Immoral Acts and Their Resultant Effect Among the Muslim Society: an Islamic Exposition
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Muhammad Rafiq.Pdf
MORAL DEVELOPMENT STRATEGIES FOR UNIVERSITY STUDENTS IN THE LIGHT OF ISLAMIC PHILOSOPHY OF MORAL DEVELOPMENT IN THE QURAN AND SUNNAH Researcher: Supervisor: MUHAMMAD RAFIQ DR. SYED ASAD ABBAS RIZVI Reg. 86-FSS/PHDEDU/F11 Co- Supervisor: PROF. Dr. MUHAMMAD TAHIR MANSOORI Department of Education Faculty of Social Sciences INTERNATIONAL ISLAMIC UNIVERSITY ISLAMABAD 2020 MORAL DEVELOPMENT STRATEGIES FOR UNIVERSITY STUDENTS IN THE LIGHT OF ISLAMIC PHILOSOPHY OF MORAL DEVELOPMENT IN THE QURAN AND SUNNAH By MUHAMMAD RAFIQ 86/FSS/PhD/EDU/F-11 A thesis submitted in partial fulfillment of the requirements for the Ph.D. degree in Education to the Department of Education at Faculty of Social Sciences, International Islamic University, Islamabad. Department of Education Faculty of Social Sciences INTERNATIONAL ISLAMIC UNIVERSITY ISLAMABAD 2020 ii iii DEDICATION This thesis is dedicated to Imam Hussain (AS): the biggest example of Islamic morality iv FORWARDING SHEET The thesis entitled “Moral Development Strategies for University Students in the Light of Islamic Philosophy of Moral Development in the Quran and Sunnah” submitted by Muhammad Rafiq for partial fulfillment of degree of Doctor of Philosophy in education, has been completed under my guidance and supervision. I am satisfied with the quality of the research work and allow him to submit this thesis for further process as per rules of International Islamic University, Islamabad. _________________________________ Supervisor: Dr. Syed Asad Abbas Rizvi ______________________________________________ Co-Supervisor: Prof. Dr. Muhammad Tahir Mansoori v APPROVAL SHEET Thesis titled “Moral Development Strategies for University Students in the Light of Islamic Philosophy of Moral Development in the Quran and Sunnah” submitted by Muhammad Rafiq Reg. -
Rosalind Hursthouse, on Virtue Ethics. Oxford: Oxford University Press, 1999
Rosalind Hursthouse, On Virtue Ethics. Oxford: Oxford University Press, 1999. Pp. x, 275. Reviewed by Gilbert Harman, Department of Philosophy, Princeton Univer- sity Virtue ethics is atype of ethicaltheory in which the notion of virtue or good character plays a central role. This splendid new book describes a “program” for the development of a particular (“Aristotelian”) form of virtue ethics. The book is intended to be used as a textbook, but should be read by anyone interested in moral philosophy. Hursthouse has been a major contributor to the development of virtue ethics and the program she describes, while making use of the many contributions of others, is very much her program, with numerous new ideas and insights. The book has three parts. The first dispels common misunderstandings and explains how virtue ethics applies to complex moral issues. The sec- ond discusses moral motivation, especially the motivation involved in doing something because it is right. The third explains how questions about the objectivity of ethics are to be approached within virtue ethics. Structure Hursthouse’s virtue ethics takes as central the conception of a human be- ing who possesses all ethical virtues of character and no vices or defects of character—”human being” rather than “person” because the relevant char- acter traits are “natural” to the species. To a first approximation, virtue ethics says that a right action is an action among those available that a perfectly virtuous human being would charac- teristically do under the circumstances. This is only a first approximation because of complications required in order accurately to describe certain moral dilemmas. -
Islamic Ethics in Australian Muslim Everyday Life: a Shi’Ite Perspective Mohamad Younes
Islamic Ethics in Australian Muslim Everyday Life: A Shi’ite Perspective Mohamad Younes Master’s Thesis in Sociology Spring Term 2017 Humanities and Communication Arts Western Sydney University 1 17481784 Mohamad Younes 2 17481784 Mohamad Younes ABSTRACT Despite the strong emphasis on ethics within the Islamic tradition, Islamic ethics itself is scarcely represented as a discipline within academic scholarship (Ansari 1989). Even within this area, Islamic ethics have predominantly been studied from Sunni perspectives, with little attention being paid to Shi’ite or other minority understandings. This thesis will, therefore, use qualitative data collection methods of semi-structured in-depth interviews and focus groups, to sociologically study the perceptions, understandings, and