina Goga’s chapter demonstrates how the aesthetics of the novel Ishavspirater (The Ice Sea Pirates) and its environmental ethics are bound together in plot and character development. She extends Ursula K. Le Guin’s “Carrier Bag Theory of Fiction” to propose that the protagonist of The Ice Sea Pirates is “a hero collector; one who collects and gathers experiences through her travels and encounters . . .” (60), moving from inherited knowledge about interspecies ethics to the understanding that comes from experience. In the second section on “Landscape,” Aslaug Nyrnes and Ahmed Khateeb each return to Rousseau, partnering Émile with the contemporary texts Tonje Glimmerdal (Astrid the Unstoppable) by Maria Parr and Stian Hole’s Garmann Trilogy. Both chapters explore contemporary children’s growth in pastoral landscapes using Terry Gifford’s concept of the “post-pastoral,” which “successfully suggests a collapse of the human/nature divide while being aware of the problematics involved” (26). Kristin Ørjasæter continues the investigation of post-pastoral and anti-pastoral landscapes by jumping into the jungles of Svart elfenben [End Page 216] (Black Ivory) and Skriket fra jungelen: En filmroman...

Moral Intelligence and its Relation to Conflict Resolution Skill among King Saud University Students in the light of some Variables

The aim of the present study was to identify moral intelligence and its relation to conflict resolution skill among King Saud University students in the light of gender, the type of college (sciences or humanities) and the study level. Furthermore, this study attempted to find out whether it is possible to predict the conflict resolution skill among students of King Saud University (KSU) by their score on the moral intelligence scale. The sample of the study consisted of (360) students from KSU. The researchers used the correlative and comparative descriptive method. The findings of the study indicated that the score of the moral intelligence and conflict resolution skill was low. In addition, the findings showed that there was a difference in moral intelligence in favor of males, while there were no statistically significant differences in the moral intelligence based on the type of college or the study level. The study findings also revealed that there was a statistically significant correlation at the level of 0.01 between moral intelligence and conflict resolution skill. It was also found out that independent variables (dimensions of moral intelligence: sympathy, conscience, recognition of emotions & moral imagination) contribute to predicting the overall skill of conflict resolution.
 Keywords: conflict resolution, moral intelligence, KSU, KSA.

THE SOFT SKILLS IN HIRING DECISION FOR FRONTLINE EMPLOYEES OF PRIVATE COMMERCIAL BANKS IN BANGLADESH

Soft skills are the most preferred skills used for service prerequisite. The main objective of this study is to recognize the soft skills that influence employers’ hiring decision for frontline employees of private commercial banks in Bangladesh. Data were collected from 110 respondents who are working in the HR department of different banks in Bangladesh. Factor analysis has been done to extract the soft skills influencing hiring decision of frontline employees in the banking sector. The analysis reveals that interactive skills, reliable &settlement skills, self-forwarding skills beyond collaboration, evaluation and enthusiastic skills, task implementation skills out of adjustable nature and moral skills beyond experience skills are the most important and desirable soft skills influencing the hiring decision of frontline employees in the private commercial banking sector of Bangladesh

Comparative Study of Medical Ethics Curriculum in General Medicine Course in 10Selected Universities in the World

Background: The complexity of the current health system, the expansion of the range, and types of activities of the medical group members have caused the physicians to encounter daily with many ethical issues, and as a result, attention to the medical ethics curriculum in medical science universities ,in line with the increasing advances in science, has enhanced.The present study aimed to use the global experience through a comparative study of the medical ethics curriculum in a number of selected universities. Methods: This study compares the medical ethics curriculum in selected medical schools based on the Bereday model. .The top 10 Medical School, based on the Times Higher Education ranking system(THE),were selected , and the results presented in four levels of description, interpretation, juxtaposition , and simultaneous comparison . Results: This study showed that teaching medical ethics have various objectives in different medical schools and .A wide range of topics is taught in addition to using traditional teacher-centered strategies, such as lectures, new and active educational methods, such as discussion in small groups, independent student studies, and role play have been used. For assessing the student’s knowledge, written exams were the most used methods as well as measuring the students moral skills by self assessment tools and objective structured exams. Most of the medical schools adopted a multidisciplinary approach in teaching medical ethics. Conclusion: this comparative study showed that the medical ethics curriculum should adopt a student centered strategy and multidisciplinary approach to strengthen medical student’s ethical reasoning and decision making. Keywords: MEDICAL ETHICS, COMPARATIVE STUDY, CURRICULUM

