The rise of character education in Britain: heroes, dragons and the myths of character

Abstract

eBook), 42,79 € Reviewed by Dr Anna Liddle, University of YorkOver recent years, the concept of character education in English schools has become more and more prominent. In 2019, it was announced by Ofsted (the United Kingdom's school inspectorate) that schools would be judged on '…wider work support[ing] learners to develop their character --including their resilience, confidence and independence… ' (2019, p. 11). This was then followed up in November of that year by a document providing guidance to schools on character education, which included a list of benchmarks relating to leadership, curriculum, behaviour, access, and service with claims that character education has the ability to help students develop positive moral attributes, acquire social confidence, and to improve social mobility (Department for Education 2019). It is with claims such as these that the book The Rise of Character Education in Britain: Heroes, Dragons and the Myths of Character takes issue.

Interpretation in Character Education Student (Munasabah approach of the Quran)

“…Character education is thus one of the necessities that must be implemented in a planned and long-lasting way (Freeman, 2014;Gilead, 2011;Huang, 2006;Melé, 2005;Peim, 2013). Universities may thus motivate students and make a significant contribution to the development of Indonesia's national identity (Alazmi & Alazmi, 2020;Liddle, 2020;Marzuki et al, 2019;Nur et al, 2021;Siregar & Ramli, 2020).…”