In contemporary English, the words Moral and Ethical are often used almost as synonyms. Ethic and ethical derive from the Greek Ethos, means

Transcription

1 MORAL, VALUES AND MORAL VALUES A. Some Definition of Moral Values In this chapter, the writer will try to give some theories that related with moral, Value and moral Value. 1. Moral Based on Webster New World Dictionary of American Language, Moral is thing that related with skill to decide right and wrong of behavior that accepted by citizen. In Kamus Besar Bahasa Indonesia it is said moral is deciding good or bad considered behavior. Morality according to Bentham is art to maximize happiness; it can be seen by achieving the existence of happy and joyful life of all people. (Hazlitt, 2003: 109). A morality is sacrifice from little goodness to big goodness. (Hazlitt, 2003: 111). According to Stemberg (1994: 938), morality refers to concern with what is good or right in people s relationships each other. A key to understanding morality is to be specific about definition of good (or bad) and right (or wrong). A morality contains (1) beliefs about the nature of the man, (2) belief about ideals, about what is good or desirable or worthy or pursuit for its own sake, (3) rules laying down what ought to be done and (4) motives that incline us to choose the right or the wrong course. We learn as children that we should be unselfish, that we should not tell lies. (Paul Edwards: 1967: 150). Moral rules are not rules for achieving ideal ends, dependent for their validity for their success or failure in bringing about these ends, but are worthy of obedience in their own right, and a moral system is a system of rules in which some rules are regarded as depend on other. For example the rule that someone ought to keep promises and the rule that one should not to kill is a special case of the most general rule that one must not to do injury toward others. In contemporary English, the words Moral and Ethical are often used almost as synonyms. Ethic and ethical derive from the Greek Ethos, means

2 usage, character, and personal disposition. Morality and moral derive from the Latin, and it means customs, manners, character. (Earle, 1992: 178). Moral issues concern both behavior and character, they arise when life presents people with such questions as what should I do (or not do)?, how should I act?, what kind of person that should I be? moral issues are inescapable and they come in all shapes and size. (Barcalow, 1994: 3) According to Carol K. Sigelman (1995: 330), the term moral implies an ability they are (1) to distinguish right from wrong, (2) to act on this distinction, and (3) to experience pride when one does the right thing and guilt or shame when one does not. Carol K. Sigelman, also stated that there are three basic components of morality. They are: a. An affective or emotional component An affective or emotional component contains the feelings of guilt concern for other feelings that surround right or wrong actions and that motivate thoughts and actions. b. A cognitive component A cognitive component focuses on the way we conceptualize right and wrong and make decisions about how to behave. c. A behavioral component A behavioral component reflects how we actually behave when for example we do or have something that we know is bad or wrong, or help a needy person. 2. Value The term values may suggest that judgments of right and wrong, lofty and base, just and unjust, and more personal preferences, that thing are useful as individuals happen to value them. (Benninga: 1991: 131). Value is something that interest for us, something that we look for, something that pleases, something

3 that loved, and in short value is something good. Value have good connotation. (Bertens: 2000: 139). The terms Value and Valuation are used in our contemporary culture, not only in economics and philosophy but also (and especially) in other social sciences and humanities. Their meaning was once relatively clear and limited. Value meant the worth of a thing, and valuation meant an estimate of its worth. (Paul Edwards: 1967: 229). The uses of value and valuation are various and conflicting even among philosophers, but they may perhaps be sorted out as follows (Paul Edwards: 1967: ): a. Value (in the singular) is sometimes used as an abstract noun in a narrower sense to cover only that to which such terms as good, desirable, or worthwhile are properly applied and in a wider sense to cover, in addition, all kinds of rightness, obligation, virtue, beauty, truth, and holiness. Value is also used like temperature to cover the whole range of a scale plus, minus, or indifferent; what is on the plus side is then called positive value and what is on the minus side, negative value. b. Value refers to what is valued, judged to have value, thought to be good, or desired. Such phrases are also used to refer to what people think is right or obligatory and even to whatever they believe to be true. Behind this widespread usage lies the covert assumption that nothing really has objective value, that value means being valued and good means being though good. But the term value is also used to mean. c. Dewey always distinguishes two senses of value, it means either to prize, like, esteem, cherish, or hold dear. Or to apprize, estimates, evaluates, or valuate. 3. Moral Value

