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Tough love and character education. Reflections on some contemporary notions of good parenting

100%
Suissa J.
Kultura Pedagogiczna. Międzynarodowe Pismo Pedagogiczne
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2014
|
issue 1
115-131
EN
In her paper the author points to the impoverishment of the popular and policy discourse on good parenting and highlights a glaring absence of the moral dimension and moral language in the debate. This fact unveils a somewhat flattened understanding of the process of child-rearing - devoid of moral reflection, moral choices, and moral concepts, thus giving the impression that modern parenting is solely a matter of skilful application of universal, neutral, scientifically verified procedures and tools. Such discourse promotes, so called, effective parenting conceptualized as a set of skills or ‘the science of parenting’ rather than the process that should assign moral meaning to the things parents and educators do with children. The paper reveals weaknesses of such conceptualization by unveiling some of its underlying assumptions that are questionable and yet determine the discussion on and approach to child-rearing and parenting in Britain today.
2
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Character and Values of Junior High School Students in the Coastal Area, Indonesia

80%
Manaf A., Kartowagiran B., Harun
The New Educational Review
|
2020
|
vol. 60
39-48
EN
The purpose of this research is to describe the character and values of students in coastal areas. This research method is ethnographic. The research subjects were junior high school students whose parents work as fishermen in coastal areas. The results showed that character education carried out in schools, homes, and community environments has made students in coastal area friendly, hard-working, caring towards their parents, independent, and disciplined. Values and character are not formed instantly but through a long process with environmental conditions in the coastal areas that are so challenging.
3
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Integrated Character Education in Social Sciences with Contextual Teaching and Learning Approach

80%
Rahman H., Thalib S. B., Mahmud A.
The New Educational Review
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2017
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vol. 48
53-64
EN
The presented study aims at increasing positive attitude of students as good citizens through the integration of character education in social studies with CTL approach. This research was classroom action research and the subjects of this research were 38 fifth-grade pupils of Elementary School SD Negeri 07 Panreng Sinjai. The study involved collaborators that were fifth-grade teachers who acted as the implementing action. Data were obtained through a test scale of attitude as the main data and supporting data were collected through observation and self-report. The research showed some findings. First, the integration of character education in teaching social studies is conducted by instilling the values of character education in learning with the social studies content and applying some of the components in the CTL. Second, there is continuous improvement of the integration of character education in social studies with the CTL approach from the first cycle to the third cycle. Based on the results of attitude tests on the citizenship subject in the first cycle, there was no student classified as very positive (0%), 44.73% of students were classified as positive, 39.47% negative, and 15.76% very negative. In the second cycle, there were 23.68% of students classified as very positive, 44.73% positive, 26.31% negative, and 5.26% very negative. In the third cycle, there were 18.42% of students classified as very positive, 78.94% positive, 2.63% negative and 0% very negative. Thus, the integrated character education in social studies can improve the attitude of a good citizen in fifth-grade pupils of SD Negeri 07 Panreng Sinjai.
4
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The Development of Character Education Model to Improve Students’ Academic Independence in Islamic Boarding School in Sinjai District, Indonesia

80%
Ismail, Thalib S. B., Samad S., Mahmud R.
The New Educational Review
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2016
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vol. 46
29-39
EN
The objective of this research and development is to create a description of the operational model of character education and to determine the effectiveness of a character education model in enhancing students’ academic independence. There are some results of this research. First, the description of the prototype model of character education to enhance students’ academic independence consists of five parts, namely rationalization of character education model; supporting theories of character education model; components of character education model; instructions for using character education model; and development of character education model. Second, the operational model of character education is supported by development tools and developed at five stages, namely analysis, design, development, implementation, and evaluation. Third, the character education model is effective to enhance students’ academic independence in Islamic Boarding School, Sinjai.
5
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Moralność i bullying. Edukacja charakteru podstawowym elementem w rozwiązaniu problemu dręczenia rówieśniczego w szkole?

