Kant, emotion and autism: towards an inclusive approach to character education

Dineen, Katy

doi:10.1080/17449642.2018.1505150

Cited by 7 publications

(5 citation statements)

References 12 publications

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“…For further discussion of the relevance of different types of empathy impairment (seen in autism versus psychopathy) to the capacities required for responsibility (see, e.g. Kennett 2002, Bollard 2013, Nelkin 2016, Dineen 2019). vii This capacity to feel concern for another is sometimes referred to as "sympathy" (Sebastian 2011).…”

Section: Discussionmentioning

confidence: 99%

Legal Responsibility

Shaw

2022

The Oxford Handbook of Moral Responsibility

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This chapter draws attention to a question that has been paid insufficient attention to in the legal philosophical literature on the criminal responsibility of psychopaths: Who should bear the burden of proving that they are or are not responsible and to what standard? It provides some reasons for thinking that raising a reasonable doubt as to psychopaths’ capacity for moral understanding should be enough to justify exempting them from criminal responsibility and punishment. (Although it may still of course be necessary to hospitalize or treat them—if effective treatments can be developed—to prevent them from harming others.) This chapter summarizes relevant research on psychopathy and discusses an interpretation of this research that is consistent with at least some psychopaths being entitled to an excuse based on their impaired emotional capacities. Since, in some cases, there may be enough evidence to raise a reasonable doubt concerning the criminal responsibility of individuals with psychopathy, this chapter proposes that it should be decided on a case-by-case basis whether someone diagnosed with psychopathy should be excused from criminal responsibility.

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Section: Discussionmentioning

confidence: 99%

Legal Responsibility

Shaw

2022

The Oxford Handbook of Moral Responsibility

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“…This is important for autistic children. Intensity and increased communication will be able to stimulate the ability of autistic children [39]. One of the biggest obstacles of modern society is the emergence of characters that are not in accordance with the norms of surrounding communities such as obedience and law abiding, interacting in harmony with their environment [40,41].…”

Section: Discussionmentioning

confidence: 99%

Teacher’s experiences in character education for autistic children

Kistoro

Setiawan

Latipah

et al. 2021

IJERE

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<p><span>Character education is also important given to autistic children. This phenomenological research aims to reveal the teacher's experience in teaching character education for autistic children. The participants in this research were 10 teachers from three exceptional schools consisting of public and private exceptional schools. In-depth interview method as a data collection technique. Data analysis using semantic reduction is carried out by the stages of identifying important statements from the results of the interview, determining the theme of the discussion, and describing the significance of the whole the teacher's experience. The results found that character learning for autistic children through three models, namely explanatory, practice, and intensive mentoring. The explanatory model is used to practice the ability of autistic children in terms of building children's concentration and focus. The practice model is used to train autistic children soft skills in terms of strengthening the understanding of the material and its reasoning ability. While the intensive mentoring model for training soft skills autistic children related to the ability of interpersonal relationships and confidence. Therefore, the inclusion of teacher competencies must at a minimum include pedagogical, personal, and social abilities to teach character education for autistic children.</span></p>

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“…In character education in schools, all components must be involved, including the components of education oneself, namely the content of the curriculum, the learning, and assessment process, handling or managing subjects, school management, implementation of co-curricular activities or activities, empowerment of infrastructure, financing, and work ethos of all school residents/environment (Dineen, 2019;Bamkin, 2020;Chi-Kin Lee et al, 2021). In addition, character education is interpreted as the behavior of school residents who in organizing education must be character program.…”

Section: Literature Review Character Educationmentioning

confidence: 99%

Integrating Character Education Into the RECE Learning Model Through Pancasila and Citizenship Education Subjects

et al. 2022

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This study aimed to investigate teaching character education values using the RECE (reflective, engage, collaborative, and elaborative) model. In Indonesia, Pancasila and Citizenship Education Subjects are mandatory programs that must be incorporated into each activity in schools, either through particular programs or the subjects taught. The civic education module taught in schools has a wider responsibility to teach character education. Currently, this module focuses on theory and encourages students to learn about character. Although teachers can use a wide variety of learning models for teaching character, this study uses a qualitative and descriptive approach focused on exploring the RECE teaching model. This method enables researchers to go to classrooms and observe how teachers impart character education. In total, 15 respondents participated in this study. Of these, three were citizenship education teachers, one was a vice-principal, one was a school principal, and ten were senior high school students in Jakarta. To obtain data, in-depth interviews were used along with 135-min long focus group discussions with all participants. The data were then analyzed using the content analysis method and nVivo software. The results showed that students can reflect, elaborate, collaborate, and communicate well when learning character education in school. The four stages of teaching character education were successful in integrating values in the classroom. This study has implications for the teachers who impart character education.

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Kant, emotion and autism: towards an inclusive approach to character education

Abstract: This is an unpublished draft, to cite the full article, use Katy Dineen (2018) Kant, emotion and autism: towards an inclusive approach to character education, Ethics and Education,

Cited by 7 publications

References 12 publications

Legal Responsibility

Legal Responsibility

Teacher’s experiences in character education for autistic children

Integrating Character Education Into the RECE Learning Model Through Pancasila and Citizenship Education Subjects

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