Moral Education
2 articles filed under this keyword.
Moral Education from the Perspective of Bertrand Russell
Sarkar Hamarashid Saeed, Niyan Namiq Sabir
This paper sheds light on moral education based on Russell's ideas and explores the role of education and morality in society. The descriptive analytical method is used for .It also focuses on freedom of thinking as a foundation for developing morality. Russell follows a method that frees individuals' minds and develops critical and independent thinking as a foundation for emotional, physical, and social cognition in educating children. According to Russell, actual morality derives from an environment where independent thinking exists and allows individuals to develop a sense of responsibility guided by reason and empathy instead of being imposed by authority. The study, through a combination of philosophical ideas and modern practical education, proposes an opinion on how Russell's ideas can address current problems of moral education in the first six years of a child's development. According to Russell, moral education starts from birth until age six. In this study, we clarify the aspects that serve as a foundation for the child's moral education. These aspects are rooted in certain human emotions that actively participate in developing the child's physical and psychological well-being, which relates to their personality in the future. All in all, this trend in education focuses on a reasoned and logical framework for developing a responsible human personality from the perspective of moral education in the modern world.
Volume 12 · Issue 6 · December 2025The Moral Education from the perspective of Emile Durkheim
Othman Braim Hamad, Hataw Kareem Khidir
This research aims to identify the meaning of moral concept, and identify Durkheim’s perspective on moral education and its duties. Identify the mechanisms of moral education in the classical Society and new society in his viewpoint. Furthermore, this research seeks to understand the benefits of this vision to the new societies generally and Kurdish society especially. This is theoretical research that relies on the analytical descriptive method. The most important conclusions of this research are: According to Durkheim’s point of view, morality is a social fact that consists of common norms, laws, and rules applied by society, which all citizens have a duty to abide by. In Durkheim’s view, moral education involves teaching and training individuals in society's laws, common values, and behaviors, and implanting them into their souls. The most important function of morality is to create social solidarity. In old and simple societies, religion played a major role in moral education, but for the new society, it emphasizes the secular and rational education, shaped by the state and directed through its institutions (schools), was intended to replace religious moral instruction. Through the education can develop the values of patriotism, unity, and a spirit of coexistence within Kurdish society.