TIMD Philosophy 2

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TIMD Philosophy 2

  1. 1. The Role of Religion in Moral Education © 2002 International Educational Foundation IEF is responsible for the content of this presentation only if it has not been altered from the original. © IEF 1
  2. 2. The Age of Technology Provides a Wealth of Information but Little Sense of Orientation © IEF 2
  3. 3. Partners in Education Home School Community © IEF 3
  4. 4. Dilemma of Modern Democracy  Dependent on a basic consensus on values  For the state to prescribe values threatens its ideological neutrality © IEF 4
  5. 5. St Augustine, Bishop of Hippo  Indwelling capacity of the pupil to learn with encouragement and love  Moral reasoning based on internal dynamics, introspection and induction © IEF 5
  6. 6. Thomas Aquinas  Emphasized reason and intellect  Knowing the good precedes doing the good © IEF 6
  7. 7. Martin Luther, Religious Reformer  Insisted that classical learning be used to foster moral character and spiritual growth © IEF 7
  8. 8. Jean Jacques Rousseau  Represented a new approach to education that emphasized experience over formal instruction  Proposed “natural education” to allow the spontaneous development of the child © IEF 8
  9. 9. To know that what is impenetrable to us really exists, manifesting itself as the highest wisdom… this knowledge, this feeling is at the center of true religiousness. In this sense, I belong in the ranks of the devoutly religious men. Albert Einstein Physicist © IEF 9
  10. 10. Religion…can conjure up moods of sublime exaltation, and also images of dread and terror Elizabeth Nottingham professor © IEF 10
  11. 11. Not to do any evil, to cultivate good, to purify one’s mind—this is the teaching of the Buddhas. Buddhism Dhammapada 183 © IEF 11
  12. 12. “Membership in religious institutions, and particularly frequency of attendance at religious services, is a strong predictor of giving and volunteering.” Virginia A. Hodgkinson Key Factors Influences Caring, Involvement and Community © IEF 12
  13. 13. The Lord is gracious and merciful, slow to anger and abounding in steadfast love. The Lord is good to all, and his compassion is over all he has made. Psalm 145.89 Judaism and Christianity © IEF 13
  14. 14. Relationship with a Loving God:  Creates order out of chaos  Provides a model for moral development  Provides a moral authority  Can provide strength in adversity  Can be a source of unconditional love © IEF 14
  15. 15. I understood how a man who has nothing left in the world may know bliss, be it only for a brief moment, in the contemplation of his beloved. Victor Frankl Man’s Search for Meaning © IEF 15
  16. 16. These families said that they had an awareness of God or a higher power that gave them a sense of purpose and gave their family a sense of support and strength. Nicholas Stinnett © IEF 16
  17. 17. Ritual moments are thus a pedagogy in ethics. They embody and reflect the key elements of the moral point of view, and they impart the information and skills needed for its successful application. Ronald Green Professor of Religion Dartmouth College © IEF 17
  18. 18. Potential Significance of a Belief in the Afterlife  Can enhance moral development  Provides motivation to check one’s actions  Less attachment to body and material things  Establishes priority on loving relationships and service © IEF 18
  19. 19. I believe that religious dialogue is a supremely ethical enterprise. The objective of such dialogue is not only to learn the facts about other people but also to clear the world community of prejudice and misunderstanding and to establish human fellowship. Muzammil Siddiqi Islamic scholar © IEF 19

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