초등학교 5~6학년 학교자율시간 적용 음악 교과 중심 인성교육 프로그램 개발

Relatively little is known about the symbolic and cultural leadership practices and approaches used to imbed character education in high schools in China. In addition, there is a lack of published studies and reports investigating the revival between character and moral education in the Chinese school system. Without additional information, it is impossible to understand and develop effective leadership approaches that will shape and mold school cultures to effectively support both character and moral education. The literature reviewed in this study revealed little information about if, and in what form, there is a return to moral education focusing on traditional Chinese, including Confucian-related, values, virtues, and principles in China. The research methodology consisted of a case study of three carefully selected high school principals. The study sought to: (1) identify traditional Chinese, including Confucian-related, values, virtues, and principles held by these principals; (2) describe the roles played by these high school principals in shaping and molding character education; (3) delineate symbolic and cultural leadership approaches used in implementing and supporting character education; and, (4) discuss leadership implications in character education development and implementation. Within the cultural context of China, the researcher developed a symbolic and cultural leadership portrait of the high school principal, and how principals shape and mold school culture through their leadership actions to support character education. The following are some of the general findings of this study: (1) The role of the principals in China is similar to that of a government agent: ie they receive orders and directives that they must follow. Within the school setting, they are the 'lead' character educator and they play out this role by 'modeling' the desired morals and values in both their personal and private lives; (2) Confucian-related moral and ethical teachings were considered helpful and somewhat important in character education by the principals. However, these morals and values were not found in the formal moral curricula established for the respective public high schools in China, rather, they were found in some of the articles used within the school's literature curriculum; (3) the five most important morals and values that should be at the heart of character education programs in China were found to be: patriotism; love to learn; loyalty to one's responsibility; honesty; and filial piety. Based on these findings, six recommendations for further study were made.

ABSTRACTThe principles of Confucianism are founded on humaneness, righteousness, propriety, knowledge, integrity and filial piety. These principles have found their way to the Chinese culture since the days of Confucius. The study reviews the concept of Confucianism and its influence in Chinese context. Also, the relationship between Confucianism and character education is discussed. Character education is based on the transmission of values and within Chinese society and most of these values have been founded on the teachings of Confucius. Filial piety has strongly been conditioned within the principles of Confucianism and the respect of one's elders. Character education has been promoted by teachers and elders who focus on the transmission of values from one generation to the next. Character education is supported by the theories and teachings set out by Confucius, mostly in relation to humaneness and integrity, as well as collectivism. The individualistic trends are discarded within character education, as the welfare of the society and the collective is prioritized.Keywords: Confucianism, Character Education, China, Chinese Society1. INTRODUCTIONConfucianism is one of the oldest religions and philosophical beliefs in the world. It is a philosophical and religious system which is based on the teachings of the Chinese philosopher Confucius. Through the teachings of Confucius, the values of humaneness, righteousness, propriety, knowledge, integrity, loyalty, filial piety and continence have been described and applied (Ackerman et al., 2009; McDonald, 2012; Chunxia, 2010). In relation to education, Confucianism supports different virtues and values which are meant to highlight the importance of study in the lives of followers. This study exams confucianism and character education based on a Chinese perspective. It presents a review of literature, first covering Confucianism in the Chinese context in relation to the proposition on Confucianism being positively related to Chinese cultural contexts. It Corresponding Author: then discusses character education and character education in Chinese society. Based on the literature and argument, the following proposition will be discussed-that Confucianism is positively related to character education in Chinese society. A conclusion will then collate and summarize the study. This study is being undertaken in order to establish a more detailed and intimate understanding of Confucianism and character education.2. MATERIALS AND METHODSThe study reviews the concept of Confucianism and its impact on character education in Chinese context.2.1. Confucianism in Chinese ContextThe main principle of Confucianism is humanism. It highlights the world and the family, not the gods or the afterlife (Fingarette, 1998; Cheng, 2011; Kim and Strudler, 2012; Ip, 2009; Lin, 1994). Confucianism does not place much focus on faithfulness rendered to divine will (Juergensmeyer, 2005). This position is founded on the perception that humans can be taught and improved with personal and community efforts, especially self- cultivation (Zhao and Roper, 2011). It also placed much stock on virtue and ethics-ren, yi and li. Ren refers to altruism directed to other members of the community; y i seeks to support righteousness; and li refers to proper behaviour within the community (Yang, 2012). This principle also declares that one's life must be worth less than the need to uphold the values of ren and yi (Lo, 1999; Tynan etal., 2010).Although the principles of Confucianism were abandoned for a while, the 20th century saw its revival in China. One of the principles which have been highlighted in Confucianism is filial piety (Zhang et al, 2012). This is a principle which has long been entrenched in the Chinese culture. This principle indicates that there must be deference to older individuals, mostly within one's family. This principle is perfectly encapsulated in Confucius' statement when I walk along with two others, they may serve me as teachers. …