MANAGEMENT OF JUNIOR SECONDARY SCHOOLS TEACHERS TRAINING ACTIVITIES UNDER ACCESSING HUMAN RESOURCES IN THE CURRENT PERIOD. Situation and measures

In approaching capacity, professional capacity plays an important role. One of the current major trends in the approach to professionalcompetence is standardization. The criteria of the professional standards are designed according to the model of expanded development, the level of increasing and higher than the standard of training, is the orientation to continuously strive for the career of junior high school teachers. Therefore, management of secondary school teachers’ training according to competency to build secondary teachers with adequate moral qualities, knowledge and professional skills is an important and urgent issue contributing to the development of teachers. sex in the future. From deeply evaluating the current status of management of training of secondary school teachers according to human resource access in the current period, the author has proposed 7 measures to manage the training of middle school teachers. The basis for access to the source of resources has the necessity and high feasibility

Religiöse Erziehung und Moralentwicklung: Der Einfluss einer religiös geprägten Kindheit auf die moralische Orientierung und Kompetenz

The previous moral psychological research on educational institutions highlighted the influence on the development of moral orientation and competence. With the help of the present quantitative study, the influence of early childhood education on moral abilities has been explored. Since the moral education of children is often associated with religious norms and values, and religions are debated in relation to their general meaning and functionality, the religious moral education has been investigated. Therefore, students of various disciplines from Berlin were asked about their religious education in their early childhood and were examined on their current moral orientationand competence. The Moral-Competence-Test by Lind and a self-constructed and piloted questionnaire for the examination of religious education and religiosity have been used for the measurement. The results of the online study have shown that the moral skills of dogmatically educated students are significantly reduced, but not related to the differences in educational experience or the current preservation of religiousness.

(The impact of work ethic on job performance (Field Study on Female Employees of King Saud University in Riyadh: أثر أخلاقيات العمل على الأداء الوظيفي – دراسةٌ ميدانيةٌ على مُوظَّفات جامعة الملك سعود بمدينة الرياض –

The research aimed to identify the ethics of work in their aspects (honesty، self-censorship، sincerity، proficiency، integrity and justice) their impact on job performance. A field study was conducted on the female employees at King Saud University in Riyadh. The analytical descriptive methodology was used. The performance consisted of a questionnaire containing (40) items distributed to (355) female employees. A number of results were obtained، the most important of which was the high level of work ethics for female administrative employees at King Saud University in Riyadh and obtained a general average (4.15). At the level of the mentioned aspects، (integrity، self-censorship and honesty) obtained averages (4.31، 4.24، 4.21) respectively، all of which were rated (Highly agreed) while the aspects، (loyalty، proficiency، justice) obtained averages (4.19، 4.18، 3.79) respectively، all of which were rated (agreed). The results of the study showed that the members of the study population agreed on the level of job performance. The overall general arithmetic average of the aspect rated 3.85 of 5 with (agreed) grade. There is a statistically significant direct relationship between work ethics and the level of job performance، up to 0.50. it was also found that there was an impact of the ethics of work on the performance of the female administrative employees at King Saud University in Riyadh rated (0.39) with a medium effect. The results showed that there was a statistically significant relationship according to (age، educational qualification، years of experience، and functional level) variables for whose ages are (30 to 39 years)، whose educational qualification is (bachelor)، whose years of experience are 5 – 10 years and whose functional level is (head of department). In the light of the results and then after providing a set of recommendations and proposals to develop the moral skills of female employees، improve performance and create a positive interaction environment between the female employees of the university and the general institutions.

Smarter Than Thou, Holier Than Thou: The Dynamic Interplay Between Cognitive and Moral Enhancement.

