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Ethics and Moral

The document defines ethics as a branch of moral philosophy that examines human behavior and the norms guiding actions, distinguishing between ethics and morals. It outlines various types of ethics, including meta-ethics, normative ethics, and applied ethics, each addressing different aspects of moral inquiry and decision-making. Additionally, it emphasizes the importance of ethics in education to foster moral values and ethical behavior among students.
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0% found this document useful (0 votes)
10 views19 pages

Ethics and Moral

The document defines ethics as a branch of moral philosophy that examines human behavior and the norms guiding actions, distinguishing between ethics and morals. It outlines various types of ethics, including meta-ethics, normative ethics, and applied ethics, each addressing different aspects of moral inquiry and decision-making. Additionally, it emphasizes the importance of ethics in education to foster moral values and ethical behavior among students.
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We take content rights seriously. If you suspect this is your content, claim it here.
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1.

Definition of Ethics

Ethics is part of moral philosophy where the study is related to human behavior. Ethics
does not question the human condition, but question show humans should act, based on
certain norms. Ethics and morals are more or less the same meaning, but in daily activities
there are differences, namely morals for the assessment of actions taken, while ethics is for
assessment of the prevailing value system. Ethics and morals are more or less the same
meaning, but in daily activities there are differences, namely morals for the assessment of
actions taken, while ethics is for assessment of the prevailing value system.

Moral is an understanding of what is good and what is wrong. While ethics is human
behavior, both mental and physical regarding matters that are in accordance with that moral.
Ethics is a philosophical inquiry into human obligations and what is good and bad. This field
is hereinafter referred to as the moral field. The objects of ethics are moral statements.
Therefore, ethics can also be said as a philosophy of the moral field. Ethics is not about the
human condition, but how humans should act.

Ethics is a human thought that is included in a device of human judgment in dealing with
the environment. The position of ethics in culture is an important capital in developing
sustainable development insights. Therefore, ethics in the study of philosophy is a branch of
axiology, namely the science that studies the nature of values. One part of which is the
explanations in philosophy that discuss the problem of the predicate good (good) and bad
(bad) in the sense of morality and immoral. These predicates will not have any meaning
(meaningless) if they are not manifested in human actions in the empirical realm. The
predicates above in terms of quality will refer to one side of the two opposing sides, namely
the good side or morality. If someone delivers a symbol in the form of an attribute that is in
accordance with general opinions and rules, it can be said that the action is moral, good and
also ethical. So, on the good and moral side it is called ethics. On the other hand, people who
are not in accordance with the general habits of their community are referred to as bad,
unscrupulous, unethical and considered to have violated ethics.
Ethics is one of the most important and significant branches of philosophy today and it
means the philosophy of morality. The term ethics comes from the Greek word Ethos which
means custom, character which is related to our values and virtues. It helps us in making right
decisions and hence, our daily actions and life experiences are the subject of ethics. They are
mainly divided into two parts: theoretical ethics and applied ethics. Normative ethics,
descriptive ethics, meta ethics, etc. are included in theoretical ethics and professional ethics
are included in applied ethics. Meanwhile, normative ethics mainly studies about what makes
an activity or action right and wrong. Meta ethics is all about the theoretical meanings as well
as allusions of moral propositions and the descriptive ethical study of facts and looking into
ethics from observations of genuine choices made by moral agents in practice.

Ethics

Applied or
Theoretical
Practical

Normative Descriptive Professional


Meta Ethics
Ethics Ethics Ethic

Figure 1.1

Along with changes and the development of new technologies, there are many challenges
that also develop in the global era. The whole world has become so mechanical and
commercial where the hope of honesty and commitment among people is like a dream now.
Social media also plays a very important role in everyone's life as well as children and its
influence has made them unrealistic in every area of their life. Due to this reason, great ethical
demands have grown in the field of education to instill and develop morality and values
among students especially youth.

