Social Ethics Research Articles

Exploring subjective quality-of-life indicators in long-term care facilities: a mixed-methods research protocol

IntroductionImproving quality of life has become a priority in the long-term care (LTC) sector internationally. With development and implementation guidance, standardised quality-of-life monitoring tools based on valid, self-report surveys could...

Peran Media Sosial dalam Pelajaran IPS Kelas V di MI Ma’arif NU 1 Ajibarang Wetan

Increasingly sophisticated technology must be balanced with its utilization in the world of education so as not to be left behind. In learning social studies students can train their social sensitivity, and teachers should be able to utilize the use of social media on students who can be diverted social media can be used as a source of student learning, especially in social studies learning. This study aims to identify the role of social media in social studies learning in class V MI Ma'arif NU 1 Ajibarang Wetan. The data is presented in the form of text narration. Sources of research data are obtained in three ways in the form of observation, interviews, and documentation. The data analysis technique uses three stages, as follows: data reduction, presentation of data obtained, and concluding the data. The result of this research is that social media has an important role in social studies learning. Social media has become a communication tool between madrasah, teachers, parents, madrasah committees, and students. On the other hand, WhatsApp, Instagram, and YouTube can facilitate access to learning resources, increase learning motivation, and provide access to material that has not been experienced directly by students. Teachers need to be responsive in using social media in social studies learning for students, because students still need assistance and supervision in accessing social media, especially regarding social media ethics.

Jewish Perspective on Social Justice and Ethics: Implications for the Modern World

Jewish Perspective on Social Justice and Ethics: Implications for the Modern World

Program Literasi Digital dan Etika Media Sosial bagi Pelajar

This Community Service Program aims to improve digital literacy and understanding of social media ethics among high school (SMA) or equivalent students in Buahbatu District, Bandung. With the rapid development of technology, students are increasingly exposed to various risks in the digital world, such as cyberbullying, misinformation, and privacy violations. This program is designed to address two main issues: the lack of awareness and knowledge among students about digital security, and the low understanding of ethics in social media usage. Through an interactive educational approach, the program teaches students how to protect themselves in the digital world, including practicing good security habits and effectively managing privacy settings. Additionally, students are taught to understand and apply ethical principles in their social media interactions, including responsibility in sharing content, respecting copyright, and demonstrating empathy toward others. It is expected that after participating in this program, students will be more proactive in safeguarding their digital security and more ethical in their social media usage, thereby reducing incidents such as cyberbullying and the spread of misinformation. The program also aims to foster a more positive social media culture among students, where interactions are based on mutual respect and shared responsibility.

Interaction of Humans and Autonomous Robots

With the progression of technology, autonomous robots are increasingly integrated into various sectors of society, including settings as diverse as workplaces, healthcare, transport and artistic realms. These robots are not only serving in traditional servant roles but are also emerging as partners, team members, and even authoritative figures in certain situations. Naturally, these developments are reflected in domains such as trust, cooperation, obedience to authority or social ethics. As robots assume diverse roles, from therapists, drivers, co-pilots, artists to influencers, humans exhibit varying attitudes towards them. We investigate several instances of human-robot interactions and discuss their broader implications.

Responsibility‐Oriented Perspective of Responsible Leadership: Development of a Measurement Instrument

Responsible leadership, a construct at the intersection of corporate social responsibility (CSR), ethics, and leadership, is considered to meet the conflicting demands of modern organizations by striking a balance between internal and external responsibilities. To further explore antecedents and outcomes of responsible leadership, scholars and practitioners need an instrument that can gauge the influence of responsible leadership on organizational members. The present study is a combination of four studies and is aimed at developing a measurement instrument using the sequential mixed method equal status approach. The study aims to explore responsibility‐oriented dimensions and their subdimensions that are perceived to be comparatively more relevant to responsible leadership by organizational members, while simultaneously, being supported by existing literature. An initial qualitative study, comprising 25 in‐depth interviews, revealed six responsibility‐oriented dimensions that could reliably measure the construct. Three quantitative studies, entailing collection and analysis of data for each (N = 608, 745, 800), were conducted to refine and validate the instrument. The study used the opinions of followers (organizational members) to determine the influence of responsible leadership in an organization. Based on the validity and reliability statistics of the three studies, the instrument is considered reliable for measurement of the influence of responsible leadership at individual, group, and organizational levels.

