Chapter 4 Jesus’s Moral Teaching According to the Gospels

2021 ◽  
pp. 31-41
Author(s):  
Franz Brentano
Keyword(s):  
Moral Teaching

Godliness, Self-Sufficiency, Greed, and the Enjoyment of Wealth 1 Timothy 6:3-19 Part II

2011 ◽  
Vol 53 (1) ◽  
pp. 73-96
Author(s):  
Abraham J. Malherbe
Keyword(s):  
Financial Support ◽  
Pastoral Epistles ◽  
Moral Teaching ◽  
Moral Ecology ◽  
Self Sufficiency ◽  
Attitudes Toward Money

AbstractIn 1 Tim 5, the author turns to the church’s financial support of some of its members, and in chap. 6 discusses individual attitudes toward money and its use. The article concentrates on chap. 6, especially vv. 17-19, and argues that, while philosophical sources are of prime importance in describing the moral teaching inculcated, popular morality, represented by clichés, proverbs, gnomai, drama, satire and inscriptions, makes possible a thicker description of the moral ecology of the Pastoral Epistles. What emerges is a variety of sometimes similar teaching relating to wealth. The diversity of viewpoint on the same topics relating to wealth suggests that it is more realistic to see 1 Tim 6:17-19 as one among other viewpoints rather than as derived from one or another of them. What is striking is the prominence given to enjoyment in the proper use of wealth.

‘Offensive’ moral teaching

1963 ◽  
Vol 3 (2) ◽  
pp. 21-24
Author(s):  
Colin Alves
Keyword(s):  
Moral Teaching

Moral teaching in children’s religious songs

2019 ◽  
pp. 291-297
Author(s):  
G. Dwiyantoro ◽  
H. Pamadhi
Keyword(s):  
Moral Teaching ◽  
Religious Songs

scholarly journals Pesan Dakwah Akhlak dalam Animasi Serial Nusa dan Rara Pada Episode Toleransi di Media Youtube; Analisa Simiotik Roland Barthes

2020 ◽  
Vol 3 (01) ◽  
pp. 28-36
Author(s):  
Defa Ristianto ◽  
Amalia Rosyadi Putri ◽  
Tenika Illananingtyas
Keyword(s):  
Data Collection ◽  
Qualitative Analysis ◽  
Roland Barthes ◽  
Moral Teaching ◽  
Semiotic Theory ◽  
Good Deeds

Nussa animation is an animation which is categorized as a medium for preaching. Because the messages conveyed were thick with Islamic teachings. However, not all viewers can understand what messages are contained in the animation. Due to this reason, the study aims to determine the messages of moral da'wah that can be seen directly or indirectly with Ronald Barthes' semiotic theory. The method used in this research is qualitative analysis, with data in the form of documents. Data collection using observation and documentation. The theory that is used as the basis is Roland Barthes' semiotic theory which focuses on denotative and connotative meanings. The results of the study are the denotative meaning of dakwah morals, (1) Have an attitude of help. (2) Always say thank you for a help. (3) Always have a sincere nature when helping. (4) Doing rejection well. (5) Providing opportunities for children to do good (6) giving love to children. (7) always say "Astafirullah" when hit / hear a disaster and say "Alhamdulillah as a form of gratitude. Meanwhile, the meaning of the message of moral teaching is connotative, (1) It shows that Islam is a soft religion, rahmatan lil alamin, helpful and tolerant (2) Want to break the paradigm under the religion of Islam having followers who are very rigid and do not want to interact with other people. (3) Providing education to children to do good deeds with anyone regardless of status and religion.

Kantian Racism and Kantian Teleology

2017 ◽  
Author(s):  
Bernard Boxill
Keyword(s):  
Moral Theory ◽  
Textual Analysis ◽  
Perfect State ◽  
Human Being ◽  
Human Species ◽  
State Constitution ◽  
Moral Teaching ◽  
Close Textual Analysis ◽  
History Of

Appalled by Kant’s views on race, some Kantians suggest that these views are unrelated to his central moral teaching that every human being “exists as an end in itself and not merely as a means to be arbitrarily used by this or that will.” But Kant developed his racial views because of his teleological view that we regard the history of the human species as the completion of a hidden plan of nature to establish an externally perfect state constitution as the necessary means to the end of developing all human predispositions. To evade the difficulty, Kantians may claim that Kant’s teleology and moral theory are not essentially related, but Kant thought that they were and close textual analysis supports their connection.

Incarnation as Instruction

2016 ◽  
Author(s):  
Mark D. Jordan
Keyword(s):  
Thomas Aquinas ◽  
Moral Teaching ◽  
Moral Learning ◽  
Main Emphasis

For Thomas Aquinas, God’s choice to take flesh in an incarnation was a pedagogical response to human sin. So Thomas’s questions on the incarnation in Part 3 of the Summa are principally concerned to show its appropriateness or convenientia. He does draw other lessons from divine incarnation—say, about the metaphysics of individual being. But his main emphasis is on moral teaching and moral learning.

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