Moral Teaching Research Articles

Constellation of the Five Constant Virtues in English Translations of <i>The Analects</i>

The five constant virtues (<i>rén</i>, <i>yì</i>, <i>lǐ</i>, <i>zhì</i>, and <i>xìn</i>) are central to Confucian philosophy and have grown in influence over time, shaping not only traditional moral teachings but also contemporary practices in business management and personal development. However, limited research has explored how these virtues are translated and conceptualized in English versions of <i>The Analects</i>. This study aims to address this gap by examining how the five constant virtues are formed, related, and legitimized across four major English translations, spanning different historical periods. To achieve this, a mixed-methods approach is employed, integrating both qualitative and quantitative analyses. First, a multi-parallel corpus is established, enabling a detailed quantitative examination of how the five constant virtues are expressed across different translations. This analysis highlights variations in the rendering of these key concepts in each text. In parallel, Legitimation Code Theory’s (LCT) constellation analysis is applied for the qualitative component of the study. This approach explores the relationships among the virtues and how translators have conceptualized and structured these interrelations. Results indicate a reduction in variation over time, suggesting a stabilization in how the virtues are conceptualized. While translations consistently represent simpler pairings of virtues, differences emerge when more complex constellations involving all five elements are considered. These findings reveal how philosophical perspectives and temporal contexts shape translation, impacting the way Confucian virtues are legitimized and structured.

An Empirical Evaluation of the Impact of Moral and Law Course Teaching on the Effectiveness of University Students’ Ideals and Beliefs Education

The Moral and Law course serves as a critical platform for educating university students about ideals and beliefs, and it has a significant impact on the effectiveness of ideals and beliefs education. This paper establishes a mechanism through which Moral and Law course teaching influences the effectiveness of ideals and beliefs education and conducts an empirical evaluation. The results reveal that factors such as the relevance and applicability of the teaching content, the integration of theory and practice, the innovation, interactivity, and participation of teaching methods, as well as classroom atmosphere, teaching facilities, and campus culture, all have a significant positive impact on the effectiveness of ideals and beliefs education for university students.

INTEGRATING ISLAMIC SPIRITUALITY IN TEACHER TRAINING: ANALYSIS OF FACULTY DEVELOPMENT PROGRAMS AND THEIR IMPACT ON TEACHING PRACTICES

he significance of integrating Islamic spirituality-based pedagogy into teacher training programs for the enhancement of both academic and moral teaching is now widely recognized.This paperattempts to analyzethe role of Islamic spirituality as a component in teacher training programs by looking at several faculty developmentsmodels. Additionally, this paper explores the types of teacher training programs in integrate spirituality at the respective faculty. Rather than providing instruction in institutional policy and regulations, as is the case in professional programs, these programs focus on spiritual leadership, ethical teaching, and reflective practice to educate educators who are academically proficient as well as capable of moral and spiritual development of their students. This paper explains that integrating Islamic spirituality within educator training improves teaching methodology, fostering student engagement, and enables holistic education. Although the benefits are clear, there are significant challenges, particularly in secular educational settings where balancing religious teachings with secular rules requires careful negotiation. This paper examines these challenges, including the shortage of trained Islamic educators and the difficulties of integrating religious values within secular systems.Nevertheless, positive ways of providing an opportunity are via inter-religious dialogue and can build a mutual understanding among the different nationalities in multiculturalclassrooms.Moreover,it is imperative to fill these gaps and complete training programs that involve tackling both religious and secular goals with a view to makingIslamic spirituality successfully embedded in education.Keywords:Islamic Spirituality, Faculty Development, Teacher Training

INTEGRATING ISLAMIC SPIRITUALITY IN TEACHER TRAINING: ANALYSIS OF FACULTY DEVELOPMENT PROGRAMS AND THEIR IMPACT ON TEACHING PRACTICES