Variation of personality and ethical values in Ho Chi Minh City, Vietnam

In searching for the face of Ho Chi Minh City's culture, the value theory approach has remarkable beginnings. Since 1986, the social scene in Ho Chi Minh City changed to a major turning point. Ho Chi Minh City accepts many economic sectors and many forms of ownership. A inherently static culture is seeking to transform into a dynamic culture that operates under the influence of market mechanisms. For culture, this is a real risk. Morality is associated with capacity, guaranteed by capacity. “City people” are understood as people who actively solve their life needs, do not passively rely on waiting, and are people who adapt to changes. Because of the two-sided changes and development needs, it is necessary to recognize the changes in personality values ​​and social ethics of Ho Chi Minh City according to Ho Chi Minh's principles.

Advocating for Family Well-being in a Transforming and Broken World: A Practical and Eco-Theological assessment

This paper presents an intervention aimed at enhancing family well-being through eco-theology. Through a comprehensive approach, including a literature review, survey, interviews, and pastoral or biblical counseling, this study examines intricate connections between religion, nature, society, church, and the family, particularly in light of urgent ecological concerns. The social ills of our society are real-life situations that impact the eco-system. While eco-theology emphasizes sustainability, ethical concerns, and environmental stewardship, it also recognizes the threats posed by father absence, gender-based violence (GBV), and moral and ethical quandaries, especially within the family context. Eco-theology, as a form of constructive theology, delves into these relationships within the framework of God's design, grounded in the Being of the triune God. However, contemporary societal perspectives often depict families as marred by abuse, brokenness, divorce, and violence, deviating from the divine intent. The disruption of family life reverberates through society, violating fundamental social morals and community values. In the context of South Africa, significant changes in family composition contribute to numerous broken relationships. Practical theology contends that the Bible serves as the foundation for Christian living within the realms of family, church, and community (2 Tim 3:16), emphasizing God's care and concern for families. Pastoral care, a division of practical theology, addresses prevalent social issues such as father absence, GBV, and moral and values quandaries. Therefore, an intervention is crucial for addressing these social issues and providing training, equipping, empowering, resources, and support to families. Through a series of discussions and inquiries focused on parenting, family well-being, values, and relationships, this intervention aims to foster a deeper understanding and implementation of strategies to address these pressing issues prevalent within South African families.

On the Discussion of Reason and Desire and Its Theoretical Significance in Neo-Confucianism in the Song and Ming Dynasties

The purpose of this paper is to discuss the relationship between the heaven reason and the Human Desire in Neo-Confucianism in the Song and Ming Dynasties and its theoretical significance for personal cultivation, social ethics, and political governance. Firstly, the author will introduce the definition and interpretation of reason and desire , and describe their importance in Song Ming philosophy. Next, we will discuss and compare the different interpretations and views of different philosophers on the concept of reason and desire. Finally, we will discuss the significance and value of reason and desire in Neo-Confucianism in the Song and Ming Dynasties, while pointing out its advantages and disadvantages.

The Aesthetic Interpretation of Marriage zaju in the Qing Dynasty -- Taking Narrative Techniques as an Example

Marriage and love have been an important part of human social development since ancient times. Marriage and love zajus of the Qing Dynasty not only deeply reflect the changes in social ethics, but also artfully reproduce people s universal yearning for emotional pursuit. Interpreting the narrative techniques of Qing dynasty marriage and love dramas is conducive to exploring the inner logic and development trend of literature and art in this period.

Operationalizing a 3-year standalone, accelerated medical school curriculum to nurture physicians to become primary care and health system leaders

The United States faces a shortage of primary care physicians. To address this, there have been pioneering efforts to develop accelerated pathways with a primary care focused curriculum for undergraduate medical education. The New York University Grossman Long Island School of Medicine (NYU GLISOM) was conceptualized as the first standalone, accelerated, tuition-free program in the US in over 100 years, with mission-centered curriculum on primary care and health system leadership. The aim of this article is to map the process for the development of a three-year integrated curriculum, describe the pedagogical approach that guided the design of the longitudinal courses, share the student and faculty’s perspective about the curriculum, and describe the early outcomes of the first two graduate classes. A major key driver for curricular design is integrating longitudinal courses of Clinical Ambulatory Practice Experience (CAPE), Health Systems Science (HSS), and Learning Community - Social Sciences, Humanities, Ethics and Professionalism (LC-SHEP) over three years and active learning through Problem Based Learning (PBL). We have successfully operationalized an accelerated, standalone, integrated medical school curriculum mission-centered on primary care and health system leadership. Our outcomes reveal a higher percentage (76% N =45) of NYU GLISOM students entering primary care compared to national benchmarks. The integration of the longitudinal courses of HSS, LC-SHEP, and CAPE is a key pillar to reinforce the tenants of primary care and health system leadership. Focused interview of graduates from the pioneer cohort consistently stated that the longitudinal courses prepared them well for residency in primary care and as a health systems’ change agent. Despite the challenges of an accelerated program, NYU GLISOM successfully integrated the longitudinal courses with optimal performance and achievement of educational program objectives. Our experience can serve as a model for innovation and design of an accelerated three-year primary care curriculum.