51%
Tłuściak-Deliowska A.
Studia z Teorii Wychowania
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2016
|
issue 1 (14)
169-193
PL
Rozważania podjęte w tekście mieszczą się w podejściu społeczno-normatywnym do agresji interpersonalnej. Szczególnie skoncentrowano się na moralnej stronie uwarunkowania dręczenia szkolnego, które konceptualizowane jest jako specyficzny rodzaj powtarzanej przemocy rówieśniczej. Ponadto, dla tego zjawiska charakterystyczny jest grupowy charakter, co wyraża się w tym, że zachowania agresywne nie dzieją się w ukryciu, lecz sprawca przemocy ma zazwyczaj aktywne lub bierne wsparcie uczniów - „świadków”, których obecność i zachowanie jest istotne dla podtrzymania lub/i ograniczenia tego procesu w szkole. Dlatego też moralność - moralne standardy, wartości, emocje i oceny - jest ważnym zagadnieniem w kontekście wyjaśniania dręczenia szkolnego. Ponadto, zrozumienie natury moralnych neutralizacji zachowań stosowanych przez sprawców dręczenia szkolnego, jak i świadków tych sytuacji, którzy wspierają raczej sprawcę niż ofiarę, jest istotną kwestią z punktu widzenia planowanych oddziaływań wychowawczych. Treści w artykule zostały przedstawione na podstawie przeglądu literatury przedmiotu, studiów empirycznych oraz własnych doświadczeń badawczych autorki w rozpatrywanym obszarze. Zasygnalizowane kwestie stanowią przyczynek do dyskusji w kwestii skutecznego zapobiegania i ograniczania dręczenia rówieśniczego w szkole.
EN
The considerations in the text are situated in the socio-normative approach to aggression. In particular, focused on the moral side of determinants of school bullying, which is conceptualized as a specific kind of repeated peer violence. Moreover, a group character of this phenomenon is typical, which is reflected in the fact that aggressive behavior does not happen in secret, but the bully has usually active or passive support from bystanders, whose presence and behavior is essential to maintain and / or and limitations of this process in school. That's why morality - moral standards, values, emotions and evaluation - is an important issue in the context of explaining the torment of the school. In addition, understanding the nature of moral neutralization of behavior used by the perpetrators of school bullying and witnesses of these situations, who support the perpetrator rather than the victim, it is an important issue from the point of view of the planned educational influence. Content in the article are presented based on the review of literature, empirical studies and own authors’ research experiences in the study area. Signaled issues constitute a contribution to the discussion on the effective prevention and reduction of peer bullying at school.
6

Character integrated language learning – a case for character education in foreign language teaching

41%
Ostrowski M.
Beyond Philology: An International Journal of Linguistics, Literary Studies and English Language Teaching
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2016
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issue 13
307-327
EN
The aim of this article is to provide an introduction to character edu-cation with its underlying principles and draw attention to some of its possible ELT classroom applications. Character is seen as a crucial non-cognitive factor of academic success. The case for the extensive implementation of character education in foreign language teaching is discussed in relation to the demands and challenges of contemporary education expressed in legal regulations such as national curricula and the European Union Framework on Key Competencies for Lifelong Learning. Drawing from the experience of American schools actively using character education, the author suggests a set of methods for integrating it into foreign language teaching which is claimed to have a multi-faceted beneficial effect on students’ development irrespective of their age. The proposed understanding and application of character education is based on positive psychology and research into character strengths and the non-cognitive factors of academic achievement.
FR
L’objectif de l’article est de présenter les principes de la conception de l’éducation du caractère et d’indiquer les effets positifs possibles de l’intégration de la formation du caractère et des valeurs au cours de l’enseignement des langues étrangères. Les recherches présentées montrent que la force du caractère, composée par un ensemble des traits et des valeurs, est un des principaux facteurs non-cognitifs qui influencent le succès du processus éducatif. La proposition d’introduire l’éducation du caractère dans l’enseignement des langues étrangères est discutée en référence à des enjeux principaux de l’éducation contemporaine qui ont été identifié et présentés dans les documents tels que les programmes nationaux ou les recommandations du Parlement Européen concernant les compétences clés pour l'éducation et la formation tout au long de la vie. En puisant dans les expériences des écoles américaines qui pratiquent activement l’éducation du caractère, l’auteur propose des méthodes d’intégrer cette approche à l’enseignement des langues étrangères. L’interprétation proposée et les applications possibles de l’éducation du caractère s’appuient sur les propositions de la psychologie positive et les recherches concernant le caractère dans le contexte de l’influence des facteurs non-cognitifs sur les succès éducatifs.
PL
Celem niniejszego artykułu jest prezentacja założeń koncepcji edukacji charakteru oraz wskazanie możliwych pozytywnych efektów inte-gracji kształtowania charakteru i wartości w toku nauczania języków obcych. Przytaczane badania wskazują, że siła charakteru, na którą składa się zespół cech i wartości, stanowi jeden z głównych pozapo-znawczych czynników wpływających na powodzenie procesu edukacji. Postulat szerokiej implementacji edukacji charakteru w nauczaniu języków obcych jest omawiany w odniesieniu do wyzwań współczesnej edukacji rozpoznanych i wyrażanych w dokumentach prawnych takich jak podstawa programowa czy zalecenia Parlamentu Europej-skiego dotyczące kompetencji kluczowych w uczeniu się przez całe życie. Czerpiąc z doświadczeń amerykańskich szkół aktywnie prakty-kujących edukację charakteru autor proponuje metody jej integrowania w toku nauczania języków obcych. Proponowana interpretacja oraz możliwe zastosowanie edukacji charakteru są oparte o postulaty psychologii pozytywnej oraz badania dotyczące charakteru w kontek-ście wpływu pozapoznawczych czynników na osiągnięcia edukacyjne.
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