applications of Islamic ethics in Australian Shi’ite Muslim everyday living. It will investigate the overarching understanding of Islamic ethics and its specific application in Australian Shi’ite Muslim context. The project's objective, therefore, is twofold: one to strengthen Islamic ethics as an independent discipline; and two to address the scant attention Shi’ite Islamic ethics has received in Islamic ethics scholarship generally. Conceptually, this project will contribute to the understanding of Islamic ethics through a particular analysis of Shi’ite Islamic ethics in an Australian Shi’ite context. This is significant as specific understandings of Islamic ethics in certain contexts help to explain how minority groups such as Shi’ite Muslims develop their own ethical standards to shape social relations in society. In addition, this thesis argues for Shi’ite Islamic ethics to be highly Imamate based; that is, very reliant on the actions and sayings of 12 divinely guided Imams (leaders). -
Brilliant Star: Moral Character Development
MORAL AND CHARACTER DEVELOPMENT 1 Moral and Character Development Gordon Vessels and William Huitt Citation: Vessels, G., & Huitt, W. (2005). Moral and character development. Paper presented at the National Youth at Risk Conference, Savannah, GA, March 8-10. Retrieved [date], from http://www.edpsycinteractive.org/papers/chardev.pdf Moral character development has been a topic of concern for thousands of years. It was central to the development of American schooling, but lost favor in the middle of the 20th century. Over the last several decades there has been increased attention paid to the importance of moral character as central to the purpose of schooling. This paper reviews the most important theories related to moral character development and suggests methods for including it in the school setting. The development of moral character has been the subject of philosophical and psychological investigation since Aristotle theorized three levels of moral character development: an ethics of fear, an ethics of shame, an ethics of wisdom (Kraut, 2001). Philosophers, psychologists, and educators as diverse as John Locke, John Stuart Mill, Herbert Spencer, Emile Durkheim, and John Dewey, and as ancient as Confucius, Plato, and Aristotle have viewed the development of moral character as the primary purpose of schooling (Purpel & Ryan, 1976). From the beginning of American public education in the 1600s until the first third of the 20th century, our nation’s educators, working closely with parents and the community, performed this moral-educational role with commitment (McClellan, 1992). In the middle of the 20th century, moral character education in the schools (hereafter used interchangeably with the term character education) began to decline as a result of increased cultural diversity, perplexing and seemingly prohibitive First Amendment decisions, uncertainty about what values to teach and how to teach them, a preoccupation with social movements, and a Cold War emphasis on increasing academic achievement (Vessels & Boyd, 1996; Wynne & Walberg, 1997). -
A Thousand and One Wives: Investigating the Intellectual History of the Exegesis of Verse Q 4:24
A THOUSAND AND ONE WIVES: INVESTIGATING THE INTELLECTUAL HISTORY OF THE EXEGESIS OF VERSE Q 4:24 A Dissertation submitted to the Faculty of the Graduate School of Arts and Sciences of Georgetown University in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Arabic and Islamic Studies By Roshan Iqbal, M.Phil. Washington, DC July 15, 2015 Copyright 2015 by Roshan Iqbal All Rights Reserved ii A THOUSAND AND ONE WIVES: INVESTIGATING THE INTELLECTUAL HISTORY OF THE EXEGESIS OF VERSE Q 4:24 Roshan Iqbal, M.Phil. Thesis Adviser: Felicitas Opwis, Ph.D. ABSTRACT A Thousand and One Wives: Investigating the Intellectual History of the Exegesis of Verse 4:24 traces the intellectual legacy of the exegesis of Qur’an 4:24, which is used as the proof text for the permissibility of mut’a (temporary marriage). I ask if the use of verse 4.24 for the permissibility of mut’a marriage is justified within the rules and regulations of Qur’anic hermeneutics. I examine twenty Qur’an commentaries, the chronological span of which extends from the first extant commentary to the present day in three major Islamicate languages. I conclude that doctrinal self-identity, rather than strictly philological analyses, shaped the interpretation of this verse. As Western academia’s first comprehensive work concerning the intellectual history of mut’a marriage and sexual ethics, my work illustrates the power of sectarian influences in how scholars have interpreted verse 4:24. My dissertation is the only work in English that includes a plurality of voices from minor schools (Ibadi, Ashari, Zaidi, and Ismaili) largely neglected by Western scholars, alongside major schools, and draws from all available sub-genres of exegesis. -