2. Types of Ethics
Ethics that examines human behavior can be classified into several types:

a. Meta-ethics

Metaethics or analytical ethics are not concerned with empirical or


historical facts, nor do they make evaluations or normative judgments. Meta-
ethics prefers to examine ethical issues, such as the question: what is the
meaning of using the expression "right" or "wrong"? It is an ethic that tries to
give meaning to the terms and language used in ethical discussions, as well as
the way of thinking used to justify ethical statements. Metaethics is a form of
analytics that is concerned with analyzing all the rules relating to behavior, good
and evil. Critical which is related to criticizing what has been analyzed.
Metaethics examines the origin of ethical principles and their use. The question
is: Are there any ethical principles that are a social fabrication? Are these social
ethical principles a reflection of individual emotions? It is metaethics that will
answer all these questions which focus on universal truths, God's provisions,
reasons for ethical judgments and definitions of terms related to ethics itself.
Metaethics as a path to the conception of the right or wrong of an action
or event. In metaethics, the action or event in question is studied on the basis of
the thing itself and the impact it makes. To exemplify, "a child kicked a ball till
the window pane broke''. The merits of the activity must be assessed from a
meta-ethical standpoint. To begin with, it is a mistake to play while playing
from the child's perspective, because one of his worlds (children's world) is
certainly playing, especially when he does it on purpose. However, if you look
at it from the perspective of the window owner, this is clearly a mistake done by
the child. Because he felt wronged, the window owner presumed so.
Source: google.id

How should we develop a metaethical theory?

There is another fundamental methodological question that is well worth keeping at


the front of the mind: what should the meta-ethic be sensitive to when developing their
theory? For example, if we are trying to answer questions about moral language — and,
as philosophers, we take a particular approach to truth that differs from the view held by
most people - then who wins? Do we go with the people on the street? Or the
philosopher? This point can be best illustrated by revisiting our football example.
Imagine that people in the crowd simultaneously shouted "Penalties!" Leaving what
the referee said to one side, imagine the analyst or pundit thought it was definitely not a
penalty. He argued that despite the crowd's insistence, what they said was wrong.
Furthermore, he reasoned, he has a lot of experience and has watched more games than
most of them, he doesn't support any of the teams and is therefore unbiased and he is in
a much better position emotionally to be understood. What really happened. What
should we say in this situation? Is it a penalty or not? Are we taking seriously the fact
that 50,000 people are simultaneously shouting the same thing at the same time?
So, when trying to find the best analysis of moral practice, should we start with the
way most people think and talk and try to build a theory around this? Or should we
develop a theory and then explain what people have to say in this regard or conclude
that the way people think and speak is a riot as a reliable guide to truth? If one thinks
that the confession of moral claims is always true, does this mean that metaethical
theory should demonstrate this? Or rather, can meta-ethic claim to know more about the
matter and agree that people are wrong?
Of course, one might think it's a bit of both: in some cases, people's thoughts and
everyday speech should direct our metaethical theories, whereas in other cases
philosophers should. To take this route we must tread with caution, as we need to give
sound reasons why on some issues great weight of evidence is given to people and why
in others it is not. As you read the rest of the book, you will see meta ethicists grapple
with this issue.

b. Normative Ethics

Normative ethics is the attitude and behavior of humans or society


according to with ideal norms and morality. This ethic is generally judged meet the
demands and development of dynamics and conditions public. There are demands
that become a reference for the general public or all parties in life. This normative
ethics is ethics refers to moral norms or standards that are expected to influence
behavior, policies, decisions, individual character, and social structure.
With such elements, it is hoped that behavior with all its aspects will remain
grounded in regulated norms. In normative ethics, ethics seeks to shape various
attitudes and ideal behavior patterns that must be carried out by humans, or what is
precious in this life. This normative ethics speak about the norms that guide human
behavior, and provide judgments and appeals to humans to act because it must be
based on norms. It also encourages people to act good and avoid wrong decision
bad. Systematically, normative ethics tries to present justify the moral system.
Normative business ethics develop and justify basic moral principles or basic
values of a moral system. This system consists of the principles or basic moral
values and rules that specifically govern human behavior in the sense of eliminating
actions that bad or immoral, but advocates behavior that is immoral. Ethics is the
most important part of ethics itself. Ethics normative ethics, the person concerned
does not act as a neutral audience (as in descriptive ethics), but suggest judgments
about human behavior.
Normative ethics is no longer explaining about the symptoms, but about
what really should be our actions. In normative ethics, norms are judged, and
human attitudes are determined. Normative Ethics provides judgments and appeals
to humans to act as they should base on norms. and urges people to act well and
avoid bad actions.
Normative ethics related to moral issues is the most interesting topic of
discussion. Good and bad judgments regarding the actions of a person or certain
community group in normative ethics are always associated with norms that can
guide humans to act well and avoid bad things in accordance with agreed rules and
norms that apply in society.
An action or human action always has a certain goal to be achieved. This
means that there is a direction and target for the actions of life that are carried out.
Examples of Normative Ethics. There are individual ethics such as honesty, self-
discipline, doing tasks.

