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Values education topics can address to varying degrees are character, moral development, Religious Education, Spiritual development, citizenship education, personal development, social development and cultural development. [7] There is a further distinction between explicit values education and implicit values education [8] [9] where:
Values are one of the factors that generate behavior (besides needs, interests and habits) and influence the choices made by an individual. Values may help common human problems for survival by comparative rankings of value, the results of which provide answers to questions of why people do what they do and in what order they choose to do them.
Axiological ethics is a subfield of ethics examining the nature and role of values from a moral perspective, with particular interest in determining which ends are worth pursuing. [ 115 ] The ethical theory of consequentialism combines the perspectives of ethics and value theory, asserting that the rightness of an action depends on the value of ...
Ethics is the philosophical study of moral phenomena. Also called moral philosophy, it investigates normative questions about what people ought to do or which behavior is morally right. Its main branches include normative ethics, applied ethics, and metaethics. Normative ethics aims to find general principles that govern how people should act.
It is synonymous with the meaning of life, as this may be expressed as what is meaningful or valuable [8] in life. However, meaning of life is more vague, with other uses as well. Summum bonum is basically its equivalent in medieval philosophy. The relative intrinsic value is roughly synonymous with the ethic ideal.
The word "ethics" is "commonly used interchangeably with 'morality' ... and sometimes it is used more narrowly to mean the moral principles of a particular tradition, group, or individual." [ 8 ] Likewise, certain types of ethical theories, especially deontological ethics , sometimes distinguish between ethics and morality.
It encourages students to define their own values and to understand others' values." [23] Cognitive moral education builds on the belief that students should learn to value things like democracy and justice as their moral reasoning develops. [23] Values relate to the norms of a culture, but they are
Haidt's initial field work in Brazil and Philadelphia in 1989, [16] and Odisha, India in 1993, showed that moralizing indeed varies among cultures, but less than by social class (e.g. education) and age. Working-class Brazilian children were more likely to consider both taboo violations and infliction of harm to be morally wrong, and ...