The significance of integrating Islamic spirituality-based pedagogy into teacher training programs for the enhancement of both academic and moral teaching is now widely recognized.This paperattempts to analyzethe role of Islamic spirituality as a component in teacher training programs by looking at several faculty developmentsmodels. Additionally, this paper explores the types of teacher training programs in integrate spirituality at the respective faculty. Rather than providing instruction in institutional policy and regulations, as is the case in professional programs, these programs focus on spiritual leadership, ethical teaching, and reflective practice to educate educators who are academically proficient as well as capable of moral and spiritual development of their students. This paper explains that integrating Islamic spirituality within educator training improves teaching methodology, fostering student engagement, and enables holistic education. Although the benefits are clear, there are significant challenges, particularly in secular educational settings where balancing religious teachings with secular rules requires careful negotiation. This paper examines these challenges, including the shortage of trained Islamic educators and the difficulties of integrating religious values within secular systems.Nevertheless, positive ways of providing an opportunity are via inter-religious dialogue and can build a mutual understanding among the different nationalities in multiculturalclassrooms.Moreover,it is imperative to fill these gaps and complete training programs that involve tackling both religious and secular goals with a view to makingIslamic spirituality successfully embedded in education.Keywords:Islamic Spirituality, Faculty Development, Teacher Training

INTEGRATING ISLAMIC SPIRITUALITY IN TEACHER TRAINING: ANALYSIS OF FACULTY DEVELOPMENT PROGRAMS AND THEIR IMPACT ON TEACHING PRACTICES

he significance of integrating Islamic spirituality-based pedagogy into teacher training programs for the enhancement of both academic and moral teaching is now widely recognized.This paperattempts to analyzethe role of Islamic spirituality as a component in teacher training programs by looking at several faculty developmentsmodels. Additionally, this paper explores the types of teacher training programs in integrate spirituality at the respective faculty. Rather than providing instruction in institutional policy and regulations, as is the case in professional programs, these programs focus on spiritual leadership, ethical teaching, and reflective practice to educate educators who are academically proficient as well as capable of moral and spiritual development of their students. This paper explains that integrating Islamic spirituality within educator training improves teaching methodology, fostering student engagement, and enables holistic education. Although the benefits are clear, there are significant challenges, particularly in secular educational settings where balancing religious teachings with secular rules requires careful negotiation. This paper examines these challenges, including the shortage of trained Islamic educators and the difficulties of integrating religious values within secular systems.Nevertheless, positive ways of providing an opportunity are via inter-religious dialogue and can build a mutual understanding among the different nationalities in multiculturalclassrooms.Moreover,it is imperative to fill these gaps and complete training programs that involve tackling both religious and secular goals with a view to makingIslamic spirituality successfully embedded in education.Keywords:Islamic Spirituality, Faculty Development, Teacher Training

Comparative Analysis of Biblical Statements and Contemporary Science Views

This comparative analysis delves into the intricate relationship between Biblical science views and contemporary scientific perspectives. Examining biblical narratives through the lens of modern scientific understanding, the study navigates the complexities inherent in reconciling ancient wisdom with empirical methodologies. The analysis encompasses key themes such as the creation narrative, cosmology, and natural phenomena, emphasizing the symbolic richness and cultural contexts embedded in biblical texts. Acknowledging the Bible’s role as a sacred and moral guide, the study contrasts it with the evidence-based approaches of contemporary science. While the Bible offers timeless wisdom and moral teachings, its scientific views often reflect the understanding of the ancient world. Contemporary science, grounded in observation, experimentation, and empirical data, explores the natural world’s intricacies with a methodological rigor distinct from religious texts. The dialogue between these perspectives underscores the importance of recognizing the distinct purposes and realms of religious and scientific knowledge. Recommendations include fostering interdisciplinary collaborations, promoting educational initiatives that integrate both perspectives, and facilitating public dialogues to enhance mutual understanding. Ethical reflections derived from shared principles offer common ground, while continued research into the historical and cultural contexts of biblical texts contributes to nuanced interpretations. Ultimately, the study advocates for an inclusive and enlightened approach that nurtures a harmonious coexistence between faith and reason. By implementing these recommendations, it aims to create an environment fostering dialogue and collaboration between theologians, scientists, and the wider public. Through such efforts, a richer understanding of the universe and the diversity of human knowledge emerges, embracing the complexities of existence and celebrating the shared pursuit of wisdom.