The Beauty of Character Education on Preschool Children's Parent-child Relationship


 
 
 Character education in early childhood is not new, and character education is also not just a transfer of knowledge, but something that needs to be built early on through various stimula- tions. This study aims to develop the character of early childhood through audio-visual media with traditional Javanese songs. Using educational design-based research to develop audio-visual media from traditional songs, this media was tested in the field with an experimental design with a control group. Respondents involved 71 kindergarten students from one experimental class in one control class. The data revealed that character education in children shows the average value of the experi- mental class is higher than the control group, this means character education in children can be built through traditional songs. Further research can be done to improve the character of early childhood through a variety of media that interests children.
 Keywords: Early Childhood, Character Education, Javanese Traditional Songs Media

This research raises a problem which is related to the character of children, especially in Indonesia in the midst of the Covid-19 pandemic. It must be realized that all parties, especially parents, play a role in creating a future generation of character or virtuous, religious, and good manners, to uphold civilized Indonesia. The purpose of this study is to determine the basis for the development of character education and character education models in the family in the midst of the Covid-19 pandemic. This research is a literature study and the method used is literature study (library research). The results obtained from this study are that in character education in the midst of the Covid-19 pandemic, attention must be paid to the basics of character development consisting of cognitive development, social development, and moral development. These developments can be instilled in children through character education in the family. In the cultivation of character, of course, must use a model that can direct the child towards the desired character. The model is a family-based character education model of Islamic perspective. In the model, the goal of character education in the family, character education program in the family, character education process in the family, and evaluation of character education in the family.

The decades-long surge of artistic interest in social practice finds a potential confluence in the recent rise of moral character as an object of psychological study, with both ideas filtering downstream into contemporary arts education philosophy and practices. Although much has been written about the social turn in the arts and the cultivation of character in education, few investigators have analyzed the relationship between them. This conceptual essay contributes to a possible convergence by examining the tensions and opportunities inherent in the integration of experimental art-making with the traditions of social science and moral theory. Its purpose is to take a personality-based approach to socially engaged art-making: to understand why some artists engage in social practice and the implications for arts education. This inquiry draws from a series of public interviews that examine the works and values, thoughts and feelings, practices and perspectives of contemporary artists working in higher education.