Character Education in Islamic Perspective
INTERNATIONAL JOURNAL OF SCIENTIFIC & TECHNOLOGY RESEARCH VOLUME 2, ISSUE 2, FEBRUARY 2013 ISSN 2277-8616 Character Education in Islamic Perspective Dindin Jamaluddin Abstract: - The purpose of the article is to explained the characters education in the perspective of Islam as a fundamental human lives. The method of analysis used is study of literature juxtaposed with actual phenomena that happen to community. The analysis and discussion shows that character education is essential to the national education curriculum implemented. Index Terms: - Character, Education, Islamic Perspective. ———————————————————— 1 INTRODUCTION Because of the love of Allah, man is not left without his In recent years, the study of civil society and the concern of direction and guidance on the value of how to say and behave. national education are the hot topics which are being If these values are obeyed, it will be a beautiful fence that will discussed. Slogan after slogan echoed, tried to raise “the new keep those who obey it from sliding to the abyss of deviation Indonesia”. Various concepts appears try to make the Ideal of negative behavior, not only for himself, but for the Indonesia come to reality. With the current globalization, community and environment. Abdul Hamid al-Shaidi al-Zantani education in Indonesia faced with enormous challenges. asserts that people need hidayah al-din that illuminates his These challenges often imply a shift in the religious and reasons, his knowledge, and his will. If everything is left to the cultural values that have existed in the midst of society. May 2, ability of his reason alone, he would be misguided, if 2010, Minister of National Education (now Minister of National everything is left to his knowledge alone, certainly he will not Culture and Education) declares the start of the national understand and will not comprehend. -
The Relationship Between Ethics and Politics in the View of Islam and Muslim Scholars
INTERNATIONAL JOURNAL OF ENVIRONMENTAL & SCIENCE EDUCATION 2017, VOL. 12, NO. 5, 1391-1399 OPEN ACCESS The Relationship between Ethics and Politics in the View of Islam and Muslim Scholars Maryam Shamsaei 1*, Abdolreza Mahmoudi 2 *1-Corresponding Author: Assistant professor of Islamic Education Department, Faculty of Medicine, Shiraz University of Medical Sciences, Shiraz, Iran. 2 . Assistant professor of Islamic Education Department, school of Medicine, Shiraz University of Medical Sciences, Shiraz, Iran. ABSTRACT For a long time, this question has arisen that: whether the ethics and politics are in agreement or can we do some deeds which are profitable and acceptable at the same time. Some like the Machiavelians believe that to achieve a goal using all the methods and means are liable though they are immoral and unacceptable, because the profitable goal may not be accompanied with moral means. On the other hand, some believe that such goals should be ignored, because the achieve them we may utilize some immoral and illegitimate methods and means, and the human deeds should be moral. Generally, to reach human interest utilizing the moral means not only is possible but also is necessary. In this study, the authors try to find the relationship between ethics and politics and to show its impact on the political destination and prosperity of man in the view of Islamic scholars. The last hypothesis should be proved, because creating and tightening a link between ethics and politics in theory and practice is a vital necessity to save man and human society. The Islamic texts indicate that considering the moral values and ethics by the government may lead to the prosperity and accomplishment of people, otherwise, the society may lead to the downfall and destruction of humanity. -
Chapter 7 Moral-Character Education