Popular Culture in Social Media & Online Games: Between Morality, Fear, and Expectations from Families and Schools

Aim. This article aims to present the meanings given by families and schools in viewing popular culture in social media and online games, and the implications for children. Important questions in this study include the relevance of educational values, concerns, fears and hopes of families and schools in viewing popular culture today. Methods. Phenomenology to explore how families and schools interpret the presence of popular culture in children's lives. Results. Families and schools agree that compared to the positive benefits, popular culture has more negative effects on children. Concerns related to children's imitation nature, such as imitating various popular content on social media and online games and practising them in the real world. Families and schools fear of negative popular content will appear algorithmically and randomly on children's social media or online game homepages. All parties hope that the Indonesian government has the firmness to limit the intensity of use and the type of content consumed by children. Conclusion. Popular culture is inseparable from children's lives today, as social media and online games have become new spaces for them. Despite knowing this, families and schools still suffer from worry and fear of the negative effects of popular culture on children. The control exercised by families and schools still provides a gap for negative popular culture to enter when children operate social media and online games. Therefore, moral teachings are needed for families and schools to ask the government to be actively involved in limiting children's consumption of popular culture.

Parental Involvement and Home Background as Determinants of Students' Interest in Islamic Studies in Oyo North, Oyo State, Nigeria

The study aimed to examine the relationship between parental involvement and students' moral decadence among 1,400 SSS 2 Islamic Studies students in 9 Local Government Areas in Oyo North. Inadequate parental involvement and poor home backgrounds have been reported as factors responsible for moral decadence among youths. The study examined parental involvement and home background as determinants of moral decadence among senior secondary school students in Oyo North of Oyo state. Specifically, the study seeks to: examine parental involvement as a determinant of moral decadence among students in Oyo North of Oyo State. Two research questions with corresponding hypotheses were tested at a 0.05 level of significance. A descriptive research design of correlation was used. A structured questionnaire was used to collect data while the research hypotheses were analyzed using Pearson Product Moment Correlation Coefficient and Multiple Regression Analysis. The paper showed that there is a significant relationship between parental home background and students’ moral decadence (Chi. 127.55; p.<0.05). The study found that high parental involvement significantly reduces moral decadence among students in Oyo North, Oyo State. It also found that a good parental home background decreases this phenomenon. The study recommends parents improve their involvement in moral teaching, monitor their children's friends, communicate frequently, and serve as role models. It also suggests that parents should maintain a stable household and limit the number of children they can train properly to prevent moral decadence. This approach could help reduce or prevent moral decadence among students in Oyo North.

Character is Destiny: The Political Implications of Suetonius’ Lives of the Caesars

The absence of moral didacticism in the Lives of the Caesars is one of the most notable features of Suetonius’ biographies. If Suetonius believes that an emperor who acts virtuously secures himself and the body politic, why does he not actively encourage the imitation of virtue? Suetonius does not offer moral exhortation because his account of the role an emperor’s character or nature plays in their political and private actions suggests that the potential for moral instruction and improvement is severely circumscribed. Therefore, this article explores the political implications of Suetonius’ account of the relationship between an emperor’s character and their political fate to illustrate the potential limitations of the mirror-for-princes genre.