4 Moral value is value that must be separated with other values. Every value will get quality if it has relation with other values. For example, Honesty is example of moral values, this value has no meaning if it does not be applied with other values. Economic Value is relation of human and thing. Thing is needed because its usefulness. Economic Value relate with purpose value. (Rosyadi: 2004: 123). Loyalty is moral value, but it must be applied with other, humanity value for general, for example, love of husband and wife. (Bertens: 2000: 142) Then, there are four characteristic of moral value. There are as following: a. Moral value is related with responsibility Moral value is related with human personality, but beside moral value we also automatically can say other values. Moral value makes people wrong or not, because he/she has responsibility. Especially moral value is related with human personality of responsibility. Moral value just can be real in action wholly if it became responsibility of the involved person. b. Moral value is related with pure heart All values need to make it real. Because it has persuasive power, it should be practice. For example, aesthetic value, it should be practiced, play music composition or others. After that the result of it, painting want to be showed, and music want to be listened. To make moral value to be real, it can be appealed from pure heart. One of special characteristics of moral values is this value will effect voice of pure heart to accuse us if oppose moral value and praise us if make moral value. c. Obligation Moral value obligates us absolutely and it can t be compromised. Other values need to be real and admitted, for example, aesthetic value. Educative and cultural person will admit and enjoying aesthetic value. But indifferent people can t we blame. Moral value obligates us as such, without requirement. For example, honesty orders us to return thing that borrowed, like or not, because moral value contains an imperative category. In other value for example, if badminton player want to be

5 champion, he/she must try hard. It s a must to be champion, but there is a limitation. d. Formality Moral value is not stand-alone without other value. Although moral value is top value that we must appreciate, but it is not in top without other value. Moral values did not separate with other values. For example, a seller applies moral values all at once with apply economic values. Moral values are nothing without other values. It is form of formality. (Bertens, 2000: ) Many spiritual values or we can mention with moral values that can be learned by all people. And this is universal values. There are love and affection, honesty, responsibility, perseverance, integrity, harmony, patience, bravery, justice, simplicity, peaceful etc. (Buzan, 2003: 28) 4. Movie as a Media of Education Education is the organized development and equipment of all the powers of a human being, moral intellectual, and physical, by and for their individual and social uses, directed toward the union of these activities with their creator as their final end. Education is the process in which these powers (abilities, capabilities) of men which are susceptible to habituation are perfected by good habits, by means artistically contrived, and employed by a man to help another or himself achieve the end in view. (Brubacher, 1981: 371) Media of Education is an integral part of education process in the school. This part happen because the progression of science and technology and change of citizen nature. (Oemar: 1977: 11) According to Encyclopedia of Educational Research as stated by Oemar (1977: 27), Value or Benefit Media of Education as following: a. To lay the concrete foundation to think and less verbalism. b. To amplify attentions of students c. To lay important foundation to develop studying d. To give real exercise to students for their stand alone

6 e. To grow regular thought and continue f. To help development of language g. To give experience that is not able with other way and to help developing efficiency and variety of studying. One of Media of Education is Movie. Movie that is used in class is education movie. In the movie, or motion picture all students watch and listen experience that is recorded, drama, and recreational story and episode about past time. Motion picture is combination between movement, words, music and colors. (Oemar: 1977: 102) The purpose of Value of motion picture for educator is following (Oemar: 1977: 103): 1. Motion picture is good media to complete basis experiences for class to reading, discussion, construction, and other learning activities. Motion picture is as replacement part, but students will had a share in, because it will identified in character of the movie. 2. Motion picture gives provide better that is unrestricted on intellectual abilities. Every child is no matter how much ability they will get benefit of it. 3. Containing many profit of education side, there are to getting attention of children. 4. Overcoming limitations in distance and time. With using movie, things that too small, too slow, can watched with eyes 5. Movie will show a subject with attitude. Movie can demonstrate many things that will not happen directly, for example falling a-bomb in Hiroshima. In education science, there are five kind of educational factor. (Sutari: 1976: 37-40). 1. The Objective Factor Teaching Action cannot happen without capability and awareness. And the purpose of those actions is to increase morality of learner. This purpose is truth education.

7 Education is not education if don t have purpose to increase goodness of learner in the right meaning. (Sutari, 1976: 37). In the decision of MPRS No. XXVII/M.P.R.S/1966 contents of education are as the following: a. To improve mental, moral, character and strengthened belief to be religious. b. To improve skill and intelligence c. To build strong and health physic development According to Crow and Crow, good education aspiration is to encourage the learner to think effectively, clear and objectively in all situations. Learner will create aspiration in real action freely and without force. And have a responsibility in the action or behavior. (Sutari, 1976: 52). 2. The Factor of Educator Educator is every people with on purpose effecting people to achieve high humanity level. Or with simple definition, educator is adult that have responsibility to certain children in education. (Sutari, 1976: 38). 3. The Factor of Learner Learner in general education defines as every people or a group that receive influence from people or a group that carry out education activity. And in the simple definition, learner is a child that given to responsibility of educator. The learner is a child that always experience development when she/he born to die and the change will happen in fittingness. (Sutari, 1976: 38). The duty of an educator is to misguide the development in every level of children. (Sutari, 1976: 79). 4. The Factor of Media Media have purpose to achieve education purpose in education activities is need to uses education media. According to Crow & crow, Media of Education are Lesson Plan, chair of learner, room of class etc. The education media can be like command and prohibition, encouragement and obstacle, advice and suggestion, reward and punishment, giving opportunity. So, the definition of Media is conditional action or situation to