Examples of the application of normative ethics, namely:

● The habit of using drugs must be avoided because it can damage the
body's organs (torture yourself)
● Reject the habit of abortion because it includes the act of taking the lives
of others and torturing oneself.
● It is forbidden to take the life of another innocent person
● The habit of drinking alcoholic beverages should be avoided, because it
can lead to loss of human consciousness and damage their organs.
● Reject the habit of Corruption, Collusion and Nepotism (KKN) because
it can harm others.
● The habit of prostitution, must be avoided, because it is contrary to
human dignity.

Normative ethics does not describe, but determines whether or not an action is true.
Normative ethics aims to formulate ethical principles that can be accounted for rationally
and can be used in practice.
c. Applied Ethics
Applied ethics is the study of how humans can reach moral conclusions
in certain contexts. As a result, it is focused with the philosophical investigation
of specific – and frequently complex – moral dilemmas. Applied ethics
encompasses fields such as bioethics, environmental ethics, development ethics,
and business/corporate ethics. Applied ethics is a philosophical discipline that
seeks to apply ethical theories to everyday life situations. Applied ethics is a
branch of ethics that consists of the analysis of specific and conventional moral
issues.
Various questions can be asked in the field of applied ethics, for
example:
1. “Is having an abortion immoral?”
2. “Is euthanasia immoral?”
3. “Do animals have rights too?

What are human rights, and how are they defined?” Questions can also
be more specific, such as: “If someone can make their life better than mine, is it
morally right to sacrifice me for them if needed?” These questions are important
to balance in the fields of law, politics and arbitration practice. However, not all
questions can be applied to public policy. For example, ethical judgment
questions, such as “Is lying always wrong? If not, when is it justified?”, is more
a question of etiquette.
Applied ethics has various important roles in the modern world. Among
others are:
● There is moral pluralism
● The emergence of new ethical problems
● The emergence of an increasingly universal ethical concern
● The arrival of the wave of modernization
● There is an offer of various ideologies
● A challenge for clergy
i. The Emergence of Applied Ethics

Applied ethics arises from a deep ethical concern, this is triggered by various
factors including:
● Developments in the field of science and technology.
● The creation of a kind of “moral climate” that invites new interest in ethics

In addition, various problems faced and new cases that developed in human
social life, also made the science of applied ethics develop, namely:
● The emergence of the civil rights struggle.
● There is a strong movement that demands equal rights between men and
women.
● There was also a student "revolution" in several Western countries

The seriousness of applied ethics is also marked by the development of applied


ethics through various situations and activities, including:
● In many places around the world, congresses and seminars are held on
ethical issues every year.
● There have been quite a number of institutes, inside and outside
universities, which specialize in studying moral issues
● Especially in the United States, ethics in one form is often included in the
university curriculum
● There is a flood of publications on applied ethics that was unthinkable a
few decades ago
● In recent decades, it is not uncommon for ethicists to be asked to study
issues with moral implications

3. Objective of Studying Ethics

The ultimate goal in studying ethics is not as in other investigations, the


attainment of theoretical knowledge; we do not undertake this investigation to know
what virtue is, but to become good, otherwise there will be no gain in studying it.
Ethics is a lot like air: it's almost invisible. In fact, for centuries, people were not
aware that a substance like air existed. Likewise, we often fail to acknowledge the
existence of ethics or morality until someone fails to heed them. The term ethics has
several meanings. It is often used to refer to a set of standards of right and wrong
that are set by a particular group and imposed on members of that group as a means
of regulating and setting limits on their behavior. The use of the word ethics reflects
its etymology, which comes from the Greek word ethos, which means "custom or
cultural custom". The word moral comes from the Latin word moralist, which also
means “custom.” Although some philosophers distinguish between the terms of
ethics and morals, others, including the authors of this text, use the two terms
interchangeably. The identification of ethics and morality with cultural norms or
customs reflects the fact that most adults tend to identify morality with cultural
customs. Philosophical ethics, also known as moral philosophy, goes beyond this
limited concept of right and wrong.
Ethics, as a philosophical discipline, includes the study of the values and
guidelines by which we live and the justification for these values and guidelines.
Rather than simply accepting the customs or guidelines used by one particular group
or culture, philosophical ethics analyzes and evaluates these guidelines based on
universally accepted principles and concerns. More importantly, ethics is a way of
life. In this sense, ethics involves active involvement in the pursuit of the good life
—a life that is consistent with a coherent set of moral values. According to
Aristotle, one of the foremost Western moral philosophers, the pursuit of the good
life is our most important activity as human beings. Indeed, research has found that
even criminals believe morality is important—at least for other people. Even though
criminals may not always act on their moral beliefs, they still expect others to do so.
Almost all criminals, when asked, stated that they did not want their children to
commit immoral acts and would be angry if one of their children committed a
crime.

