Scapegoat: John Dewey and the character education crisis

White, Bebo

doi:10.1080/03057240.2015.1028911

Cited by 8 publications

(5 citation statements)

References 13 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…25 In addition, Brian White stated that John Dewey's character education is necessary to combat the moral degeneration that happens in every individual. 26 Lapsley and Sanderse both stated that the ideal notion for character education is Aristotle's character education construction, which can operate optimally in the world of education. 27 Like Aristotle's theory states that friends are useful individuals who are able to comprehend our character, such as ourselves, and who know other people considerably better than themselves.…”

Section: Introductionmentioning

confidence: 99%

Character Education in the 21st Century: The Relevance of Abdul Wahhab Ash Syarani’s and Thomas Lickona’s Concepts

Arif¹,

Abdurakhmonovich²,

Dorloh³

2023

View full text Add to dashboard Cite

This article addresses the development of education and technology in the 21st century society. In order for education to function efficiently, the need of moral/character education is a necessary step in preserving its survival. In this study, the researcher was interested in Ash Syarani's theory of moral education because of its relation to the findings of Thomas Lickona's theory (moral knowing, moral feeling, and moral action) in education in the twenty-first century. This study utilized a literature review approach. Ash Syarani's Minahus Saniyah and Lickona's Teaching for Character: How Schools Can Teach Respect and Responsibility are the key data sources. While content analysis from Elo and Marsh was employed for data analysis in this study, The notion presented in Shaykh Abdul Wahhab Ash Syarani's book Minahus Saniyah is more applicable to Indonesian culture, particularly in studies that provide more real-world examples and are not confined to concepts (such as character education from Thomas Lickona's theory). The repercussions are fairly real that this analysis addresses the concept of moral education that is still relevant (in Thomas Lickona's theory; moral knowing, moral feeling, and moral action) for implementation in Indonesian education in the twenty-first century.

show abstract

Section: Introductionmentioning

confidence: 99%

Character Education in the 21st Century: The Relevance of Abdul Wahhab Ash Syarani’s and Thomas Lickona’s Concepts

Arif¹,

Abdurakhmonovich²,

Dorloh³

2023

View full text Add to dashboard Cite

show abstract

“…So as the accumulation of the rampant phenomena of social pathology, the character crisis is the root of the problem. Public pessimism about the phenomenon of character crisis that has penetrated the "moral disease" is a mass concern that can only be answered by the basic elements of a nation's development through the role of education [3]. Although the level of existing reality shows the failure of an education system to build basic values for the character of a nation, it is not a delay to evaluate and reconstruct what approach is the main priority in building character as the main foundation in life of a nation's generation.…”

Section: Introductionmentioning

confidence: 99%

The Integration of Kohlberg Moral Development Theory with Education Character

Nainggolan

Naibaho

2022

TSSJ

View full text Add to dashboard Cite

This research aims to know the integration of Kohlberg's moral development theory with education character. It was done at Universitas Kristen Indonesia from January to June 2020. The method used in this research is a library study, in the form of research whose objects are literature works, namely scientific journals, books, articles in the mass media, and statistical data. The literature obtained was used as an alternative to answering research problems written by researchers regarding the religious and moral development of elementary-age children. The result of the study is that the implementation of character education following the conditions of the individual moral development stage is a wise effort that educators can make in the dynamics of character education. So, implementing aspects of moral knowing, moral feeling, and moral behaviour as the essence of character education will be easier if educators understand the position and stage of moral development the student is taking place.

show abstract

“…As for an example of the United States, violence, harassment, and antisocial behavior have reached epidemic proportions in schools and on the streets (B. White, 2015). The demise of these types of character was caused not only by individual moral failure, but also by the inclusion of multinational capitalism, pluralism and social mobility, communication media and popular culture.…”

Section: Introductionmentioning

confidence: 99%

“…Eventually the number of British people who strongly believe in God was increasing, which could impact people's attitudes towards religious education (B. White, 2015). On the other hand, the U.S. education system lacked such a link with religion and church as Britain and Europe (Halstead & Taylor, 2005).…”

Section: Introductionmentioning

confidence: 99%

Including Value Education in Tertiary Level: What Bangladesh Think

Faisal

Akther

2020

IJE

View full text Add to dashboard Cite

Bangladesh is a country with numerous number of cultural, social and religious diversity. Such in a pluralist society, it is not easy to identify the common values to be taught. Therefore it is necessary to develop pupils’ values to show respect to others cultures and promote mutual tolerance and understanding through Value Education (VE). The purpose of the research was to explore teachers’ and students’ opinion to include VE as a course in higher education level in Bangladesh. It was a qualitative study and data was collected from the university teachers and students via semi-structured interview. In this study it has been found that religion is a sensitive issue to be taught in VE class which may cause conflict between teacher and students. Participants suggested that VE contents should be practical rather than be theoretical only. One of the challenges to include VE course was the influence of job market economy and because of it students would consider the course as a burden, not to fit for having jobs in future. One of the recommendations of this research was that VE teachers should be open, liberal, and respectful to students’ believe to manage the classroom conflict.

show abstract

Scapegoat: John Dewey and the character education crisis

Cited by 8 publications

References 13 publications

Character Education in the 21st Century: The Relevance of Abdul Wahhab Ash Syarani’s and Thomas Lickona’s Concepts

Character Education in the 21st Century: The Relevance of Abdul Wahhab Ash Syarani’s and Thomas Lickona’s Concepts

The Integration of Kohlberg Moral Development Theory with Education Character

Including Value Education in Tertiary Level: What Bangladesh Think

Contact Info

Product

Resources

About