This research examines the importance for civic education teachers in carrying out the learning process in class not only achieving cognitive aspects but every teacher must also prioritise affective ...aspects in the learning process, so that using the Moral Education model in Civic Education can be a reference for teachers in carrying out Civic Education learning by using the Moral Education model as an effort to foster Moral feeling, Moral Behaviour and Moral action. The purpose of this research is how Citizenship Education as Moral Education and the Development of Moral Education models in Citizenship Education. While this research method uses a literature study research approach with steps to select themes, search for references, collect data sources, and analyse data and draw conclusions. The results showed that education as moral education has existed since civic education entered Indonesia, and that the development of moral education models in civic education, one of which uses the Human Modelling model and Value Clarification Technique, provides a practical solution for civic education as moral education that refers to the 21st century learning model.
The present study aimed to develop effective moral educational interventions based on social psychology by using stories of moral exemplars. We tested whether motivation to engage in voluntary ...service as a form of moral behavior was better promoted by attainable and relevant exemplars or by unattainable and irrelevant exemplars. First, experiment 1, conducted in a lab, showed that stories of attainable exemplars more effectively promoted voluntary service activity engagement among undergraduate students compared with stories of unattainable exemplars and non-moral stories. Second, experiment 2, a middle school classroom-level experiment with a quasi-experimental design, demonstrated that peer exemplars, who are perceived to be attainable and relevant to students, better promoted service engagement compared with historic figures in moral education classes.
Integrative-inclusive moral education can be interpreted as a formulation of a broad and holistic moral education process. Moral education materials can work together with all subjects, school ...culture, extracurricular activities, and even with the community. It is said that the integrative scientific structure does not mean that the various sciences are merged into an identical form of science, but rather the character, style, and nature of the science are integrated in the unity of the spiritual material dimensions, revelation, secularl-religion, physical-spiritual, and the world hereafter. Integration requires the existence of a relationship or unification or synchronization or greet each other or alignment between each existing scientific fields. Each scientific field cannot stand alone, without greeting each other with other scientific fields. While inclusive education, is a matter relating to many aspects of human life based on the principles of equality, justice, and individual rights. So integrative-inclusive education means that an educational process must cover a broad and comprehensive scope. Integrative-inclusive moral education has a holistic scope.
Keywords: Moral education, integrative-inclusive
Abstrak
Pendidikan akhlak integratif-inklusif dapat dimaknai sebagai suatu rumusan proses pendidikan akhlak yang dilakukan secara luas dan holistik. Materi pendidikan akhlak dapat bersinergi dengan seluruh mata pelajaran, budaya sekolah, kegiatan ekstrakurikuler, serta dengan komunitas. Dikatakan struktur keilmuan integratif bukan berarti antara berbagai ilmu tersebut dilebur menjadi satu bentuk ilmu yang identik, melainkan karakter, corak, dan hakikat antara ilmu tersebut terpadu dalam kesatuan dimensi material spiritual, akal-wahyu, ilmu umum-ilmu agama, jasmani-rohani, dan dunia akhirat. Integrasi menghendaki adanya hubungan atau penyatuan atau sinkronisasi atau saling menyapa atau kesejajaran antar tiap bidang keilmuan yang ada. Setiap bidang keilmuan tidak dapat berdiri sendiri, tanpa saling menyapa dengan bidang keilmuan yang lain. Sedangkan pendidikan inklusif, merupakan suatu hal yang berkaitan dengan banyak aspek hidup manusia yang didasarkan atas prinsip persamaan, keadilan, dan hak individu. Maka pendidikan integratif-inklusif memiliki makna bahwa suatu proses pendidikan harus mencakup ruang lingkup yang luas dan menyeluruh. Pendidikan akhlak secara integratif-inklusif memiliki cakupan yang menyeluruh dan holistik.
Kata Kunci: Pendidikan akhlak, integratif-inklusif
The focus on female moral education issues allows us to reexamine the contributions of John Dewey, an American educational philosopher. Dewey’s ethics are built upon a rebellion against the ...universalism and rationalism that were predominant in the traditional ethics based on intrinsic manifestation and external rules. This ethical approach is primarily characterized by Dewey’s pursuit of a democratic society, as well as the emphasis he places on emotional and moral imagination. Dewey’s ethics can be seen as a means to address postmodern problems, integrating the traditional emphasis on “knowledge” with the postmodern focus on “discourse,” based on experience. However, it is worth contemplating whether this solution is effective or if it overly magnifies the power of “understanding” in its ethical system. In the dialogue with postmodern theory, perhaps what is more crucial for the myriad of postmodern issues, exemplified by female morality, is inclusion rather than understanding, as well as questioning knowledge and reconstructing its elements.
