Ethical Philosophy in Shaping Character Development of Elementary School Students
DOI:
https://doi.org/10.59175/pijed.v4i2.851Keywords:
Character Development, Character Education, Elementary School Students, Ethical Philosophy, Moral ReasoningAbstract
This study explores the role of ethical philosophy in shaping character development among elementary school students. The aim of this research is to examine how philosophical foundations derived from virtue ethics, deontological perspectives, and moral education theory guide teachers in implementing effective character-building practices. Using a qualitative descriptive method, data were collected through interviews, classroom observations, and document analysis in three elementary schools. The results indicate that ethical philosophy provides a solid conceptual framework for cultivating core virtues such as honesty, empathy, responsibility, and respect. Teachers who integrate philosophical principles into their instruction tend to encourage more reflective thinking and consistent moral behavior among students. The novelty of this study lies in its integration of classical ethical frameworks with practical strategies tailored specifically for young learners, which has been underexplored in previous research. The practical implication is that ethical philosophy can serve as a guiding tool for teachers to design intentional and meaningful character-education activities. This study contributes to the field by offering a philosophical model that strengthens students’ moral reasoning and supports their holistic development within elementary education.
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