Teaching Character and Virtue in Schools

Arthur, James; Kristjánsson, Kristján; Harrison, Tom; Sanderse, Wouter; Wright, Daniel

doi:10.4324/9781315695013

Cited by 96 publications

(115 citation statements)

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“…This case also happens in many countries, as what Harrison, Morris, and Ryan (2016) state in their book. Characters to be educated to the learners through the hands of an educational institution should be explicitly reflected in the learning process (Arthur et al, 2017).…”

Section: Findings and Discussionmentioning

confidence: 99%

“…Generally, the introduction of character education can only be seen as the general needs of the current degrading situations in the country. However, as what Arthur, Kristjánsson, Harrison, Sanderse, and Wright (2017) consider, character education should be built on the basis that the characters should be developed, logically used, and internally motivating the users to form their moral identity.…”

Section: It May Remain Unanswered As To What Is Wrong With the Youth mentioning

confidence: 99%

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Thematically Character-Based Learning Materials in Early Child Education: A Preliminary

Somantri

Noviantoro

Ghoer

2017

pijss

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Section: Findings and Discussionmentioning

confidence: 99%

Section: It May Remain Unanswered As To What Is Wrong With the Youth mentioning

confidence: 99%

Thematically Character-Based Learning Materials in Early Child Education: A Preliminary

Somantri

Noviantoro

Ghoer

2017

pijss

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“…A more sophisticated understanding of role performance also allows for a more complex exploration of one of the most widely acclaimed social processes extolled by the character education movement: the transmission of virtue through moral exemplars, or role modelling. Philosophers and psychologists often rely on moral exemplars to explain virtue acquisition, while character education is often thought to take place through students' emulation of their teachers' virtues (Arthur, Kristjánsson, Harrison, Sanderse, & Wright, 2016;Kristjánsson, 2017). However, empirical evidence of teachers' role modelling in schools is limited (Willems, Denessen, Hermans, & Vermeer, 2012).…”

Section: The Structure Of Virtuous Symbolic Interactionsmentioning

confidence: 99%

The social construction of character

Moulin‐Stożek

2018

J Theory Soc Behav

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There has been increased interest in character strengths or virtues in recent years in social research and in various policy domains. However, while the notion of virtue has gained credibility in the fields of positive psychology and moral philosophy, it has yet to be satisfactorily considered from the perspective of social theory – in spite of the ongoing calls of researchers who have identified the need for further investigation into the role of culture and social context in the development of individuals' characters. In order to consider how good character and excellence in specific virtues are formed and sustained in social context, this article gives a theoretical account of character and virtue using well‐known microsociological concepts. It is argued that whereas virtues are often understood as psychological ‘traits’ or ‘dispositions’, they are also socially practiced and represented. Analyses of their related social processes are therefore appropriate and empirically promising, particularly in institutional settings, and can complement other theoretical and methodological approaches.

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“…Karakter baik yang dirumuskan oleh para penganut ajaran Aristoteles (Arsitotelian) terutama di Inggris mencakup (1) kebajikan moral (seperti kejujuran dan kebaikan), (2) kebajikan sipil (layanan masyarakat), (3) kebajikan intelektual (rasa ingin tahu, kreativitas), dan (4) kebajikan kinerja (ketekunan dan ketekunan) (Arthur, Kristjánsson, Harrison, Sanderse, & Wright, 2016;Arthur et al, 2015;Carr, Arthur, & Kristjánsson, 2017). Untuk mengatasi egoisme dari pendekatan psikologis, para sarjana Jubilee Center mempromosikan pendidikan karakter yang bertujuan untuk meningkatkan kepekaan peserta didik terhadap orang lain, kemampuan untuk mengidentifikasi pilihan-pilihan yang buruk secara moral, dan kemampuan untuk berpikir tentang justifikasi tindakan mereka sendiri (Arthur et al, 2015).…”

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Model desain Pendidikan Kewarganegaraan di era media digital sebagai pendukung implementasi pendidikan karakter

Trisiana

Sugiaryo

Rispantyo

2019

civ.

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Artikel ini bertujuan untuk membedah desain model pembelajaran. Metode penelitian menggunakan penelitian dan pengembangan Research and Development (R&D) dengan menggunakan model pengembangan prosedural mengadaptasi model ADDIE (Analyze, Design, Develop, Implement, and Evaluation). Hasil penelitian menunjukkan sebagai berikut: pertama, analysis, yaitu melakukan analisis kebutuhan, mengidentifikasi masalah (kebutuhan), dan melakukan analisis tugas. Kedua, design, tahap desain ini, merumuskan tujuan pembelajaran. Ketiga, development, adalah proses mewujudkan blue-print dengan inovasi media digital. Keempat, implementation, adalah langkah nyata untuk menerapkan sistem pembelajaran yang sedang kita buat. Kelima, evaluation, yaitu proses untuk melihat apakah sistem pembelajaran yang sedang dibangun berhasil, sesuai dengan harapan awal atau tidak. Berdasarkan pengembangan instruksional model ADDIE tersebut kemudian diadopsi dalam tahapan pengembangan model pembelajaran Pendidikan Kewarganegaraan dengan nama MPC (Modification of Project Citizen) yang relevan di era media digital dan dikembangkan berdasarkan implementasi pendidikan karakter dan ketercapaian kompetensi Pendidikan Kewarganegaraan. Kata kunci: Desain PKn Media digital Pendidikan karakter ABSTRACT Keywords: Civic Education Instructional design Digital Media Character Education This research aims to explain the design of Citizenship Education Learning Model. The research method uses research and development (Research and Development (R & D) and adopt the ADDIE model (Analyze, Design, Develop, Implement, Evaluation) The sample in this study involved state and private universities in Central Java. The results of the study, first, Analysis is to do a needs analysis, identify problems (needs), and perform task analysis. The design phase is to formulate learning objectives. Third, development is the process of creating blueprint with digital media innovation. Fourth, implementation is a real step to implement the learning system that we are making. Fifth, evaluation is a process to see whether the learning system succeed, according to initial expectations or not. Based on the ADDIE model instructional development, it was later adopted in the stages of developing the Citizenship Education learning model, with the modification of MPC (Modification of Project Citizen) relevant in the era of digital media and developed based on the implementation of character education and achievement of competencies in Citizenship Education.

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Teaching Character and Virtue in Schools

Cited by 96 publications

References 0 publications

Thematically Character-Based Learning Materials in Early Child Education: A Preliminary

Thematically Character-Based Learning Materials in Early Child Education: A Preliminary

The social construction of character

Model desain Pendidikan Kewarganegaraan di era media digital sebagai pendukung implementasi pendidikan karakter

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