The debate about the desirability of using drugs to enhance human skills encompasses cognitive abilities such as memory and attention, and moral capacities such as emotional empathy and a sense of fairness. These two strands of literature in bioethics have grown relatively independent from each other, and an implicit framing assumption has emerged suggesting that apparently morally neutral cognitive capacities and paradigmatically moral capacities are distinct and vary independently of each other. Here, we identify key distinctions between competing accounts of cognitive enhancement and moral enhancement and argue that, despite the polarized nature of the bioethical debate, cognitive and moral capacities are intertwined. For example, moral behavior can be improved by enhancing “morally neutral” abilities such as attention span; and cognitive skills can be honed by means of socio-moral interaction. Further, cognitive skill is frequently assigned the abstract status of virtue and treated in the same way as more paradigmatically “moral” traits. We argue that the distinction between moral and cognitive enhancement is more apparent than real, since despite being nominally treated as distinct, cognitive and moral skills are frequently interdependent. As such we present evidence to support the claim that the enhancement of these two kinds of capacities cannot be clearly disaggregated from each other in the way that the theoretical poles of the debate in the literature suggest. We synthesize relevant scientific and bioethical literature and combine it with a line of analysis derived from Peter Hacker to show more clearly the terms of what can be said intelligibly about cognitive and moral skills and their enhancement. As a result of this analysis, we conclude that ethical questions in human bioenhancement are only fully intelligible at the level of persons imbued with feelings, thoughts, intentions, desires, values, and abilities, embedded within a particular social context, rather than at the level of pharmacological modulation of particular cognitive or affective capacities which, though conceptually distinguishable, in the embodied context of moral agency are profoundly intertwined.

Character education based on six value system

Humans are social beings who mutually cooperate and interact with each other that have an impact on the changes and dynamics of a complex life, both individually and in groups that may be able to uphold the value and dignity and vice versa, it can be influenced by individual and group characteristics in living his life. The purpose of this study is to describe the application and outcome of character education based on six value systems. This study applied descriptive method with literature review analysis. The results of the analysis show that the character of education based on the six value systems can be applied in various levels of education from basic education to higher education and educational outcomes can have the characteristics of value for use, or benefits for the life of the community worthy both materially and spiritually that can solve the problem, Improvement and change of valuable moral, mental, and spiritual skills.

Чинники формування професійної етики майбутніх соціальних працівників університетів

Unlike other types of activities, social workers deal with special people, their complex problems associated with difficulties in the implementation of life.From qualified specialists requires no formal approach but understanding of the clients and ability to empathize him. All of this implies the organic unity of professional knowledge and skills of a social worker and personally individual sacred qualities, a sense of high moral responsibility, and a willingness to fulfill his professional duty to protect human rights. Formation of professional and ethical competence of future social workers at universities is a process of purposeful and systematic influence on the motivational, cognitive and emotional sphere of students. One goal are the formation of a person who understands the importance of the ethical component of his professional duties, has the developed moral and personal qualities and practical skills of a social worker in the field of professional ethics, which ensures the choice of conscious ethical behavior in accordance with professional and ethical standards. Formation of professional ethics for future social workers of universities is facilitated by two classification groups of factors.The first of these is those that affect the level of formation; the second is the conditions for ensuring this level. Yes, the factors directly convert the properties of raw materials, materials into a set of properties necessary to meet some needs. Conditions, however, indirectly affect the quality, contributing to a more complete and effective influence of factors on the formation of properties of the desired quality. Three groups of factors are described in detail: professional, pedagogical, person-oriented (psychological). From the following groups of factors are distinguished: psychological compliance with the requirements of the profession; focus on activities in the social sphere (the presence of stable interest and propensity to the profession); development of creative activity of the future specialist; high level of professionalism, competence.