4. Roles of Ethics in Education


Ethics in education is a very broad term that provides students with learning
experiences that are beneficial for them to grow ethically. It can be considered as a
means of expanding ethical awareness and understanding the motivations to behave
and act ethically around the world. In education, there are four ethical principles
such as:
❖ Honesty: Honesty means being trustworthy, loyal, honest, sincere, fair etc.
which is a very important trait to have in education. Strong bonds between
teachers and students in schools always come from mutual trust and respect.
However, it is seen that in today's world students and academics only pursue
academics, values etc. and most of them have forgotten the importance of
values and morals in educational settings. But success does not only come
from academics but also, we must have morality to complement our
knowledge. They one of the important individual assets that one should
always have. So, in the education system students must be given knowledge
accompanied by morals and ethics and they must guide them properly from
childhood to develop honesty among them.

❖ Confidentiality: Confidentiality means not disclosing or disclosing one's


commitments or information to unauthorized persons and this is also a very
important ethic in education. When a student faces any stress, crisis or
challenge, they seek help from a student affair professional and it is their
responsibility to maintain confidentiality about them.

❖ Conflict of Interest: A conflict of interest can occur when a person's best


and most preferred interests are not similar or do not coincide with the best
interests of another individual or organization to which the individual has
loyalty. Therefore, in the school environment, students' personal interests
must be prioritized and are the great responsibility of teachers.
❖ Responsibility: Responsibility is also a very vital and important ethics in
education among all other ethics. It is the responsibility of students to show
proper respect and courtesy to their teachers as well as other classmates in
the school and teachers should take strong initiative in teaching students
about their responsibilities.
5. The Importance of Professional Ethics for Teacher

A professional code of ethics is a guiding principle that aims to encourage


professionals to do work with dedication, honesty, sincerity, commitment, etc. with
integrity. It deals with the principles and values that a professional must apply to
make the workplace environment creative and conductive. Professional skills and
knowledge are the key elements that every professional must possess in order to
achieve or acquire to perform their services with proper determination and
commitment. It is purposively designed for teachers to protect the rights of students
and ethics is very important for teachers to understand the ethics and values of their
work before entering the teaching profession.
Schools are said to be miniature societies and formal institutions that provide
education to students. Teaching and teachers are the two main keys of this society
without which the educational process cannot function properly. So, a teacher
should always know about his great responsibility and understand his profession.
Professional code of ethics has an important meaning in this regard. So, the absence
of this professional ethics in teachers can affect student development. According to
Benninga (2003), teachers must focus on providing the right path and guiding
students to have good character, behave well, and develop good attitudes within
themselves. Some important professional codes of ethics for teachers are as follows:
⮚ A teacher should always be aware of his or her own roles and
responsibilities and should respect the privacy of other members of their
own school.
⮚ They must have proper knowledge of student needs and a deep vision to
meet the needs, requirements and aspirations of today's students.
⮚ It must always respect spiritual and cultural values, diversity, social justice,
democracy, freedom and the environment.
⮚ Teachers should show affection, care and love to students and build good,
pious and respectful relationships with students.
⮚ Teachers must be honest, dedicated and reliable towards the school and
students.
⮚ Teachers must maintain good and respectful relationships with all school
stakeholders. They should try to earn the trust of their students, co-workers,
parents, school management and society as well.
⮚ They should always keep them away from conflicts between their
professional work and personal work that can affect students' perceptions of
schools and teachers.
1. Definition of Moral
The term "moral" is derived from the Latin "mores," which is derived from the
jama' word "mos," which meaning "custom." In Indonesian, the word moral is
translated as "morality." A civilized society's behavior is said to as moral. Morality
is derived from the Latin adjective moralis, which has the same meaning as morals
but with a more abstract tone. Because the words morality and morality have the
same meaning, the emphasis is more on the application of morality due to its
abstract character.