289 Chapter 7 Moral-Character Education Daniel Lapsley and David Yeager Moral-Character Education This chapter addresses one of the foundational issues that confront parents and educators: What is to be done about the moral character formation of children? Few would doubt that raising children of strong moral character is a highly desirable goal for socialization. Most parents would be disappointed if their children entered adulthood with only slight acquaintance with moral norms, dispositions, or emotions, or evinced these qualities only on occasion. But not only parents. The development of moral character is also a broadly shared goal that animates the work of socialization agents in every contextual setting that involves children, including schools and churches, youth organizations and other community institutions. Indeed, the concern over the proper induction of the younger generation by the older into the norms and canons of good conduct is probably a universal of the human experience. Yet the terms of reference for moral character education (MCE) is broadly contested whatever the basic agreement on the desirability of its goals (Goodman & Lesnick, 2001). Historically, the terms moral education and character education have pointed to different psychological traditions, ethical theories, curricular objectives and pedagogical preferences. Whether one is a moral educator or a character educator is thought to reveal something about one’s paradigmatic allegiances, about where one stands in terms of certain defining issues that sorts one into rival camps, with each camp having its own professional society (e.g., Association for Moral Education, the Character Education Partnership) and professional journal (e.g., Journal of Moral Education, Journal of Research in Character Education). -
The Virtuous Person As Norm in Aristotle's Moral Theory
Fayetteville State University DigitalCommons@Fayetteville State University Government and History Faculty Working Papers College of Arts and Sciences Fall 2010 The irV tuous Person as Norm in Aristotle’s Moral Theory Gregory B. Sadler Fayetteville State University, [email protected] Follow this and additional works at: http://digitalcommons.uncfsu.edu/govt_hist_wp Recommended Citation Sadler, Gregory B., "The irV tuous Person as Norm in Aristotle’s Moral Theory" (2010). Government and History Faculty Working Papers. Paper 11. http://digitalcommons.uncfsu.edu/govt_hist_wp/11 This Article is brought to you for free and open access by the College of Arts and Sciences at DigitalCommons@Fayetteville State University. It has been accepted for inclusion in Government and History Faculty Working Papers by an authorized administrator of DigitalCommons@Fayetteville State University. For more information, please contact [email protected]. The Virtuous Person as Norm in Aristotle’s Moral Theory Gregory B. Sadler ([email protected]) Assistant Professor, Department of Government and History, Fayetteville State University (Draft in progress: not to be quoted from or cited without the author’s permission. Copyright 2008 by Gregory B. Sadler) Despite widespread and perennial tendencies towards oversimplification, both on the parts of philosophers and other academics or intellectuals, and on the parts of other people less explicitly concerned with and formed by academic and intellectual discourses and activities, our moral lives always remain irreducibly complex. Our moral theorizing, our attempts to provide more illumination, intelligibility, and consistency to our moral lives and their constitutive elements, takes place against the backdrop and within the context of this complexity. Whether explicitly and consciously articulated or only implicitly worked out through action and desire, whether closely focused on a particular situation, action, or choice or extended to questions and matters broader in scope, our practical reasoning is similarly situated. -
Moral Character Evaluation: Testing Another's Moral-Cognitive Machinery T ⁎ Clayton R
Journal of Experimental Social Psychology 87 (2020) 103906 Contents lists available at ScienceDirect Journal of Experimental Social Psychology journal homepage: www.elsevier.com/locate/jesp ☆ Moral character evaluation: Testing another's moral-cognitive machinery T ⁎ Clayton R. Critchera, , Erik G. Helzerb, David Tannenbaumc a University of California, Berkeley, United States of America b The Johns Hopkins Carey Business School, United States of America c University of Utah, United States of America ARTICLE INFO ABSTRACT Keywords: People evaluate the moral character of others not only based on what they do, but also on what leads them to do Moral evaluation it. Because an agent's state of mind is not directly observable, people typically engage in mindreading—attempts Person perception at inferring mental states—when forming moral evaluations. The present paper identifies a general target of such Mental state inference mental state