ARISTOTELIAN ETHICS IN EFL PEDAGOGY: INTEGRATING BUGIS PHILOPHICAL VALUES IN ENGLISH LANGUAGE YEACHING IN PINRANG, SOUTH SULAWESI
DOI:
https://doi.org/10.23969/jp.v10i04.39479Abstract
This study examines the integration of Aristotelian ethics and Bugis philosophical values in the pedagogy of English as a Foreign Language (EFL) in the local context of Pinrang, South Sulawesi. The main problem of this study lies in the limited EFL learning model that systematically accommodates local ethical and cultural dimensions, so that learning tends to be technical-linguistic oriented and does not touch the formation of students' character. This research aims to construct an EFL pedagogical framework based on virtue ethics and Bugis local wisdom as an alternative to a more humanistic and contextual learning paradigm. The methodology used is a qualitative approach with the method of philosophical inquiry through conceptual analysis and literature studies of relevant classical and contemporary works. The findings of the study show that the concepts of phronesis, arete, and eudaimonia in Aristotelian ethics have a conceptual correspondence with the values of siri', sipakatau, and sipakalebbi in the Bugis tradition. The integration of the two frameworks results in a conceptual model of EFL pedagogy that is oriented towards the development of communicative competencies as well as character building. This study concludes that a philosophical approach based on local values has the potential to enrich the philosophy and paradigm of EFL in the context of language education in Indonesia.
Downloads
References
Aristotle. (2009). Nicomachean ethics (W. D. Ross, Trans.). Oxford, UK: Oxford University Press.
Beaney, M. (2013). The Oxford handbook of the history of analytic philosophy. Oxford, UK: Oxford University Press.
Biesta, G. (2010). Good education in an age of measurement. Boulder, CO: Paradigm Publishers.
Biesta, G. (2015). Good education in an age of measurement: Ethics, politics, democracy. London, UK: Routledge.
Burbules, N. C. (2000). Philosophy of education: An introduction. London, UK: Routledge.
Byram, M. (1997). Teaching and assessing intercultural communicative competence. Clevedon, UK: Multilingual Matters.
Byram, M. (2020). Teaching and assessing intercultural communicative competence: Revisited. Clevedon, UK: Multilingual Matters.
Canagarajah, S. A. (2016). Translingual practice: Global Englishes and cosmopolitan relations. London, UK: Routledge.
Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). Thousand Oaks, CA: SAGE Publications.
Crossley, M., & Watson, K. (2009). Comparative and international education: Globalisation, context and difference. London, UK: Routledge.
Dewey, J. (1938). Experience and education. New York, NY: Macmillan.
Eisenhardt, K. M. (1989). Building theories from case study research. Academy of Management Review, 14(4), 532–550.
Farrell, T. S. C. (2019). Reflective practice in language teaching: From research to practice. London, UK: Bloomsbury.
Finlay, L. (2002). Negotiating the swamp: The opportunity and challenge of reflexivity in research practice. Qualitative Research, 2(2), 209–230.
Gadamer, H.-G. (2004). Truth and method (2nd rev. ed.). London, UK: Continuum.
Hursthouse, R. (1999). On virtue ethics. Oxford, UK: Oxford University Press.
Jackson, J. (2018). Interculturality in international education. London, UK: Routledge.
Kumaravadivelu, B. (2006). Understanding language teaching: From method to postmethod. Mahwah, NJ: Lawrence Erlbaum Associates.
Kumaravadivelu, B. (2018). Rethinking language teacher education for a global society. London, UK: Routledge.
Larsen-Freeman, D., & Anderson, M. (2017). Techniques and principles in language teaching (3rd ed.). Oxford, UK: Oxford University Press.
MacIntyre, A. (1981). After virtue. Notre Dame, IN: University of Notre Dame Press.
Maxwell, J. A. (2012). A realist approach for qualitative research. Thousand Oaks, CA: SAGE Publications.
Mishra, P., & Koehler, M. J. (2016). Technological pedagogical content knowledge: A framework for teacher knowledge. New York, NY: Teachers College Press.
Noddings, N. (2013). Caring: A relational approach to ethics and moral education (2nd ed.). Berkeley, CA: University of California Press.
Pennycook, A. (2001). Critical applied linguistics: A critical introduction. Mahwah, NJ: Lawrence Erlbaum Associates.
Pennycook, A. (2017). The cultural politics of English as an international language. London, UK: Routledge.
Phipps, A., & González, M. (2019). Decolonising foreign language education: The misteaching of English and other colonial languages. London, UK: Routledge.
Richards, J. C. (2017). Key issues in language teaching. Cambridge, UK: Cambridge University Press.
Rose, H., & Dörnyei, Z. (2023). Teaching English as a global language: A critical perspective. Cambridge, UK: Cambridge University Press.
Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. New York, NY: Guilford Press.
Savignon, S. J. (2018). Communicative competence: Theory and classroom practice (2nd ed.). New York, NY: McGraw-Hill Education.
Setiawan, S. (2020). Local wisdom in EFL classrooms: Integrating cultural values in language teaching. Indonesian Journal of Applied Linguistics, 10(2), 345–356.
Snyder, H. (2019). Literature review as a research methodology. Journal of Business Research, 104, 333–339.
Swedberg, R. (2014). The art of social theory. Princeton, NJ: Princeton University Press.
Toulmin, S. (2001). Return to reason. Cambridge, MA: Harvard University Press.
Widodo, H. P. (2016). Language policy in practice: Reframing the English language curriculum in Indonesia. TESOL Quarterly, 50(1), 190–197.
Wiredu, K. (1996). Cultural universals and particulars: An African perspective. Bloomington, IN: Indiana University Press.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Pendas : Jurnal Ilmiah Pendidikan Dasar
This work is licensed under a Creative Commons Attribution 4.0 International License.