According to Merriam Webster, moral is "expressing or teaching an idea of right


behavior". Besides that, Urban (2017) explained that morality allows and needs
people to see themselves as bearers of certain identities and actors in diverse
interactions that are determined by certain values. People grow to understand each
other in this way, and to express these understandings through accountability
practices, in which they assign, accept, or deflect responsibility for various tasks. In
short, moral education is one of the most important aspects of maintaining a
student's attitude or behavior as a teenager, because moral education has a practical
function in the adult world. Young people are brought up in the interests of the adult
world, frequently rather openly.

Moral is an absolute value in social life as a whole. An assessment of morals is


measured from the culture of the local community. Moral is a person's actions /
behavior / words in interacting with humans. acceptable and pleasing to the
community environment, then the person is considered to have good morals, and
vice versa. Moral is a product of culture and religion. Moral can also be interpreted
as an attitude, behavior, action, behavior that someone does when trying to do
something based on experience, interpretation, conscience, and advice, etc.
2. Moral Act

A human act. One is done with knowledge and free will. It is called a moral act
because it is always morally good or bad. Therefore, every consciously intentional
act is a moral act. Moral action is a complex association of thinking and acting. One
can think morally without doing anything. A person can act in a way that is then
judged to be moral without thinking about it. In this chapter we will consider the
interactions of thinking and acting that constitute intentional moral action. Modern
physics recognizes that light can be thought of as either a wave or a particle.
Different conditions at the start of the experiment can make visible light one way or
another. Somewhat analogously, moral action can be viewed in a number of
different ways. These are not mutually exclusive but give a distinct appearance
which gives us additional information. We'll start with a very modern concept. Rest
suggests that moral action can be thought of as having four components:
a. Moral sensitivity: the ability to recognize a problem as something that has a
moral dimension. If you don't see a situation as a moral issue, you won't try
to think about it morally. For example, where a person lives determines, to
an astonishing degree, what kind of education is available. If one views this
as merely an example of how society is built, and does not realize that this is
a matter of justice for minors, that would not seem immoral.
b. Moral judgment: the process of looking at the situation, gathering all
available information about it, and making judgments.
c. Moral discrimination: the ability to rank the importance of moral judgments
against other claims. A doctor who works for a for-profit medical company
owns a large stake in that company. He is capable of making sound medical
decisions and treatment plans for his patients, but if this is likely to cost the
company a lot of money, he will not recommend them but prefer cheaper,
usually fewer effective treatments. She describes herself as a "corporate
whore;" very insightful commentary.
d. Moral courage: the ability to make moral decisions in the face of opposition.
Moral courage requires stamina, endurance, perseverance, and perseverance.
It is the ability to withstand resistance to do the right thing. A university
president one of us worked for lacked moral courage. He is able to make
excellent moral judgments, because he can choose that this has priority over
competing interests. But he withered under the pressure.

3. Aspects of Moral
There are 10 aspects of moral, namely:

1. Honesty

Honesty is a part of individually morals. In honesty, it is a behavior that


considers something good for every student. Students who have an attitude of
honesty can be seen from their good actions and telling the truth to their
interlocutor. Students who have an honest character are the focus of the
curriculum to be developed into civilized students and have good morals.

2. Discipline

One of the moral characters that need to be developed is discipline. The value of
the character of discipline is very important for humans to have so that other good
character values emerge. The importance of strengthening the character of
discipline is based on the reason that there are now many deviant behaviors that
are contrary to disciplinary norms. Undisciplined behavior is often encountered in
the school environment, including elementary schools. Examples of undisciplined
behavior include not coming to school on time, not wearing a complete uniform
as stated in the school rules, sitting or walking arbitrarily stepping on plants that
clearly have the words “no stepping on plants” installed, throwing littering,
scribbling on school walls, truancy, collecting assignments not on time, not
wearing uniforms according to the rules, and so on.