Insights from the lived experience of Buddhist ethics: implications for social work ethics education

ABSTRACT Ethics is largely dominated by European curriculum which includes Western moral theories such as deontology, utilitarianism, virtue ethics, and care ethics. To decenter this dominant ethics curriculum, the present phenomenological study explored the moral lived experience of ethics for Korean Buddhist (male and female) monastics (N = 21). Using three-level qualitative coding, data were thematically analyzed. Findings revealed three overarching themes (1) the importance of the saṅgha and community care, (2) the presence of ethical tensions, and (3) ethics as a practice. Each theme had two sub-themes. The implications of these findings are discussed in the context of how these insights from the lived experience of Buddhist ethics may inform and advance social work ethics education beyond the Eurocentric curriculum.

Social Media Algorithms, Christian Extremism, and Catholic Ethics for Faith-Based Advocacy to Build a Culture of Encounter

ABSTRACT Drawing on Catholic social ethics and Pope Francis’ vision of a culture of encounter, this essay demonstrates that social media algorithms function presently as “structures of sin.” Algorithms that govern social media platforms amplify hatred, spread mis(dis)information, and foment political polarization and extremism. They are obstacles to a culture of encounter that encourages solidarity across difference. As structures of sin, social media platforms are particularly potent catalysts for online radicalization. In the U.S. context, social media algorithms contributed to the rise of two overlapping extremist communities involved in the political violence on January 6, 2021 at the U.S. Capitol: Christian nationalists and the QAnon movement. With an eye to dismantling this structure of sin, the essay offers faith-based communities’ practical suggestions for enacting solidarity with those most susceptible to online radicalization for advocating for public legislation to push social media companies to design algorithms responsible to the common good.

Law enforcement activity, globalization and social morality in frameworks of mass culture (On the Example of Modern European TV-Shows on Law-Enforcements. Part 2)

Law enforcement activity, globalization and social morality in frameworks of mass culture (On the Example of Modern European TV-Shows on Law-Enforcements. Part 2)

The merging of knowledge and teaching about poverty through a participatory action project

ABSTRACT It is known among social work educators that training students about human rights is not only a mandate of the profession’s governing bodies but a desirable goal. While the notion of giving voice to the marginalized is not new to social work and is assumed to be a critical element of social justice, it is not always clear how best to manifest this in pedagogy and practice. This article introduces a training model that incorporates human rights and social work values and ethics. Based on participatory action research by ATD Fourth World, an anti-poverty organization, this training is led by people with lived experience of poverty and of child protection services in the UK. As lay experts and co-creators of knowledge, they guide students to a deeper understanding of the multiple dimensions of poverty and the impact of social work on their lives. This training challenges the power differentials typically embedded in client-clinician relations and focuses on the values underlying social work. This article explores the content and process of the training and implications for the development of human rights education in social work.

The War in Ukraine: Challenges to Just War Doctrines in Eastern Orthodoxy

The sequence and escalation of Russian–Ukrainian political and military conflicts since 2014, culminating in Russia's invasion of Ukraine in February 2022, have reopened interest in and debates on just war theory and practice in general and specifically in historic and modern Eastern Orthodox cultures and Orthodox-majority states. These debates have significant repercussions in areas like church–state and church–military relations in these cultures; ecclesial involvement in these conflicts has varied from war-justification rhetoric (in the case of the Russian Orthodox Church) to reiterations of the inherited traditions of ecclesial pacifism/condemnation of all violence (the Ecumenical Patriarchate of Constantinople, a number of Orthodox Churches, clerical and theological networks, etc.). The Russian ecclesial involvements in the justification of war/military necessity and formulation of just war narratives have triggered divisions and antagonisms in the Eastern Orthodoxy. The development and course of the ecclesial conflicts involving Russian and Ukrainian Orthodox churches and parishes (and other Orthodox ecclesiastic bodies) will show whether Orthodox religious actors may begin to play a more significant role in the articulation and application of newly emerging trends in areas like the theology of just peace, just peace-making and Christian realism, Orthodox social ethics and the dynamic praxis of just peace-making.