The Divine Comedy (Hell) through Aristotelian ethics and Thomistic ontology

The first part of the Divine Comedy, the Inferno, should be interpreted through the prism of the Aristotelian conception of virtue. Against all expectations, Dante did not base his work on virtue as defined by Catholic morality, which makes his work seem less guided by established principles, even if the ontological essence of the text reflects the Thomistic structure. This is not without consequence. The characters of the Inferno are not approached from the angle of absolute morality, but rather through the accounts of their concrete lives, which Dante narrates and analyses in depth. In this way, he can position himself uniquely in relation to these figures, expressing his own personal feelings. The poet has a deep respect for those who had a direct or indirect influence on his life (such as Virgil, Brunetto Latini and the fictional character of Ulysses), even if they are among the damned. He sees them not in absolute terms, but relatively, considering their humanity, which, like all humanity, is imperfect and fallible. From this perspective, the term “transhumar”, one of the main vectors of the spiritual habitus in the Comedy, can be seen as an equivalent of the Greek term “eudaimonia”, which designates the supreme good or its quest. This is precisely what the poet aspires to, and what his most beloved characters cling to, whom he saves from eternal damnation by means of Aristotle’s moral teaching. That’s why the play is called “Comedy”. It is, after all, a story with a happy ending. And how could it be otherwise, when Dante, and those he holds in high esteem in the Inferno, aspire to maximum personal fulfilment in the light of “the love that moves the Sun and the other stars”? In the end, the “lectura aristotelica” proves to be a great help in grasping the dialectic of the poem.

The Miraculous Patterns of the Event in the Heritage Text of Selected Folk Tales by the Novelist Ahmed Ziad Muhabik

We are trying to show the importance of the event patterns and their presence in the wondrous Shuaibi story as a traditional structural form that has its place and manifestations in the literary narrative. It is also considered a suggestive and indicative product of the writer’s imagination, which uses the everyday variable and formulates it in a way different from what it is to show us an interesting miraculous story. Folk tales in general, and the book "Folk Tales" specifically, play a significant role in preserving popular heritage. These tales are transmitted through a chain of narrators or from one storyteller to a group of narrators. Each narrator has their language and method of conveying the story without strict adherence to the original, aiming to reconstruct it according to the situation based on the prominent elements of the tale highlighted by that situation or element. The tale may serve purposes such as entertainment, moral teaching, wisdom, putting children to sleep, or news, or it may involve a miraculous dimension built on the extraordinary and unreal.

Revitalising indigenous sports in India: an examination of their impact on fostering social and character development of children

ABSTRACT Indigenous sports and games in India, deeply entrenched in traditional practices and cultural heritage, offer diverse physical activities for individuals, particularly children. This review explores the historical origins and contemporary significance of Traditional Indigenous Sporting Games (TISG), emphasising their role in promoting holistic health and character development. This paper represents timeless and nationwide popular traditional indigenous sporting games like Kancha (marbles), Spinning Top, Hide and Seek, Hopscotch, Thoda, Gatka, Kalarippayattu, and Silambam (a kind of staff fencing), offering a unique blend of physical fitness and character cultivation. These activities, often played in open spaces and village settings, provide children with opportunities to engage in physical play while honing essential skills such as coordination, teamwork, and resilience. Embedded within these indigenous sports are fundamental values that echo the moral teachings found in ancient Indian texts like the Vedas, Upanishads, Ramayana, and Mahabharata. By embracing and revitalising these indigenous sports, a community can nurture a sense of cultural identity and pride while simultaneously promoting the holistic development of children. Through active participation in these traditional indigenous games, children not only improve their physical fitness but also gain valuable character-building experiences that contribute to their overall well-being and personal growth.

Pendidikan Karakter dan Kedalaman Moral Perspektif Lichona dan Kohlberg

This study aims to delve into the depth of moral concepts from the perspectives of Lichona and Kohlberg and their application in character education. Through a literature review and comparative analysis, this research compares and explores the moral theories developed by Lichona and Kohlberg, particularly in the context of character development and moral education in schools. Using a qualitative approach, the study identifies the key principles of both theories and considers how these principles can be integrated into effective character education curricula and practices. The findings indicate that, despite some differences in their theoretical aspects, both thinkers contribute significantly to the understanding and teaching of morality in education. The study suggests that a combined approach, drawing on the strengths of both theories, can provide a richer and more comprehensive framework fo rcharacter educationin schools.