As an important part of quality education, music education has entered a new stage of development. Under the current educational background, it needs innovative ideas to develop students 'creative thinking, use the corresponding method in innovative ways of music education, and create teaching situations etc., so as to achieve the educational purpose of quality education promotion and enhance students' music accomplishment to train students' innovative consciousness. In the context of our country to promote quality education, music education as an important way to improve students' musical literacy, can stimulate the enthusiasm of students and improve musical aesthetic ability. Due to the natural and human environment changing with the development of the times, artistic creation and educational needs continuous innovation, and the education system in the music education should also be improved, to innovate on the basis of inheritance. Music art is the art of healthy and positive. It is closely linked with the development of the times and social changes. The role of abstract emotional expression and transmission of cultural connotation can be achieved through music. By musical notes, melody and rhythm, music can show the contents of people's spiritual world, help students enhance the state of the mind, and cultivate noble moral sentiments. Therefore, music education should cultivate students' innovative ability with the attitude of developing innovation, in which the innovation awareness is the core to give full play to the role of music education in quality education, and actively promote the progressive development of quality education. Innovative ability cultivation of music education needs to be targeted to solve the encountered problems by different methods, care for students' differentiated demands, give full play to the influence of music education, guide students to actively learn, and cultivate awareness of innovation [1]. Innovative ideas cultivation First of all, innovation capability in music education is based on the cultivation of innovative ideas. Music education can cultivate students' sentiments and personal accomplishment. Teachers with innovative ideas can let students be to inspired and then demonstrate their creativity in the process of learning, so teachers must firstly have a certain spirit of innovation. In the music education classroom, innovative ideas can be reflected in all aspects of the instructional mode, the use of teaching aids and so on. From the details to show the concept of innovative thinking can quickly attract students' attention and exploring spirit. While in the process of innovative ideas practice, it needs to deepen their awareness and understanding of the basic functions of music education, and find a breakthrough from the student's interests to develop students' imagination and creative thinking through music appreciation activities. In the course of music education, teachers can try a variety of ways to mine students’ creative abilities to perform rhythm training, music score learning and singing and so on with fun way to accomplish teaching, inspire the enthusiasm of students to learn music and achieve the purpose of innovation concept cultivation [2]. 1.1 imaginary space Extended By expanding the imaginary space students' innovative ideas can be developed in music education. The imagination and creativity cultivation is more important than imparting knowledge. Music education is not only just learning and examination, but also is to enhance students' moral character and character cultivation. As an art form, music can provide a rich imaginary space to the viewer and trigger spark in a certain spiritual level. Music education should enable students to have fun and vitality. Through the study and appreciation of music, it allows students to express the 2nd International Conference on Education Technology and Information System (ICETIS 2014) © 2014. The authors Published by Atlantis Press 26 understanding content through language and other actions and moderately guide students to imagine and think. Through the vivid conceptual work develop students' innovative ideas, break through thinking set and habits, and cultivate students' innovative ideas. Therefore, in the music education classroom, it should keep out some space for students to be imagined, through the creativity of art to achieve the function and viability of music education, so that make students developing a musical understanding and creativity on the basis of imagination, show the students’ personality and talent to achieve the function of music education [3]. 1.2 Degree of participation enhancement In music education, let students more involve in classroom teaching, which can promote the degree of students' classroom participation, and inspire students’ learning interest in interactive learning to achieve students’ creative ability cultivation. Music education can enhance students’ interest through classroom practice, especially in the instrumental learning process, with enhancement of degree of students’ participation, the personal will have a more direct feel to music, regardless of tempo, rhythm training, exercises or musical instruments, which will enhance students' sensitivity and understanding of music. In music appreciation teaching, we can organize students through group discussions to communicate and discuss. In music understanding, through dance and action performances, we can achieve another way of expressing, and through clap and dance achieve rhythm training and so on. These classroom activities with enjoyment and degree of participation allow active classroom atmosphere of music education, to stimulate student interest, and then guide the students to display creativity. But also through music education, so that students can achieve materialization expression of abstract thinking, and thus develop their innovative ideas [4]. 1.3 Divergent thinking cultivation Innovative ability of music education also need to pay attention to student’s divergent thinking. Art of music is a form of art resorted to hearing. Standing at different angles and directions can lead to a different understanding, each interpretation of music information has its own clues. Therefore, in the cultivation of students’ innovation attitude in music education it should pay attention to neatly guide students to perform the divergent thinking. Using all possible conditions encourage students to boldly break through, as far as possible break away from the shackles of mindset on the basis of teaching materials, and make full thinking and questioning in practice, to promote the formation of innovative ideas. In the classroom teaching, students should be encouraged to diversely express views and understanding of the content, even if it is inaccurate understanding of music, as long as it is on the basis of the reasonable imagination and daring expression to participate in the content of the classroom education, students should be encouraged and supported, so that the classroom atmosphere will be more active [5]. 1.4 Exploratory thinking enhancement Many understanding and expression of abstract content are involved in music education, a lot of knowledge and questions are not unique. In the exam-oriented education, due to the convergence of thinking of cultivation conception will make the classroom education tending to modeling and immobilization, however, the training of exploratory thinking is the basis of innovative ideas cultivation. In music education, it should encourage students to develop observation ability and initiative, and make classroom discussions and exchanges on the basis of reasonable imagination. In the process of communication between teachers and students, it needs to more musical understanding and more effective learning methods to stimulate students' enthusiasm and ability to think. Based on the encouragement of innovative thinking, the single impartation can be replaced by discussion. Students can be guided to more express the understanding content and emotion with positive attitude. From the student's point of view, the atmosphere of a respect for the explore is cultivated in the classroom exchange to encourage the students due to the brave expression, and lead the passion and the desire of students to learn. To guide bold exploration for students in the aesthetic experience of music can use a fresh perspective to find more fun.