Moral Emotions – Pedagogical Perspective Przybylska, Irena Barbara; Nieduziak, Edyta
Journal of Vasyl Stefanyk Precarpathian National University,
09/2023, Letnik:
10, Številka:
3
Journal Article
Recenzirano
Odprti dostop
The aim of the article is to identify the status of emotions in the processes of passing judgements and taking moral decisions as well as to indicate the importance of emotional competence in moral ...development. In the first part of the text, we review the concept of morality, with particular reference to the emotivism of Alfred J. Ayer, Alan Gibbard’s emotivism, and trends in the ethics of care by Nel Noddings as viewpoints that emphasize the affective factor. In the second part, using the concept of social, related to self-awareness and moral emotions, we argue for the role of emotions in the processes possessing moral significance. On that basis, we cautiously assume that people who have developed high emotional competence are also more morally competent. The last part is the search for pedagogical implications and justification of the thesis about the meaningful and functional relationship of emotional and moral development in the processes of upbringing. Since ethics concerns how we should live and since these areas are so much concerned with how we live, moral education ought to focus on developing moral skills (virtues), thanks to which moral feelings will guide children and adolescents.
Winston C. Thompson's review of Moral Education for Social Justice by Larry Nucci and Robyn Ilten-Gee accurately captures the effort to integrate critical pedagogy with domain-based moral education. ...A core element is student participation in domain-based discourse entailing responsive engagement that transcends the cognitive activity of individuals. Those discussions may lead to action projects (praxis). Replying to Thompson's review, Nucci and Ilten-Gee address potential problems that may arise from student resistance and from objections of conservatives who may view attention to social justice as political indoctrination. They conclude that moral education that does not attend to social justice suffers from incoherence.
Celotno besedilo
Dostopno za:
BFBNIB, DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
One of the most important roles of schools is to enable students to become good citizens, capable of participating in the public affairs of society. However, the term ‘good citizens’ evokes different ...interpretations and definitions in different value systems. Using the methods of quantitative content analysis and narrative analysis, this paper aims to identify the dominant moral values of a good citizen that are conveyed by Malaysian moral education textbooks. The findings demonstrate that ‘responsibility’ is the dominant value for shaping a good citizen in Malaysia. The value of responsibility in the textbooks embraces not only the meanings of self-obligation and accountability, but responsibility is also defined as an individual׳s sense of self-discipline in their behaviour that enables them to avoid conflict and strive for harmonious social order. The other important values are “Respect”, “Helpful”, “Hard-working” and “Caring”. This study provides an example of how a multi-ethnic nation state like Malaysia promotes these moral values through its educational curriculum, for political legitimacy and forging national unity.
•Moral education has been part of the process of nation-building in Malaysia.•The values that are taught in the textbooks are a means for political legitimacy and forging national unity.•The findings demonstrate that ‘responsibility’ is the dominant value for shaping a good citizen in Malaysia.•A good citizen, as portrayed by the textbooks, is also a rule-follower and committed to national development.
Some countries have replaced face-to-face education with distance education in response to the coronavirus. This form of distance education differs from conventional distance education: being ...suddenly, unreadily and forcefully implemented, invading schooling and constituting a globally discussed phenomenon. This article builds a conceptual framework for this education, addressing the question: What are the ramifications of implementing distance education amid coronavirus? It targets Arab culture, although globalisation and the media may have harmonised any substantial cross-cultural variations. Various ramifications have emerged through analysing social-media posts, online classes and interviews. Concerning social and cultural ramifications, some may, for ideological considerations, tolerate, support, reject or subvert this education through campaigning, rumour and humour. Regarding pedagogical and psychological ramifications, unreadiness and incompetence may compromise education. Additionally, staying home may entail problems (pandemic-related stress, anxiety, depression, domestic violence, divorce and pregnancy), preventing students and teachers from learning and teaching. Concerning procedural and logistical ramifications, some Arab contexts may be digitally readier than non-Arab contexts. Additionally, stakeholders may intensify efforts to profit, ethically or unethically, from the over-demand for this education. Distance education is one of several social distancing initiatives, which Arabs have welcomed despite their well-rooted social closeness, bonding to debond, forming unorthodox ‘distanceship’.
•Drawing a comparison between traditional distance education and crisis distance education.•Formulating a conceptual framework for crisis distance education.•Qualitatively scrutinising crisis distance education.•Viewing crisis distance education through sociological lenses.•Documenting Arabs' views of (and dealings with) crisis distance education.
Aim: The purpose of this study was to provide a model of moral education in elementary school. Method:The research method was mixed with a qualitative-quantitative design. The statistical population ...of the research in the qualitative section included articles, thesis, documents and books from 1390 to 1398 and in a quantitative part, the teachers of the second elementary school were in Kerman. The study sample was based on purposive sampling method in qualitative part and simple random sampling method in quantitative part. The data collection tools in the qualitative section included articles, thesis, books, and in the quantitative section was a questionnaire. The content analysis method was used to analyze the data in the qualitative part and the second-order confirmatory factor analysis was used in the quantitative part. Finding: Findings showed that 35 basic themes, eleven organizing themes and three comprehensive themes were identified in three areas of cognition, belief and moral behavior, then a questionnaire was designed to validate the model with 35 items. The reliability of the questionnaire was calculated using Cronbachchr('39')s alpha (0.95) and its validity was calculated based on the views of experienced faculty members and using the sigma numbering index of 0/85. The results showed that all themes with high factor load were approved, which indicated the high validity of the model. In the quantitative part, the findings showed that all themes with high factor load were approved, which indicated the high validity of the model. Conclusion:According to the results of this study and focusing on the model of moral education, it is possible to help improve the level of cognition, belief and moral behavior of elementary school students.
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