Patriotyzm w ujęciu Jacka Woronieckiego: podpowiedzi dla współczesnej pedagogiki

W artykule została podjęta kwestia patriotyzmu jako elementu w systemie wartości. Analizę oparto o przemyślenia filozoficzne Jacka Woronieckiego (1878–1949), pokazując, że mogą być nadal dobrym punktem odniesienia dla pedagogów w poszukiwaniach podstaw teoretycznych wychowania do patriotyzmu. Odkrycie istoty patriotyzmu może być pomocne przede wszystkim w rozpoznawaniu sensu działań wychowawczych w konfrontacji z ideami globalizmu czy z procesami integracyjnymi, które dokonują się w Europie. Za Woronieckim określa się patriotyzm jako sprawność moralną, należącą do jednej z czterech cnót kardynalnych, tj. do sprawiedliwości. Wskazuje się na jego mocne komponenty emocjonalne, a zarazem podkreśla, że, jak każda cnota, buduje się na wewnętrznej wolności człowieka, służąc zarazem jej ochronie. Zdolność przejawiania postaw patriotycznych świadczy o dojrzałości osobowej: człowiek odkrywając spoiwo relacji społecznych, jakim jest kultura, staje się gotowy do służby na rzecz ojczyzny. Artykuł składa się z dwóch części. W pierwszej części zostanie przedstawiony problem wagi wychowania uczuć patriotycznych, w drugiej – kwestia miłości ojczyzny jako cnoty moralnej.

Transferable Skills for Ph.D. Students to Finish the Journey

Human resources that possess higher education qualifications such as Ph.D. can be catalysts for new knowledge, a concept that allows for its application to solve problems, based on a variety of new research and development in science to advance the quality of society. This study was conducted to explore the elements of dominant transferable skills needed by students in Malaysia to develop their Ph.D. thesis successfully. Qualitative methods via semi-structured interviews were used in this study to obtain data. Respondents in this study were selected using purposive sampling. They comprised three experts from the field of education in Malaysia. Data was collected and analyzed through content analysis based on the semi-structured interviews between the researcher and the experts. Analysis was conducted via a process of transcribing and coding of data acquired during the interviews. Based on the data analysis, the findings of this study showed that there were eight elements of transferable skills that most affected the success of students in their Ph.D. thesis as well as the completion of their studies. The eight elements of transferable skills necessary for students to succeed in developing their Ph.D. thesis were: reading and critical thinking skills, researching skills, planning and management skills, technical research skills, ethical and moral skills, writing, communication and presentation skills, problem solving skills and intellectual independence skills. This study also found that if one of the elements of transferable skills was lacking in the Ph.D. student, the student would encounter problems in developing a thesis.

Rozwój zdolności sądzenia czy rozumowania? Wokół pytania o fundamenty kompetencji etyczno-moralnych

Kategoria „kompetencja” jest wykorzystywana od stosunkowo niedawnego czasu, gdyż dopiero od końca XX wieku, do formułowania teleologii wychowania moralnego. Mimo popularności tego pojęcia jest ono nieostre – zmienia sens wraz ze zmianą teorii filozoficznej, w ramach której jest definiowane. W artykule próbuję ująć kompetencje etyczno-moralne w kontekście neotomistycznej filozofii moralnej. Analizy mają trzy etapy. W pierwszym dookreślam miejsce kategorii kompetencji w namyśle nad rozwojem moralnym i jego wsparciem w wychowaniu, zestawiając kategorię kompetencji z charakterystyczną dla myśli tomistycznej kategorią cnoty moralnej, a dokładniej z podstawową cnotą rozumu – roztropnością. Efektem analiz jest postulat odróżnienia kompetencji etycznych od kompetencji moralnych. W drugim punkcie udzielam odpowiedzi na tytułowe pytanie o istotę kompetencji etyczno-moralnych, wskazując najpierw, jakie znaczenie dla zdobywania wiedzy etyczno-moralnej ma wydawanie sądów, a jakie rozumowanie. W ostatnim punkcie zastanawiam się nad możliwymi deformacjami w rozwoju owych kompetencji, skupiając się na konsekwencjach oderwania rozumowania od sądzenia, co stanowi domenę racjonalistycznej kultury Zachodu, w której szczególnie cenione jest rozumowanie.