inference, mental occurrents—a catchall term for the thoughts, beliefs, principles, feelings, concerns, Mental occurrents and rules accessible in an agent's mind when confronting a morally relevant decision. Moral mental occurrents Theory of mind are those that can provide a moral justification for a particular course of action. Whereas previous mindreading research has examined how people reason back to make sense of an agent's behavior, we instead ask how inferred moral mental occurrents (MOs) constrain moral evaluations for an agent's subsequent actions. Our studies distinguish three accounts of how inferred MOs influence moral evaluations, show that people rely on inferred MOs spontaneously (instead of merely when experimental measures draw attention to them), and identify non- moral contextual cues (e.g., whether the situation demands a quick decision) that guide inferences about MOs. -
Moral Identity and the Development of Moral Character
Provided for non-commercial research and educational use only. Not for reproduction, distribution or commercial use. This chapter was originally published in the book The Psychology of Learning and Motivation, Vol 50, published by Elsevier, and the attached copy is provided by Elsevier for the author's benefit and for the benefit of the author's institution, for non- commercial research and educational use including without limitation use in instruction at your institution, sending it to specific colleagues who know you, and providing a copy to your institution’s administrator. All other uses, reproduction and distribution, including without limitation commercial reprints, selling or licensing copies or access, or posting on open internet sites, your personal or institution’s website or repository, are prohibited. For exceptions, permission may be sought for such use through Elsevier's permissions site at: http://www.elsevier.com/locate/permissionusematerial From: Darcia Narvaez and Daniel K. Lapsley, Moral Identity, Moral Functioning, and the Development of Moral Character. In Daniel M. Bartels, Christopher W. Bauman, Linda J. Skitka, and Douglas L. Medin, editors, The Psychology of Learning and Motivation, Vol 50, Burlington: Academic Press, 2009, pp.237-274. ISBN: 978-0-12-374488-3 © Copyright 2009 Elsevier Inc. Academic Press. Author's personal copy CHAPTER EIGHT Moral Identity, Moral Functioning, and the Development of Moral Character Darcia Narvaez and Daniel K. Lapsley Contents 1. Introduction 238 2. Moral Self-Identity 239 2.1. Ethical Theory and Moral Development 239 2.2. Blasi on Moral Identity 241 2.3. Personality Theory 243 3. Development of Moral Self-Identity 248 3.1. -
Moral Character Versus Situations: an Aristotelian Contribution to the Debate 1
Journal of Ancient Philosophy Vol. V 2011 Issue 2 Moral Character versus Situations: an Aristotelian contribution to the 1 debate Anna Marmodoro (University of Oxford) In everyday life we assume substantial behavioural reliability in others, and on the basis of it we talk of people as acting “in character” and “out of character”. This common assumption seems intuitively well founded. But recent experiments in social psychology have generated philosophical controversy around it. In the context of this debate, John Doris challenges Aristotle’s well known and influential view that people’s behavioural reliability with respect to acting virtuously is underpinned by character traits , understood as settled and integrated dispositions of the agent to have appropriate judgment and appropriate feelings toward what she is called upon to do in a given situation. In this paper I will take John Doris’ challenge at face value, and argue in response that Aristotle’s position is not undermined by it. In fact, rethinking Aristotle’s realism about character and moral virtues in light of Doris’ criticism has important and hitherto unexplored heuristic value for Aristotelian scholars and situationist philosophers alike . Introduction In everyday life we assume substantial behavioural reliability in others, and on the basis of it we talk of people as acting “in character” and “out of character”. This common assumption seems well founded: if people weren’t behaviourally reliable “we wouldn’t 1 Earlier versions of this paper were presented in Oxford (at the international conference Development of Character: The Aristotelian Tradition and Contemporary Developmental Psychology in Keeble College; and at the Centre for the Study of Greek and Roman Antiquity in Corpus Christi College) and in Cambridge (at the B-Club seminar in the Faculty of Classics).