In this book Peter Smagorinsky and Joel Taxel analyze the ways in which the perennial issue of character education has been articulated in the United States, both historically and in the current ...character education movement that began in earnest in the 1990s. The goal is to uncover the ideological nature of different conceptions of character education. The authors show how the current discourses are a continuation of discourse streams through which character education and the national purpose have been debated for hundreds of years, most recently in what are known as the Culture Wars--the intense, often passionate debates about morality, culture, and values carried out by politicians, religious groups, social policy foundations, and a wide range of political commentators and citizens, in which the various stakeholders have sought influence over a wide range of social and economic issues, including education. The centerpiece is a discourse analysis of proposals funded by the United States Department of Education's Office of Educational Research and Improvement (OERI). Discourse profiles from sets of states that exhibit two distinct conceptions of character are examined and the documents from particular states are placed in dialogue with the OERI Request for Proposals. One profile reflects the dominant perspective promoted in the U.S., based on an authoritarian view in which young people are indoctrinated into the value system of presumably virtuous adults through didactic instruction. The other reflects the well-established yet currently marginal discourse emphasizing attention to the whole environment in which character is developed and enacted and in which reflection on morality, rather than didactic instruction in morality, is the primary instructional approach. By focusing on these two distinct regions and their conceptions of character, the authors situate the character education movement at the turn of the twenty-first century in the context of
The Sasak community is the Sasak people who live on the island of Lombok. The Sasak tribe is the highest percentage population who live on the island of Lombok. In teaching character values, the ...Sasak community always transfers character values in their generations conveyed through folklore. This research aims to describe the value of character education contained in Sasak folklore, namely, Putri Mandalika and Tiwok -iwok. This study is qualitative descriptive research with a literature study approach. The data collection techniques used were documentation and literature study. The data analysis used was a qualitative content analysis technique. This research focuses on 5 (five) character education values, namely: religious (love of peace, tolerance, respect for differences, determination, selfconfidence, cooperation, anti-bullying, friendship, sincerity, not forcing your will, loving the environment, and protecting the small and marginalized); Characteristics of Nationalism (love for the homeland, proud to be Indonesian, have a sense of brotherhood, solidarity, peace and nonviolence between community groups, participate in the progress of the nation and state, have culture, participate, develop Indonesian unity, live up to the values basic in the 1945 Constitution and Pancasila (the Five Pillars), and places national unity and integrity); Independent character (work ethic, tough and highly motivated, professional, creative, brave to try, and a lifelong learner); character of mutual cooperation (respect for others, helping each other, solidarity, empathy, volunteerism, and consensus deliberation); and integrity character (honesty, love of truth, moral commitment, anti-corruption attitude, justice, responsibility and exemplary). The results of the research show that the percentage of religious characters in Sasak folklore is 23.96%; the percentage of nationalist character education is 12.90%; the percentage of independent character education is 20.99%; the percentage of mutual cooperation character education is 29.01%, the percentage of integrity education value is 13.14%. It is indicated that the value of character education in Sasak folklore, especially Putri Mandalika and Tiwok -Iwork, is quite varied.
Morals are a very important element in a person's life because someone who has character means having a benchmark for the quality of his personality. Moral education can be instilled in various ways, ...one of which is through technological sophistication. Technology that can be said to be not new and growing rapidly is film. One of the films that entertain and educate today is the animated film, Omar and Hana. The purpose of this research is to analyze what are the values of moral education in the animated film Omar and Hana. This study uses a qualitative research approach with library research methods. The data sources used are primary data sources and secondary data sources. Data collection techniques used are observation and documentary techniques. The data analysis technique used the semiotic analysis of the Roland Barthes model. The results of this study indicate that the values of moral education contained in the animated films of Omar and Hana episodes "Start with Bismillah" and "Mission Fasting" which include: the value of gratitude, the value of amar ma'ruf nahi mungkar, the value of endeavour, the value of patience and angry value.
Education has a very important role, even its position in religion becomes an obligation. One of the most important educational roles in human life is moral education. Moral education has always been ...a major problem that has plagued humanity throughout history. The objectives of this study are 1) To know the concept of the moral education program for students of PPT Al-Hamidiyah NW Kediri. 2) Knowing the implementation of the moral education of students of PPT Al-Hamidiyah NW Kediri 3) Knowing what are the obstacles encountered in implementing the moral education of students of PPT Al-Hamidiyah NW Kediri and their solutions. The method used in this research is a descriptive qualitative method. Data collection techniques through observation, interviews and documentation. While the research location is centered on the Al-Hamidiyah Integrated Islamic Boarding School, NW Kediri, West Lombok. The results of the study are: 1) The concept of the moral education program at PPT Al-Hamidiyah NW Kediri is in the form of intra curricular and extracurricular program activities, as well as the daily activities of the students, 2) The implementation of the moral education of students at PPT Al-Hamidiyah NW Kediri is divided into three stages, namely the stages: (a) Planning (b) Implementation and (c) Evaluation (3) The obstacles encountered in implementing the santri moral education at PPT Al-Hamidiyah NW Kediri include laziness, difficulty gathering during planning meetings, limited infrastructure. sudden event invitations, diverse student backgrounds, the impact of increasingly uncontrolled technological advances, psychological factors, the lack of openness of the asatidz board in expressing their opinions during evaluation meetings, and the busy life of the pesantren leaders. The solution is to collaborate with all parties, prepare back-up asatidz, look for a khos youth for transferring students and provide punishment for rule breakers.
Teaching Character and Virtue in Schools addresses the contemporary issues of quantification and measurement in educational settings. The authors draw on the research of the Jubilee Centre at the ...University of Birmingham in order to investigate the concern that the conventional wisdom, sound judgement and professional discretion of teachers is being diminished and control mistakenly given over to administrators, policymakers and inspectors which in turn is negatively effecting pupils' character development.
The books calls for subject competence to be complemented by practical wisdom and good character in teaching staff. It posits that the constituent virtues of good character can be learned and taught, that education is an intrinsically moral enterprise and that character education should be intentional, organised and reflective. The book draws on the Jubilee Centre's expertise in support of its claims and successfully integrates the fields of educational studies, psychology, sociology, philosophy and theology in its examination of contemporary educational practices and their wider effect on society as a whole. It offers sample lessons as well as a framework for character education in schools.
The book encourages the view that character education is about helping students grasp what is ethically important and how to act for the right reasons so that they can become more autonomous and reflective individuals within the framework of a democratic society. Particularly interested readers will be educational leaders, teachers, those undertaking research in the field of education as well as policy analysts with a keen interest in developing the character and good sense of learners today.
The practice of relational leadership is essential for dealing with the increasingly urgent and complex social, economic and environmental issues that characterize sustainability. Despite growing ...attention to both relational leadership and leadership for sustainability, an ethical understanding of both is limited. This is problematic as both sustainability and relational leadership are rife with moral implications. This paper conceptually explores how the moral theory of 'ethics of care' can help to illuminate the ethical dimensions of relational leadership for sustainability. In doing so, the implications of ethics of care more broadly for the practice of relational leadership development are elaborated. From a caring perspective, a 'relational stance' or logic of effectiveness can be fostered through engaging in a reflective process of moral education through conversation. In starting this dialogue, we can begin to build capacity for relational leadership for sustainability and, thus, support the development of individual well-being and organizational and societal flourishing.
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