Uczeń czy książka? Pedagogika Jacka Woronieckiego jako podpowiedź dla wspołczesnych systemów wychowania

Celem artykułu jest rozważenie aktualności etyki Jacka Woronieckiego ze względu na obecny w niej postulat kształtowania ludzkiego charakteru. Artykuł składa się z dwóch części. Pierwsza jest poświęcona definicji sprawności (kompetencji) moralnej, a druga ukazuje problem kompetencji moralnej w konfrontacji z katalogiem współczesnych wartości. Idąc za rozwiązaniami Woronieckiego, autorka podejmuje próbę określenia kompetencji moralnej jako dynamicznego zespołu cnót, tj. wypracowanych uzdolnień do wybierania i ochrony dobra moralnego. Według niej na kompetencję moralną składają się gotowość do spełniania jakiegoś działania oraz siła ją wyzwalająca. Ponieważ posiadanie tak określonych kompetencji moralnych łączy się z aktywizacją wysiłku autowychowawczego i rozwojem silnego charakteru, autorka uważa, że etyka Woronieckiego odpowiada na potrzeby współczesnej kultury o wysokim stopniu zindywidualizowania. Docenia także postulat Woronieckiego, aby osadzić proces wychowania na mocnym autorytecie moralnym wychowawcy: w systemie edukacji książkowa wiedza nie może zastąpić rzeczywistych relacji między uczniem a mistrzem.

Teaching & Learning and Evaluation for Moral Skills of 2015 Revision Ethics Education Curriculum in Middle School

Teaching & Learning and Evaluation for Moral Skills of 2015 Revision Ethics Education Curriculum in Middle School

PSYCHO-PEDAGOGICAL TECHNOLOGY OF MORAL EDUCATION OF PRESCHOOLERS: AN INNOVATIVE OPINION

Moral upbringing of preschoolers is a complex process, because the children often violate the rules and regulations though knowing them. The reasons for such behavior are based on the age-related peculiarities, influence of the environment and the individual development traits. When there is a lack of adult control, the junior preschooler will not “see” his own violations, although admitting his peers to have them. This is because he is not yet aware of the necessity and importance of ethical behavior for himself. For successful implementation of the moral education tasks, the psycho-pedagogical support of this process should be provided. In the course of development, a child works out the moral behavior skills, getting into different situations. These game-like situations are used as educational, and promote the improvement of the child’s moral development level.

Anaïs, Henry, and June: Reading Nonmonogamy in Literature

ABSTRACTThis article proposes a new reading methodology based on consensual nonmonogamous practices. Such a methodology, applied to texts whose characters engage in extramarital affairs, would shift the discussion from the axis of legitimacy/illegitimacy to an understanding of relationships based instead on mutual consent and sex positivity. Using Anaïs Nin's famous Journals (and particularly Volume I [1931-1934] and Henry and June: The Unexpurgated Diary (1931-1932) of Anaïs Nin) as paradigm, the author argues that the story of Henry and June is that of a coming of age of a polyamorous woman. This bold claim allows the author to compare this understanding of Nin with that of scholars and literary critics who read her affairs as illegitimate (notably critics who immediately responded to the scandalous revelations of her affairs with the publication of Henry and June in 1986). Reading Nin as a polyamorist rather than an adulteress transforms our understanding of her actions and even her persona as a writer. As an adulteress, she is a self-deceiving liar, a selfish, hypersexual woman who broke her husband's heart, and whose writing can hardly be trusted to reveal the truth. As a polyamorist, we can separate her relationships entirely from questions of truth and morality by recognizing that multiple romantic and/or sexual relationships with different partners can be perfectly healthy and have no bearing on a person's moral character or skills. My proposition for a reading methodology based in polyamory calls for a reconsideration of the literary tradition of the adultery novel, and particularly its intrinsic misogyny and sex negativity. More generally, this article also urges literary scholars to pay attention to the impact of mononormativity (or the set of discourses that posit monogamy as natural and uniquely desirable) into cultural products such as novels as well as literary metatexts.

Relation between Moral Maturity Perceptions and Information Literacy Skills of Undergraduates

Relation between Moral Maturity Perceptions and Information Literacy Skills of Undergraduates