The occurrence of undisciplined behavior in schools shows that there have been
serious problems in terms of disciplinary character education. The emergence of
undisciplined behavior shows that the knowledge related to the character obtained
by students at school does not have a positive impact on changes in students' daily
behavior. Basically, students know that their behavior is not right, but they do not
have the ability to get used to avoiding the wrong behavior. This is in the process
of character education that occurs. It could be that the character education that has
been carried out so far has only been at the knowledge stage, has not yet reached
the feelings and behavior of character. The learning process teaches students more
verbalistic knowledge which does not prepare students to be able to face the
social life they will encounter.

3. Responsibility

Responsibility is an action that is carried out consciously and knows the


consequences of its actions. In this case, the perpetrator "the principle of alternate
possibilities" is the principle which states that someone is morally responsible for
the actions that have been taken, if someone can actually act with other
alternatives. Students in schools have responsibilities, including doing school
assignments, taking exams and passing exams, students following school
regulations and students behaving well towards the school environment both to
friends and teachers. This responsibility allows students to develop a personality
that is more towards being someone who can determine the good things in the
students themselves.

4. Care

Caring is one part of moral development where students are sensitive to their
environment and pay attention to appropriate behavior such as caring students to
help friends in trouble, following school and class regulations or others. In
essence, the caring attitude of students developed in the curriculum allows
students to become good social characters.
5. Polite

Politeness is a form of behavioral norms in everyday life. A person's behavior can


be observed and explained as a form of response to various kinds of stimulus
experiences that have been experienced. So, behavior is part of character which is
nothing but a mirror of one's personality and is seen by others both in actions and
interactions with the environment. Student behavior includes moral, diverse
attitudes, social, emotional, discipline, and self-concept. Polite is a good habit and
the environment agrees with it. Polite can be interpreted as a norm or a form of
very respectful attitude. Politeness is also part of ethics and is more general than
moral. Ethics is used to analyze a value while morals are used to judge whether an
action is good or bad. It can be seen that students' politeness can be seen from
their speech and behavior towards others.

6. Mutual Cooperation

Mutual cooperation is a form of community group cooperation to achieve positive


results without thinking about and prioritizing profit for one individual or group,
but for mutual happiness. This culture has good moral values in society,
especially in groups of students at school.

7. Teamwork

Teamwork is important for human life, because with cooperation humans can
carry out their lives. Teamwork also demands interaction between several parties.
Cooperation is a joint effort between individuals or groups to achieve certain
goals. This opinion clearly states that cooperation is a form of relationship
between several parties who interact with each other to achieve common goals.
Based on some of the opinions above, it can be concluded that student
cooperation can be interpreted as an interaction or relationship between students
and students and students and teachers to achieve learning objectives. The
relationship in question is a dynamic relationship, namely, a relationship that
respects, cares for each other, helps each other, and provides mutual
encouragement so that learning objectives are achieved. The learning objectives
include changes in behavior, increasing understanding, and absorption of
knowledge.

8. Peace

Peace is a form of harmonious interaction between individuals and heterogeneous


groups or individuals. Peace is part of the moral form of students because with
peace in the classroom, they can develop knowledge, behavior and relationships
with each other. Not only that, peace is a moral component that develops the
harmony of student learning activities with others.

9. Responsive

Responsive is part of the form of morals and values because students become
individuals who are willing to listen and act quickly. This can be seen in the
character of students who listen to teacher explanations, who answer teacher
questions and are active in class and help classmates.

10. Proactive

Proactive attitude is the attitude (stimulus) of someone who is able to make


choices when stimulated. Proactive people can pause between the arrival of a
stimulus and the decision to respond. During breaks, proactive people can make
choices and make the answers that work best for them. Proactive students tend to
think before they act. Simply put, students are able to choose a response or
responses. Proactive attitude is often associated with everyday life, where students
have responsibility for themselves in making profitable decisions.

4. Goals of Moral Education


Maritain stated 4 goals of moral education as follows:

a. Gain a better grasp of "moral" perspectives or moral methods of thinking


about acts and making decisions about what should be done, such as the
differences between aesthetic, legality, and wisdom perspectives.
b. Assisting in the development of trust or adoption of one or more
fundamental general principles, ideas, or values as a foundation or basis for
moral considerations in decision-making. As in conventional moral
education, aid in the development of belief in and/or adoption of concrete
standards, values, and virtues.
c. Develop a proclivity to do what is morally right and good.
d. Enhance the attainment of autonomy reflection, self-control, or spiritual
mental freedom, despite the fact that it is recognized that this might lead to a
person becoming a critic of present concepts and principles, as well as
general norms.

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