Integrative character education (ICE): grounding facilitated prosocial development in a humanistic perspective for a multicultural world

Abstract

haracter Education initiatives within schools have gained both proponents and opponents over recent years and continue to garner mixed reviews. Proponents argue that the need is urgent and the increasing level of school disruption, antisocial behavior and violence requires a focus on values/virtues/moral education and claim this is synonymous with good practice in education. Opponents ask, whose values will be taught and how does this address the needs of our multicultural reality? While others claim that, many initiatives embrace moral education delivered in a behaviorist fashion promoting control by other and lack a humanistic understanding of the pluralistic nature of modern society. This review addresses these issues by exploring, critically interpreting, and synthesizing educational and psychological research. The aim being to develop a definition of character education that is not confined to antiquated understandings of ethnocentric non-negotiable ideological values/virtues/morals. The main focus of the review being to inform a unified theory of character education embedded in a sociocultural understanding of personality development that can inform practice in multicultural settings. By developing a research informed discussion of characteristics beneficial to life outcomes a theory of integrative character education is offered

The role of character education programme in developing students’ cognitive and non-cognitive abilities and teachers’ competencies

“…These abilities are believed to be able to improve the quality of teachers in managing the learning process and socialising with both teachers and other school personnel. Several previous studies have proven that this component of the teacher's character has a significant impact on teacher competence (Qoyyimah, 2018;White & Shin, 2017).…”

“…The model for character education programmes that involve teachers and students can be seen in Table 1. This programme combines a model of professional development and student competency development that can affect academic achievement and student character and can improve the teacher's self-assessment competence (Qoyyimah, 2018;White & Shin, 2017).…”

Reception of Students to a Collection of Short Stories with the Theme of Kompas Social Dynamics in 2021 to Improve Moral Education in High School

“…Character education is built as an effort to develop human resources to be able to live in society properly. White & Shin say that in England the role of young people as moral actors is limited [35]. What is being done is limiting the behavior of young people to obey the rules as a control in social behavior.…”

Play for Early Childhood Character Development: A Systematic Review and Meta-analysis

“…More than that, character is a personality appraisal. A person is said to have a character if he is able to realize the values and beliefs desired by the community and make this character a guide in his life (White, 2017). Character education is essential as it is suitable to be developed to find out more about the meaning of soul values (awareness) and attitudes.…”