Moral Education: Hegemony vs. Morality

The paper inculcates the path of modern education by implementing cum ensuing the form and content of moral education from the stances of prescriptivist R. M Hare and existentialist Sartre. In the first part of the paper, Hare’s tune for language-centric moral concepts and its prescriptive plus universalistic application for society enhance an outlook for moral education where learners should be taught to apply morality from a prescriptive sense, not by memorizing it in a descriptive manner. Besides, Sartre’s existentialist appeal delineates moral education as a free choice of a learner where any institutional hegemony becomes trivial. The second part of the paper focuses on the content of moral education. What sort of moral laws make the content of moral education justifiable? Here Russell’s approach takes a pertinent role. We should secure modern education from the social and state’s anarchism. A way out that I depict in the last section of the paper stresses on moral education that evades itself from the repression of the pedagogue or rigid principles. Modern education should quest for why and liberal neutrality not by following the rigid rules obediently. Moral education teaches children about their own rights and the rights of the other in a beneficial manner

The poverty of contractarian moral education

In A Theory of Moral Education, Michael Hand claims that a directive moral education that seeks to persuade children that a particular conception of contractarian morality is justified can be undertaken without falling foul of the requirement not to indoctrinate. In this article, we set out a series of challenges to Hand’s argument. First, we argue that Hand’s focus on ‘reasonable disagreement’ regarding the status of a moral conception is a red-herring in this conception. Second, we argue that the endorsement of moral contractarianism and the prohibition on indoctrination pull in different directions: if contractarianism is sound, then teachers or governments should be less worried about indoctrination than Hand suggests. Third, we argue that moral contractarianism is mistaken; teachers should look elsewhere for guidance on the moral norms and principles towards which they should direct their pupils

Why do we need to employ Bayesian statistics and how can we employ it in studies of moral education?: With practical guidelines to use JASP for educators and researchers

ABSTRACTIn this article, we discuss the benefits of Bayesian statistics and how to utilize them in studies of moral education. To demonstrate concrete examples of the applications of Bayesian statistics to studies of moral education, we reanalyzed two data sets previously collected: one small data set collected from a moral educational intervention experiment, and one big data set from a large-scale Defining Issues Test-2 survey. The results suggest that Bayesian analysis of data sets collected from moral educational studies can provide additional useful statistical information, particularly that associated with the strength of evidence supporting alternative hypotheses, which has not been provided by the classical frequentist approach focusing on P-values. Finally, we introduce several practical guidelines pertaining to how to utilize Bayesian statistics, including the utilization of newly developed free statistical software, Jeffrey’s Amazing Statistics Program, and thresholding based on Bayes Factors, to scholars in the field of moral education

Nilai-Nilai Pendidikan Akhlak Melalui Syair Islami

This study examines the moral values ​​contained in the text of the song Rafly Kande. This research is a qualitative research. The method used in this research is descriptive qualitative analysis. The data in this study is the value of moral education in the text of Rafly's song entitled Wasiet Keu Aneuk, Gisa Bak Punca and Jasa Poma. the results obtained in the form of Moral Education Values ​​in Rafli's song lyrics are as follows: (a). In the song Wasieut Keu Aneuk there is the value of moral education towards Allah and the Apostle, then Moral Education towards Parents and Moral Education towards others. (b). Then in the Song of Gisa Bak Punca there are values ​​of moral education to Allah and His Messenger, to oneself, the value of moral education to parents and the value of moral education to the social environment. (c). While in the lyrics of the song Jasa Poma there is only the value of moral education for parents, especially mothers. As for the views of academic figures, musicians, politicians and activists, it is stated that in the lyrics of Rafli's songs there are many values ​​of moral and moral education in them, some of which most often appear are: Moral Education Values ​​to Allah and His Apostle, Values Moral Education to Parents, Moral Education Value to oneself, and Moral Education Value to the social environment (society)

Studi Komparasi Konsep Pendidikan Akhlak Menurut Ibnu Miskawaih Dan Hamka

This study analyzes the concept of moral education according to Ibnu Miskawaih and Hamka. The aim of this research is; (1) to find out the concept of moral education according to Ibnu Miskawaih and Hamka, (2) to find out the similarities and differences of the concept of moral education of Ibn Miskawaih and Hamka, (3) to determine the relevance of the concept of moral education by Ibnu Miskawaih and Hamka to education in the current era . This type of research is library research. The results showed that there were differences in the concept of moral education for Ibnu Miskawaih and Hamka, namely from the basics of moral education, the material used in moral education, and methods in moral education. However, there are also similarities in the concept of moral education according to Ibnu Miskawaih and Hamka, namely that both aim to shape the behavior, character, and character of a person who is of good value and has good morals where the behavior occurs spontaneously. Judging from the concept of moral education conveyed by Ibnu Miskawaih and Hamka, the concept of moral education is relevant to moral education in the current era

The Comparison and Modern Significance of Moral Education between Dewey and Confucius

Dewey’s Pragmatism philosophy and moral education thoughts are the representatives of values in western modern society, and Confucius is the founder of China’s excellent traditional moral education. Both of them have made outstanding contributions to moral education research. Comparing the moral education ideas of Dewey and Confucius, we can discover the similarities and differences between the two. This article mainly elaborates on the purpose, content, and methods of moral education, and compares and summarizes the similarities and differences. Finally, by absorbing the connotations of ancient and modern moral education, we continuously improve and enrich the content and system of modern moral education in China, and enrich the theory of modern moral education in China

Innovating the Mode of Moral Education: Barriers and Strategies

This paper first investigates into the three basic features for school moral education modes and social moral education modes respectively, then analyzes in-depth the source of barriers for school moral education based on clarifying the relationship between moral education mode and moral education barriers, and finally proposes the fundamental strategies for elimination of the barriers

An Analysis of the Implementation Path of Moral Education in Mathematics under Goal Orientation: Taking "The ellipse and its standard equation" as an example

The practice of moral education in mathematics is an inevitable requirement for the implementation of the fundamental task of establishing moral education. The practice of moral education in mathematics is not conducted blindly. By adopting moral education objectives as the guide, the effectiveness of moral education in the subject can be enhanced. The implementation path of moral education in mathematics was explored in the context of the moral education objectives for the senior secondary level in the "Guidelines for Moral Education in Primary and Secondary Schools", based on the example of the "ellipse and its standard equation". A typical case was used as a carrier; reasonable scenarios were introduced; mathematical thinking and methods were penetrated to focus on the cultural values of mathematics. Keywords: Moral education in mathematics; Goal-oriented; Ellipse DOI: 10.7176/JEP/13-26-06 Publication date:September 30th 202