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• The determination of the right and wrong of an act has been discussed since the Greek times
• There is a difference of opinion about right and wrong criteria because there is no source that can be used as a guide
• Each school of thought expressed a view or theory based on their own thoughts
• Views on right and wrong values in western society


  • Lickona (1993), Greenland and Robinson (1980) reject the ability of religious values in providing guidance
  • Nucci (1987) explains that the concept of morality is not related with the religion
  • Downey & Kelly (1978) stated that students in the west reject religious education
  • Personalism prioritizes individual autonomy and subjectivity
  • Positivism views morality as relative according to individual personal judgement
  • Pluralism and Secularism contribute to the decline of religious values in moral education
  • Liberalism focuses on individual freedom in all aspects of life from religious ties
  • Humanism sees man as God in which man is able to determine everything
  • Empiricism rejects the role of religion and the role of God in moral and value education
  • Kay (1968) and Harmin (1988) stress the importance of religion in value education
  • Gross (1999) that religion is an important factor in moral development
  • Blair (2002) agrees that religious schools including Islamic religious schools in the west have provided positive services and support moral education
• In Islam, the determination of right and wrong of an act is clear and concrete because the sources of Islamic teachings are absolute, which are Al-Quran, As-Sunnah and ijtihad
• Criteria that determine the measure of right and wrong in Islam

  • Complying with Islamic law
  • Getting God's pleasure
  • Heaven and hell reward
  • Compatibility between outward and inner
• The criteria for determining whether an act is right or wrong in Islam is based on clear and stable criteria
• The five levels of the value of an act in Islam

  • Wajib (obligatory)
  • Sunnah (encouraged)
  • Haram (forbidden)
  • Makruh (disliked action)
  • Harus (permissible)
• Makruh acts

  • Talking in the bathroom
  • Eating food that smells bad
  • Bathing in water that is basking in the heat of the sun
• Lickona (1993), Greenland and Robinson (1980)


  Clearly reject the ability of religious values in providing guidance to determine the right and wrong criteria of an act
• Nucci (1987)


  Explains that the concept of morality is not related with the religion
• Downey & Kelly (1978)


  Students in the west reject religious education because they are not convinced of the ability of religion to educate human morals
• Darwinism school of thought


  Introduces the theory of evolution which causes them to see that all things are changeable including the moral aspect
• Personalism


  Prioritizes individual autonomy and subjectivity, which is free and has the right to determine moral will
• Personalism


  Views morality based on self-will and weakens the social commitment
• Positivism


  Views morality as relative according to individual personal judgement, so it cannot be taught in school
• Pluralism and Secularism


  Contribute to the decline of religious values in moral education
• Pluralism


  Questions the value of what should be taught
• Secularism


  Rejects religion from life, for them religion should not be included in the affairs of the world such as economics, politics and social because religion is a personal matter
• Liberalism


  Focuses on individual freedom in all aspects of life from religious ties
• Liberalism


  Ethical values change according to changes in time, place and community conditions for the sake of community harmony
• Humanism


  Sees man as God in which man is able to determine everything
• Empiricism


  Emphasizes empirical science based on experiments, that is, something is accepted when it can be detected by the five human senses, therefore this concept rejects the role of religion and the role of God in moral and value education
• Harmin (1988)


  Explained that schools should also teach about different sources of morals including religion
• Gross (1999)


  Religion is an important factor in moral development
• Muslim individuals who receive religious education


  Are seen as more valuable to society than those who do not receive religious education because there is no moral foundation
• September 11 and Islamophobia


  Caused western society to debate to what extent of support and the need for religious schools
• Blair (2002)


  Agrees that religious schools including Islamic religious schools in the west have provided positive services and support moral education
• Moral and value education in the west


  Excludes religion, which is different from value education in Asia
• Most countries in the Asian region

  Emphasize values and religious education because they are convinced that religion contains universal values
• Although there are secular values


  Sacred or religious values play an important role in guiding human behavior
• Determination of right and wrong of an act in Islam

  Clear and concrete
• Sources of Islamic teachings

  • Al-Quran
  • As-Sunnah
  • Ijtihad
• Criteria that determine the measure of right and wrong in Islam

  • Complying with Islamic law
  • Getting God's pleasure
  • Heaven and hell reward
  • Compatibility between outward and inner
• Complying with Islamic law


  As long as an act does not violate the law in the Quran and hadith, then it is considered right and good. The practice of a nation and race can be accepted if it does not contradict with the Islamic Shari'a.
• Getting God's pleasure


  Any act done to get God's pleasure is considered good and right as it is in accordance with the goals of human life. The act of doing injustice is an act that invites the wrath of God.
• Quran: 'Has there come to you the narration of the overwhelming ( i.e. the Day of Resurrection ) ? Some faces, that Day will be humiliated ( in the Hell- fire, i.e. the faces of all disbelievers, Jews and Christians ). Labouring ( hard in the worldly life by worshipping others besides Allâh ) , weary ( in the Hereafter with humility and disgrace ). They will enter in the hot blazing Fire. They will be given to drink from a boiling spring. No food will there be for them but a poisonous thorny plant. Which will neither nourish nor avail against hunger.'
• Compatibility between outward and inner

  The right criteria in Islam must be clear in terms of outer and inner. This means that the act must be good and the intention is also good. In contrast to other moral systems, intentions or internal factors are not taken into account. This is based on the hadith about intention, which means that every action depends on intention.
• The criteria for determining whether an act is right or wrong in Islam is based on clear and stable criteria
• Wajib (obligatory)


  An act that is definitely required to be performed by Muslims, if performed it will be rewarded and if it is omitted it will be a sin