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Exemplarist Moral Theory

In this book Linda Zagzebski presents an original moral theory based on direct reference to exemplars of goodness, modeled on the Putnam-Kripke theory which revolutionized semantics in the seventies. In Exemplarist Moral Theory, exemplars are identified through the emotion of admiration, which Zagzebski argues is both a motivating emotion and an emotion whose cognitive content permits the mapping of the moral domain around the features of exemplars. Using examples of heroes, saints, and sages, Zagzebski shows how narratives of exemplars and empirical work on the most admirable persons can be incorporated into the theory for both the theoretical purpose of generating a comprehensive theory, and the practical purpose of moral education and self-improvement. All basic moral terms, including "good person," "virtue," "good life," "right act," and "wrong act" are defined by the motives, ends, acts, or judgments of exemplars, or persons like that. The theory also generates an account of moral learning through emulation of exemplars, and Zagzebski defends a principle of the division of moral linguistic labor, which gives certain groups of people in a linguistic community special functions in identifying the extension or moral terms, spreading the stereotype associated with the term through the community, or providing the reasoning supporting judgments using those terms. The theory is therefore semantically externalist in that the meaning of moral terms is determined by features of the world outside the mind of the user, including features of exemplars and features of the social linguistic network linking users of the terms to exemplars. The book ends with suggestions about versions of the theory that are forms of moral realism, including a version that supports the existence of necessary a posteriori truths in ethics.

... 19 on virtue and flourishing, 157 Strauss, Leo, 96–97 Sufism, 1, 2n1 Summa Theologiae (Aquinas), 166, 177 superficial features, 12–13, 91, 104 Swanton, Christine, 160–62, 169 Swartwood, Jason, 94–95 Sweetman, Joseph, 48n21 sympathy, ...

Moral Education and the Ethics of Self-Cultivation

Chinese and Western Perspectives

Educational philosophies of self-cultivation as the cultural foundation and philosophical ethos for education have strong and historically effective traditions stretching back to antiquity in the classical ‘cradle’ civilizations of China and East Asia, India and Pakistan, Greece and Anatolia, focused on the cultural traditions in Confucianism, Taoism, and Buddhism in the East and Hellenistic philosophy in the West. This volume in East-West dialogues in philosophy of education examines both Confucian and Western classical traditions revealing that although each provides its own distinct figure of the virtuous person, they are remarkably similar in their conception and emphasis on moral self-cultivation as a practical answer to how humans become virtuous. The collection also examines self-cultivation in Japanese traditions and also the nature of Michel Foucault’s work in relation to ethical and aesthetic ideals of Hellenistic self-cultivation.

Islam, Sufism, Judaism and Japanese religions also have minor ascetic traditions. In this collection, really only part of a much larger study, we focus mainly Chinese and Western perspectives. Clearly, much remains to be done.

New Religiosities, Modern Capitalism, and Moral Complexities in Southeast Asia

As Southeast Asia experiences unprecedented economic modernization, religious and moral practices are being challenged as never before. From Thai casinos to Singaporean megachurches, from the practitioners of Islamic Finance in Jakarta to Pentecostal Christians in rural Cambodia, this volume discusses the moral complexities that arise when religious and economic developments converge. In the past few decades, Southeast Asia has seen growing religious pluralism and antagonisms as well as the penetration of a market economy and economic liberalism. Providing a multidisciplinary, cross-regional snapshot of a region in the midst of profound change, this text is a key read for scholars of religion, economists, non-governmental organization workers, and think-tankers across the region.

... including the most important one, Muhammadiyah, assigned themselves the task of reforming and modernizing Islam, which still bore the traces of its Hindu-Buddhist heritage and mystical traditions, notably from Sufism.

Educational Leadership and Moral Literacy

The Dispositional Aims of Moral Leaders

Educational Leadership and Moral Literacy situates the reader in a conversation that examines the meaning and nature of moral leadership through the lens of moral literacy and the dispositional aims of moral leadership in educational settings.

Altruism plays a dominant role in Buddhism, Jainism, Christianity, Sufism, Judaism, and Sikhism (Neusner and Chilton, 2005). All of these religions, though so varied in other ways, encourage preferring others to self; giving of self to ...