8 achieve the purpose education consciously, either unconsciously. (Sutari, 1976: 39). 5. The Factor of Milieu (Environment) There are three kinds of milieu, Family milieu, School milieu, Citizen Milieu (Sutari, 1976: 40). Milieu is all things that were in around children. Milieu cannot be united by educator factor, although both of them have similarity, these are having influence to learner. But the influence of educator is containing responsibility. While Milieu is just have influence, either good influence or bad influence. (Sutari, 1976: 117). B. Types of Moral Values 1. Bravery Bravery is face (something involving possible unfortunate or disastrous consequences) or endure (as hardship) use wi th self-control and mastery of tear and often with a particular objective in vie. Bravery is able to meet danger or endure pain or hardship without giving in to fear. Bravery is arising from or suggestive or mastery of fear and intelligent use of faculties especially under duress. (Webster: 1981 p.269). 2. Enthusiasm Enthusiasm is strong excitement of feeling on behalf of a cause of subject, something that inspires or is pursued or regarded with ardent zeal or fervor. Enthusiast is a person who is or believes to himself to be inspired or possessed by divine power or spirit, or a person who is visionary, extravagant, or excessively zealous in his religious views or emotion. While enthusiastic is relating to enthusiasm or inspired preaching. Enthusiasm is having an ardent, reception, responsive, temperament or tending to give oneself wholly to whatever engages one s interest or liking. (Webster: 1981 p.757). 3. Kindhearted Kind is the equivalent of what has been offered or received. Kind is applying

9 more often to the disposition to sympathy and helpfulness. Kindly is stressing more the expression of the sympathetic, helpful nature, mood or impulse (a kind person with a kindly interest in the problem of other). Kindhearted is having sympathetic nature: Humane, compassionate. Kindheartedness is the quality or state of being kindhearted. (Webster: 1981 p.1243). 4. Honesty Honesty is estimable character; fairness and straight forwardness of conduct or adherence to the fact. Honesty is freedom from subterfuge or duplicity, truthfulness, and sincerity. (Webster: 1981 p.1086). 5. Love and Affection Love is fell affection for. Love is a communications code word for the letter. Love is fell referent adoration for (God). (Webster: 1981 p.1340). Affection is action of affection or state of being affected. Affection is kind feeling tender attachment: love, good, will. Affection is a strong emotion or passion (as anger, fear or hatred); feeling aspect of consciousness (as in pleasue or displeasure); to bend of mind: feeling or natural impulse swaying the mind: propensity, disposition. (Webster: 1981 p.35). 6. Loyalty Loyalty is loyal manner. Loyalness is the quality, state, or an instance of being loyal; fidelity or tenacious adherence. Loyal is faithful and the devoted to a private person; faithful or tenacious in adherence to s cause, ideal, practice or custom. (Webster: 1981 p.1342) 7. Peace-Loving Peace is harmony in human or personal relation. A mental or spiritual condition marked by freedom from disturbance or oppressive thoughts or emotion. (Webster: 1981 p.1660) Loving word is from love, a lover section or attitude. (Webster: 1981 p.1340) 8. Perseverance Perseverance is the action or the fact or an instance of persevering, continued or steadfast pursuit or prosecution of an undertaking or aim. Perseverance is the condition or power of persevering, persistence in the pursuit of objectives or

10 prosecution of any project. Perseverant is able or willing to persevere. (Webster: 1981 p 1685) 9. Sacrificing for Other Sacrifice is something consecrated and offered to God or to a divinity or an immolated victim or an offering of any kind laid on an altar or otherwise presented in the way of religious, thanksgiving, atonement, or conciliation. (Webster: 1981 p.1996) 10. Self-Confidence Self-Confidence is Confident in one self. Self-confident is confident of one s own strength or ability. (Webster: 1981 p.2059) 11. Sincerity Sincerity is the quality or state of being sincere; an expression of a sincere feeling. (Webster: 1981 p.2122) 12. Strong Belief Strong is able to bear or endure; able to with-stand stress or violence; having or exibiting moral or intelectual force, endurence or vigor. (Webster: 1981 p.2265). Belief is a state or habit of mind in which trust, confidence, reliance, is place in some person or thing. Belief is something believed, statement or body of statement held by the advocates of any class of views; conviction of the truth of some statement or the reality of some being or phenomenon, especially when based on an examination of the ground for accepting it as true or real. (Webster: 1981 p.200) Benninga s. Jacques, 1991, Moral, Character, And Civic Education In The Elementary School, New York, Teachers College Press Staugtan, Roger, Wilson, John, 1987, Philosophers On Education: Hongkong, Macmillan Press ltd The encyclopedia of philosophy volume seven