Teaching virtue virtually: Can the virtue of tolerance of diversity of conscience be taught online?

Fossen, Marcy Van; Burns, Jim; Lickona, Thomas; Schatz, Larry

doi:10.1080/03057240.2021.1964452

Cited by 5 publications

(2 citation statements)

References 17 publications

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“…Three important stages in religious character education are habituation, integration, and imitation (Fossen et al, 2021;Hidayat et al, 2022). However, in addition to these stages, an analytical model is needed that can map the effectiveness of religious character education, such as a dynamic systems model (Andhika, 2019).…”

Section: Religious Character Educationmentioning

confidence: 99%

Religious Character Education: Students' Perspectives on Religion in Diversity

Siswantara,

Supriyadi

2024

Intl. J. Rel.

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Diversity is a gift that brings good but also a catastrophe that brings bad. Managing attitudes towards diversity is key. This research explores the younger generation's perception of their passion for faith. The goal is to formulate the perception of young integration as a determining factor in religious attitudes, seeing the implications for the education of religious character. To achieve this goal, this study uses a phenomenological qualitative methodological approach. Data collection is carried out by surveys and interviews. The results showed that (1) religious motivation is dominated by the family environment and affective dimensions; (2) the passion of religious life is still in ritual and spiritual circles; (3) perceptions and attitudes of tolerance in the pluralist paradigm become distinctive in the face of other religions. These findings have implications in the education of religious character, personal development of learners, moral and social values, public policy with dynamic system analysis. This study concludes three things: the affective dimension in the motivation of religious life; the centrality of prayer and rituals as focal points of faith; and the respondents’ pluralistic stance towards other religious traditions. Thus, this research underscores the critical need for religion-based character education that integrates both personal development and social responsibility. It highlights the relevance of religious values in navigating the complexities of contemporary global challenges. This research implies that religious character education should not be confined to strengthening personal values. It should additionally pave the way for comprehending and addressing global challenges through an inclusive religious perspective.

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Section: Religious Character Educationmentioning

confidence: 99%

Religious Character Education: Students' Perspectives on Religion in Diversity

Siswantara,

Supriyadi

2024

Intl. J. Rel.

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“…Finally, the disruption of education, which is one of the outcomes of the pandemic (Brooks et al, 2020), may affect students' morality. Although there is evidence that shows that morality can be virtually taught (Van Fossen et al, 2022), moral education may be defected because Iranian education (in schools and universities) became suddenly virtual in the time of quarantine.…”

Section: Introductionmentioning

confidence: 99%

Moral Changes at Post-COVID Atmosphere: A Generational Study of Freshman Iranian University Students

Azimpour,

Rasti,

Sourshejani

et al. 2024

Preprint

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Since the COVID-19 pandemic began in 2020, some psychological changes have been tracked and reported across the world. Post-COVID-19 freshman university students can be classified as generation Z. The aim of this study was to examine changes in moral and moral-related variables among Iranian freshman university students in generation Z compared with generation Y in the post-COVID-19 era. Variables, including prosocial behaviors, types of prosocial moral reasoning, dimensions of moral identity and religiosity, identity styles, empathy, and social desirability, were assessed among 212 freshman students at …. University of ….. in 2014. However, another assessment of those variables by the same measures and methods was performed among 114 similar students in 2022. Social desirability and lie/nonsense responses were statistically controlled by multiple analysis of covariance and partial correlation methods. Among the post-COVID group, there was less total prosocial moral reasoning, hedonistic, approval-oriented and internalized prosocial moral reasoning, normative identity, symbolization of moral identity, public prosocial behavior, and total, ideological and experimental religiosity; additionally, there was more needs-oriented and stereotypic prosocial moral reasoning, informational identity, altruistic prosocial behaviors, consequential and ritualistic religiosity and empathy. There were different correlations among the two groups, whereas religiosity and its dimensions were positively correlated with many moral variables in the 2014 group, the correlations were negative in the 2022 group. The findings indicate that in post-COVID-19 generation Z, sentimental aspects (e.g., empathy and altruism) of morality increased and that rational (e.g., prosocial moral reasoning) or traditional (e.g., religiosity) aspects decreased.

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