Reasons Behind Morals: Moral Teaching in Chinese Context

The contents of moral may differ; they require each one to practice. When we know the contents, we do not perform them, then we cannot tell others that we are familiar with them. When we know that we will practice them, yet we lack the knowledge and self-restraint to practice them, we are prevented from fulfilling them. Those who hold wicked thoughts will not perform righteousness; those who have selfish minds will not serve the public. Those who deceive themselves cannot gain trust from others. Those who humiliate themselves cannot earn others’ respect. Thus, in this paper, we discuss three topics of culture and luxury, truth and myth, and following reasons and fearing authority, so that the contents of moral education will be clarified. What is good and bad will be shown. Once we understand reasons, we begin the journey of self-cultivation.

Social Comparison, Hope and Depression among Students of Madrasas and Schools

Present study examines social comparison, hope, and depression among madrasa and school students to see how these educational contexts affect mental health and well-being. Male and female students ages 11–17 were equally included in the sample. Participants were provided with the Depression Anxiety Stress Scale (DASS), Adult Hope Scale, and Social Comparison Scale. Although both educational environments had moderate feelings of depression, anxiety, and stress, madrasa students had more hope than school students. Despite their hopefulness, madrasa students had more despair and anxiety. Hope promotes mental health, as correlation research showed that higher hope levels were connected with reduced depression, anxiety, and stress. An independent samples t-test showed that madrasa students scored higher on depression and anxiety than school students. Madrasa students' higher rates of depression and anxiety require culturally sensitive mental health initiatives that include religious and moral teachings and provide necessary psychological care.

STRENGTHENING AKHLAK TASAWUF MATERIAL IN THE SUBJECT OF AKIDAH AKHLAK IN MADRASAH

The research aims to explore the process of strengthening akhlak tasawuf material in akidah akhlak subjects in madrasah. The research utilized a library research method involving the stages of collecting, reviewing, and analyzing existing relevant literature pertaining to the topic. The data analysis procedure was conducted by evaluating and synthesizing research data, which could either support or oppose the initial argument. Through conducting a literature synthesis, the researcher compiled a comprehensive picture of the pattern of strengthening akhlak tasawuf, highlighting key findings, and identifying trends that emerged from existing literature. The results of the research show that strengthening akhlak tasawuf in akidah akhlak subjects can be done by adding material on akhlak tasawuf, providing space for students to engage in contemplation in the form of collective remembrance, involving parents to apply akhlak tasawuf values ​​in the family environment and conducting regular evaluations. Providing space for collective remembrance will refine students' feelings in understanding the moral teachings of tasawuf. Contemplation for students will help in correcting wrong morals. Involving parents will strengthen the akhlak tasawuf values ​​that have been instilled. Evaluation is useful for finding out programs that need to be strengthened.

Intersection of African Indigenous and Christian Ethics in Fanny Crosby's Hymns: Yoruba Cultural Perspective

This study set within the context of Yoruba cultural perspective, explores the complex mantle of African indigenous and Christian ethics embedded in the hymns of Fanny Crosby(1820–1915). Bridging the gap in the literature that have analyzed Crosby'sdeep-rooted work in Christian theology, the author sargue that the ethical values and moral teachings epitomized in her hymns significantly resonates the indigenous ethics of the Yoruba people, one of the major ethnic groups in Nigeria. Through a qualitative analysis of four of Fanny Crosby's hymns, this study identifies thematic counterparts between Crosby's Christian ethics and the Yoruba concepts of "ìtẹŕ íba" (submission), "ojúàánú" (mercy), "ìfẹń iarajin" (commitment), and "ìfẹ"́ (love) which form the philosophy of interpersonal relationships and community life of indigenous people. The methodology of the study combines ethnographic study with the matic and interpretive phenomenological analysis to evaluate the ethical connotation of the sampled hymns that agrees with Yoruba moral values. The findings opined that while Crosby's hymns communicate Christian ethical values, its translation to Yoruba language echoes the indigenous moral imperatives of indigenous people, thereby encouraging a cross-cultural ethical interaction. The study contributes to the broader discourse on intercultural theology and ethics and opens new avenues for investigating the influence of African indigenous thought on Christian practices.

