Good Listening: A Virtuous Action in Character Education

Abstract

The present study aims to analyze the concept of “good listening” in character education and to offer a practical framework for making understanding visible in classroom dialogue. Drawing on teachings of the Qur’an and Nahj al -Balagha concerning responsibility in listening, choosing the best speech, and refraining from following what one does not know, this paper seeks to present good listening, or understanding-oriented listening, not merely as a communication skill but as an ethical and intellectual action grounded in phronesis (practical wisdom). The main problem is that in talk-centered classrooms, participation is often measured by the amount of speaking; as a result, the “speaking self” is foregrounded and the “listening self” is marginalized. In such contexts, outward signs of attention may replace understanding, and “pretending to listen” may emerge. The study adopts a qualitative philosophical-analytical approach and proceeds through deductive argumentation. Drawing on character education and the three-stage model of Caught, Taught, and Sought (CTS), it explains good listening in relation to moral, intellectual, civic, and performance virtues. To distinguish good listening from pretending to listen, three minimal indicators are proposed: a brief meaningful pause, restatement of understanding, and a clarifying question. The evaluation of this action is formative and qualitative-descriptive, relying on evidence of understanding, review of dialogue quality, and students’ self -reflection. The study shows that good listening can contribute to authentic dialogue, responsible interaction, and virtuous action in the classroom.