This article aims to analyze the problems of digital technology–based education in the post-truth era from the perspective of moral philosophy and to highlight the urgency of moral education in fostering students’ ethical awareness. The study employs a qualitative method using a literature review and descriptive-analytical approach to relevant works on educational digitalization, moral philosophy, and the post-truth phenomenon. The findings indicate that while digitalization seeks to enhance educational access, it has also generated moral challenges such as the decline of critical thinking, technological dependency, and the rise of plagiarism caused by instant mentality and post-truth cognitive bias. These conditions give rise to “digital unconsciousness,” a weakening of ethical awareness in technology use. The paper argues that character education alone is insufficient because it promotes moral habituation without critical reflection. Moral philosophy provides a normative and critical framework—through inductive, deductive, and reflective methods—to ethically evaluate human actions. In conclusion, moral education grounded in moral philosophy is essential to cultivate rational awareness, ethical responsibility.
This study aims to explore the theological meaning of the phrase ἐν Χριστῷ (“in Christ”) in 1 Corinthians 4:6–21 as the foundation of Paul’s spirituality and leadership. Employing a historical-critical approach and lexical analysis, it investigates the intimate relationship between Paul and Christ and its implications for the Corinthian community. The findings reveal that Paul’s spiritual experience in Damascus signified a life transformation and unity with Christ, which shaped his leadership style and teaching pattern. The phrase ἐν Χριστῷ is understood not merely as a theological concept but as a practical principle underlying Paul’s humble, participatory, and unifying leadership. In the context of a divided Corinthian church, leadership “in Christ” emerges as a pastoral model that educates and unites through apostolic example. This study concludes that the spirituality of ἐν Χριστῷ provides the foundation for forming a faith community living in unity with Christ and with one another and offers an ecclesial leadership model grounded in love, humility, and exemplary service.
This article reinterprets the Parable of the Good Samaritan (Luke 10:25–37) through a triadic approach integrating postcolonial exegesis, Filipino cultural hermeneutics, and digital theology. It revisits the question “Who is my neighbor?” within the context of cyberspace, employing the Filipino concepts of kapwa and pakikipagkapwa-tao as ethical foundations for solidarity that transcends geographical and social boundaries. Through postcolonial analysis, the study exposes the power dynamics embedded in traditional interpretations and demonstrates how digital theology enables new expressions of compassion in online spaces. The findings reveal that digital platforms can function as modern “roads to Jericho,” where inclusion, exclusion, and advocacy unfold. By integrating theological and cultural insights, the study asserts that neighborliness is not merely a moral gesture but a theological vocation to embody mercy and justice within digital networks. It concludes that kapwa offers a humanistic and contextually grounded framework for digital ethics, calling the Church and society to cultivate genuine fraternity in cyberspace as an extension of Christian compassion and mission.
This study applies a descriptive-critical approach to the ethical beliefs of Arthur Schopenhauer and the Catholic Church on charity. The fundamental research question is: “What are the similarities and differences between Schopenhauer’s and the Catholic Church’s views on charity?" The primary goal of this paper is to describe the parallels and differences between Schopenhauer’s and the Catholic Church’s perspectives on charity. According to Schopenhauer, giving is a means to express empathy and compassion for others who are suffering. Therefore, the act of giving must always be based on compassion for others. Schopenhauer’s ethical view helps Catholics to renew their motivations for giving. Nonetheless, in contrast to Schopenhauer’s materialistic morality of giving, the Catholic Church views giving as the embodiment of the divine law. Giving is not only a moral obligation and an expression of human justice but also a means to achieve spiritual perfection.
This study examines the relevance of Max Scheler’s concept of sympathy in the context of online education by situating it within the Ilocano cultural value of pannakipagrikna, which embodies empathy and emotional sensitivity. Employing a transcendental-phenomenological approach, the research integrates textual analysis of Scheler’s works with semi-structured interviews among Ilocano learners. The findings reveal that pannakipagrikna is expressed through four key themes: pannakaawat (understanding), naimpasnekan a panagdengngeg (active listening), panangtarabay (guidance), and pannakimaysa (emotional unity). These insights highlight the importance of affective and value-based engagement in addressing emotional detachment in online learning. The teacher emerges not merely as a transmitter of knowledge but as a moral and empathetic guide fostering students’ holistic development. The study concludes that contextualizing Scheler’s philosophical anthropology through Ilocano values enriches value-centered pedagogy and broadens the scope of phenomenology beyond Western frameworks.
