Good Listening: A Virtuous Action in Character Education
Subject Areas :
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Keywords: good Listening, Character Education, virtuous life, shared understanding, authentic dialogue.,
Abstract :
Drawing on Imam Ali’s saying, “May God bless whoever listens to a point of wisdom and retains it,” and guided by Qur’anic principles of selective and accountable listening (39:18; 17:36), this study conceptualizes istimāʿ e tafahhumī, understanding-oriented and ethically accountable listening as a virtuous action within character education. Listening is thus framed not as a mere technical skill, but as a relational and morally accountable practice informed by practical judgment and the aims of education. A central issue arises in talk-centered classrooms, where participation is often measured by frequency of speaking. When spoken contribution serves as the main indicator of engagement, outward signs of attentiveness such as eye contact, nodding, or silence can blur the vital boundary between genuine listening and pretending to listen. In these settings, such cues may be mistakenly interpreted as proof of understanding; over time, compliance may slip into mere pretense, with the appearance of listening replacing authentic understanding. To address this, a normative–operational framework, adapted from the Caught–Taught–Sought (CTS) model, connects virtuous listening to moral, intellectual, civic, and performance virtues. To make understanding visible and distinguish authentic listening from performative mimicry, three minimal indicators are proposed: (1) reflective pausing, (2) restating for verification, and (3) clarifying questions for shared understanding. Through an analytical–deductive approach, the study argues that centering virtuous listening in authentic dialogue transforms the classroom into a space for responsible and understanding-oriented interaction.
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