DEVELOPMENT OF THE CONCEPT OF MORALITY FROM PHILOSOPHICAL CONTENT INTO CRITIQUE OF SATIRE IN INDIAN ART

The development of the concept of satire holds an important place in the philosophical content of Indian art as it has transformed in several ways reflecting the socio-cultural and political changes. Satire has been voiced in Indian art over the years through its varied expressions that are crucial to understanding the hidden content of commentary or the overtly implied motives of satire in different art forms. The purpose of my research is to explore two interdependent concepts, first, the kinship of satire to the concept of Indian moral philosophy; and second, the reflection of moral philosophy through varied expressions of satire in Indian art. Morality has had deep roots in Indian philosophy since ancient times. The moral and ethical framework of philosophy revolves around the concept of ‘Dharma’ that holds immense importance in the philosophical foundation of different schools such as Jainism, Buddhism, and Hinduism. It is also central to the metaphysical identity of the Indian culture that aims to foster ethical conduct through righteousness and justice. Indian art has evolved through the ages as a reflection of society and its influence on the formation of culture and values. Teachings of morality have been integral to the Indian culture rather than the biting language of satire that found its expressions in Indian art around the later stages of development, that is around the medieval period when a deeper inflow of foreign influence began entering the Indian cultural system. I aim to understand the evolution of morality from the ancient period progressing toward the critical harsh mockery of satire in contemporary Indian art.

The Women Leadership in Discourse of the Indonesian Wayang Golek

Puppets are not only entertainment but also reflect philosophical values. Arimbi Ngadeg Ratu, an Indonesian rod puppet, is full of wise advice, moral teachings, and philosophical phrases about politics and power. In emphasizing gender and leadership, women occupy roles defined in their specific positions within the hierarchy and simultaneously function within the constraints of their gender roles. This study uses the Gadamer hermeneutic for interpretation; the method is based on experience, history, and tradition from a cultural feminism perspective. Research findings show the role and position of women as mothers who nurture and educate their children to be good leaders. Women have complementary roles and positions in their families, but they must be able to be independent. Women also have the right to assemble, rehearse, lead an organization, and have the freedom to make their own choices. Women also have the same abilities as men to become political leaders and have equal opportunities to compete for power. Leadership roles for women are achieved by fighting in the realm of patriarchal norms. Reframing the image of women's political leadership from a gender viewpoint that considers keeping values and principles an operation of feminism seems proper.

The Qur'anic Perspective Of Surah Al-Humazah Manifests The Values Of Islamic Education

This study was inspired by a crisis of Islamic values in education that has been getting worse because of a lack of material things, social and cultural issues, and the loss of Islamic values and principles. There are real beliefs and great examples all around us. As a result, the Qur'an, which is the source of all knowledge, provides resources and useful examples for the development of value-based education. Regardless of the structure of the verse, every verse in the Qur'an has an instructive value that can be explored and expanded. Surah al-Humazah is one of the verses in the Quran that highlights the importance of education. This verse is a threat to anyone who harasses others, promotes untruth and unprofitable information, swears, or gathers money. The study of the educational ideals in the Al-Qur'an al-Humazah letters is the subject of this research, which uses qualitative methodology and focuses on the library research style (library research). To contextualize the values of education in al-Humazah's letter, we need to consider the following: The importance of moral education to God as a servant who is always satisfied with the command of his Creator. It is closely related to the significance of moral instruction to each other (humanity), which ensures that life together is always peaceful, safe, enjoyable, and life. As well as having a sense of sympathy and empathy that is a form of social education values towards each other.