Reflections on The Moral & Spiritual Crisis in Education

This book takes a sharply critical view of contemporary society with a searing indictment of our morally and intellectually bankrupt educational system. Uniquely, the book contains both the original version of David Purpel's highly influential Moral and Spiritual Crisis in Education, first published in 1989, as well as an updated critique of that work - reflections from our current times of growing despair about the directions of education and the nation. Reflections on the Moral and Spiritual Crisis in Education focuses on the possibility - and necessity - of generating hope through the redemptive and energizing power of the human spirit.

From Christian mysticism to Sufism , Kabbalah to Zen , Teachers tell us that , to the extent that a human being believes itself to be limited to such a construct ( a personality inside a body ) , he or she will be possessed by this fear ...

Moral Evolution

Role of Al-Quran

The norms of religious behaviour are , then , held as superfluous and unnecessary and even obstructive . This is where sufism touches the fringes of heresy according to the Orthodox belief .

Jejak sufi

membangun moral berbasis spiritual

Konsep dan Praksis Pendidikan Multikultural

Kondisi masyarakat yang sangat plural baik dari aspek suku, ras, agama, serta status sosial yang memberikan kontribusi yang luar biasa terhadap perkembangan dan dinamika dalam masyarakat. Di Indonesia, wacana tentang pendidikan multikultural menjadi penting untuk membekali peserta didik memiliki kepekaan dalam menghadapi gejala gejala dan masalah-masalah sosial yang berakar pada perbedaan karena suku, ras, agama, dan tata nilai yang terjadi pada lingkungan masyarakatnya. Pendidikan multikultural yang di terapkan di sekolah akan membantu siswa untuk memahami, menerima, dan menghargai orang lain yang berbeda-beda identitas sosialnya. Pendidik memiliki tanggung jawab mengembangkan murid untuk dapat hidup di masyarakat. Dalam implementasinya diperlukan pendidikan yang mengajarkan siswa menguasai keterampilan pokok yang digunakannya menjadi agen-agen yang efektif dalam menciptakan masyarakat yang adil dan demokratis. Oleh karenanya, pendidikan dalam keberagaman dan masyarakat demokratis harus menjadikan siswa menguasai materi, sikap, dan keterampilan guna memahami secara reflektif, peduli, dan bertindak bijaksana.

... multikultural, yakni sebagai berikut: “First, multicultural education is antiracist. Second, it is basic, meaning multicultural education should be considered as important as reading, writing, and math. Third, multicultural education is ...

Pendidikan Multi Kultural

alah satu upaya preventif untuk membangun kesadaran dan pemahaman generasi masa depan akan pentingnya selalu menjunjung tinggi nilai-nilai keadilan, demokrasi, kemnusiaan danpluralisme dalam pergaulan didalam masyarakat yang mempunyailatar belakang kultural yang beragam adalah dengan melalui penerapan pendidikan multikultural.

alah satu upaya preventif untuk membangun kesadaran dan pemahaman generasi masa depan akan pentingnya selalu menjunjung tinggi nilai-nilai keadilan, demokrasi, kemnusiaan danpluralisme dalam pergaulan didalam masyarakat yang mempunyailatar ...

Pendidikan Multikultural

Strategi Mengelola Keberagaman di Sekolah

Buku ini merupakan kumpulan praktik-praktik yang dilakukan oleh warga sekolah terutama guru atau staf dalam mengelola dan merayakan keberagaman. Buku ini lahir dari hasil penelitian yang dilakukan para penulis di ruang kelas dan sekolah. Bagian Pendahuluan ditulis oleh Bapak Doni Koesoema yang mengupas paradigma pendidikan multikultur yang syarat akan nillai-nilai karakter untuk mendorong semua warga sekolah dalam mewujudkan perilaku toleransi dan penghormatan terhadap keberagaman. Terdapat lima implementasi pendidikan multikultur yang dikupas sehubungan dengan peran individu di sekolah yaitu guru kelas, guru mata pelajaran, koordinator kurikulum, head of curriculum, kepala sekolah, dan konselor sekolah. Beberapa peran ini menunjukkan bahwa hasil riset dan refleksi yang dihasilkan dalam buku ini memberikan perspektif yang merata tentang keberagaman. Selain itu, kelima karya tulis dalam buku ini memaparkan fokus bahasan yang beragam pula yaitu tentang anak, guru, orang tua, sekolah, dan program multikultur itu sendiri.

Bagian Pendahuluan ditulis oleh Bapak Doni Koesoema yang mengupas paradigma pendidikan multikultur yang syarat akan nillai-nilai karakter untuk mendorong semua warga sekolah dalam mewujudkan perilaku toleransi dan penghormatan terhadap ...