Addressing contemporary ethical and moral issues through islamic education

This research aims to explore how Islamic education addresses contemporary ethical and moral issues and informs ethical discourse and practice in educational contexts. It covers topics like social justice, environmental ethics, and digital ethics, highlighting the unique contributions of Islamic teachings to ethical awareness, moral development, and social responsibility. Utilizing a systematic methodology, the review comprehensively examines literature from multiple databases, focusing on peer-reviewed articles that discuss the integration of Islamic ethics in education. Key findings include the emphasis on character development, community engagement, and the transformative potential of Islamic education in fostering a just and compassionate society. These insights offer valuable guidance for educators and policymakers to develop curricula and policies that effectively integrate Islamic ethics, promoting ethical education and moral outcomes within Islamic contexts. Research Highlights: Integration of Islamic Ethics in Curriculum: Research underscores the successful integration of Islamic ethics into educational curricula, emphasizing character development and moral cultivation across various subject areas. Community Engagement and Collaboration: Studies highlight the importance of community engagement and collaboration in promoting ethical awareness and social responsibility among learners within Islamic educational settings. Transformative Potential of Islamic Education: The literature reveals the transformative potential of Islamic education in fostering a more just, compassionate, and ethically conscious society through the promotion of ethical awareness, moral development, and social responsibility. Implications for Educators and Policymakers: Findings provide actionable insights for educators and policymakers to develop innovative curriculum designs, pedagogical practices, and policy initiatives that promote ethical education within Islamic contexts, fostering a culture of integrity, compassion, and social responsibility among learners

Santri Character Education in Forming Personal Identity of Knowledgeable and Socially Ethical Muslims

Character education basically begins with instilling faith and moral education where the ultimate goal is the formation of a character for students who have an Islamic personality in the form of implementing social ethics in society. The characteristics of an Islamic personality referred to in the scope of this research are: upholding honesty, being disciplined, having manners, having knowledge of religion and science, having a soul and social ethics that are accepted in the environment. The superior programs of this Islamic boarding school are: study of the Yellow Book, Tahfidz Qur'an and Arabic. This Islamic boarding school has two dormitory buildings for male and female students with an average age of 13-18 years. Al Wasatiyah Islamic Boarding School also has general education facilities, There are: Madrasah Ibtidaiyyah, Middle and High School of Al Wasatiyah. The Al Wasatiyah Islamic Boarding School is located close to the Darul Qur'an Modern Islamic Boarding School, so that the religious and scientific nuances provided to the students are balanced so that it is hoped that it will be able to mold and realize the students' individuality into individuals with Islamic character and high social ethics. This character formation cannot be separated from the various programs implemented at the Al Wasatiyah Islamic Boarding School, namely "developing knowledge, faith and devotion, sincere service to the nation and state". Therefore, in this research, three manifestations of the attitudes and behavior of the students were found, namely having general knowledge and obedience to the Islamic religion and being in harmony with the social environment of the surrounding community

Peran Pendidikan Islam dalam Menghadapi Krisis Moral dan Etika Sosial

This research aims to study the role of Islamic Education in facing the moral and social ethical crisis. The method used is a literature review, which analyzes sources or data from scientific journals on topics relevant to the research. The research results show that Islamic education can provide an example for someone to speak and behave according to religious demands (Al-Qur'an and Sunnah) to prevent a moral and social-ethical crisis. In conclusion, Islamic education can solve the moral, social, and ethical crises. In conclusion, implementing and strengthening Islamic Education can solve the problem of moral, social, and ethical crises. Islamic education can play a role in controlling attitudes, reminding oneself, and preventing oneself from detrimental actions Keywords: Islamic Education, Morals, Social Ethics

On the Paradoxical Structure of the Concept of Style. A Theoretical Framework

<p>In addition to his famous concept of the style of life or lifestyle, Simmel develops a more general concept of style in his writings on art and aesthetics. He makes clear in this context that the concept of style has a paradoxical structure that mediates between the general and the particular and that it always stands for the general. This concept of style allows Simmel to apply it in different research fields: sociology and social philosophy, ethics, art and aesthetics or intellectual history. In developing a theoretical framework for understanding Simmel’s concept of style, we will need to cross these disciplinary boundaries. We will examine the fields of arts and aesthetics as well as intellectual history so as to illustrate how Simmel applies the concept of style. This will also make the paradoxical structure of this concept clear</p>