To have a deeper and more comprehensive understanding of the status quo of character education, to improve the citizens' character cultivation, and achieve better development of citizens, this paper has carried out a study on character education. This study uses the literature research method, experience summary method, and qualitative analysis method. First, it analyzes the ideas on character education by seven famous educators (Plato, Aristotle, Sukhomlinsky, Kohlberg, Albert Bandura, Bertrand Russell, and Thomas Lickona). Then, through Springer and CNKI (China National Knowledge Internet), we searched the academic literature on character education in 2020, 2021, and 2022. Understand the development process, the latest progress, and quality education problems by analyzing the current theoretical research results. The findings are as follows: in the current research on quality education, educators have put forward some relatively complete theories, but the actual effect may not be perfect; According to the three years of theoretical research, these results did not reasonably apply to the quality education practice. This research has theoretical and practical significance for the future development of character education and for improving the academic system of quality education.

The purpose of this paper is a theoretical study on the origins of ‘character education’. Since the late 2010s, the number of cases of ‘character education’ being opened and operated in the liberal arts curriculum of domestic universities has increased. However, confusion occurred because neither the identity nor the role in the area of character education were not clearly established. Eventually, a situation arose in which opinions became divided among those in charge of liberal arts education over maintaining character education in the liberal arts curriculum. This is the reason why it is necessary to theoretically explore the meaning and role of emotional, social, and physical experience education in higher education. In particular, it is necessary to shed light on the meaning and role of character education regarding educational theory, which has laid the foundation of the modern education system.</br>This paper examines the meaning and role of ‘character education’ in the education theory of Plato, Montaigne, and Locke. These three thinkers were selected for analysis because they not only present educational content corresponding to character education in educational theory, but are also representative figures of the educational discourse that emerged at an important turning point in human civilization. Plato was the first to present the seven liberal arts subjects that are considered the prototype of modern liberal arts education. Thus, a review of his criteria is in order since he was the first person to systematize the necessity and system of education. Montaigne is a good example of the European intellectuals’ perspective on education during the Renaissance, and his work <i>The Complete Essays</i> had a great influence on Locke’s and Rousseau’s theory of education. For this reason, it is necessary to examine the meaning and content of character education in the period of the establishment of the modern educational ideology through Montaigne. Locke laid an important foundation for modern educational theory through his work <i>Some Thoughts Concerning Education</i>, famous for the phrase “a healthy mind in a healthy body”. In particular, Locke needs to be analyzed since his emphasis on the need for character education, including physical education, is clearly displayed.</br>As a result of examining the meaning and role of character education in Plato, Montagne, and Locke’s educational theory, three meanings can be derived. First, character education is intended to ‘control desires and practice rational or intellectual decisions through actions’. We can say that it contains the meaning of educating the mind and body in a balanced way as the two parts that constitute a human being, as well as addresses concerns about the question of ‘how can we put knowledge into action?’ Second, character education constitutes ‘a part of the entire curriculum along with knowledge-based subjects’. Plato, Montaigne, and Locke all view excellence, virtue, and the cultivation of virtue as the goal of education. This goal is a holistic goal that can be achieved by conducting knowledge education and character education together. We cannot say that knowledge-based education develops only the faculty of reason, or that character education develops only character or virtue. Third, character education may seem secondary to knowledge-based subject education, but it seems to have ‘its own unique role and identity’. In Plato's educational theory, character education mainly plays a unique role in bringing passion to the table, which is a part of the soul, together with reason. The solidity and ability to experience joy through character education that Montaigne said are preparations for the joy and suffering of our lives. Montaigne also says that character education is more important and difficult to learn than any other discipline, as it is ‘the study of the way to live well’. In Locke, character education is divided into physical training-based subjects and subjects for rest. Locke believes that physical skills such as manners are more important than knowledge in social life, and argues that the key to life is achieving balance and harmony between intellectual activities such as learning and rest.

[Objective] The purpose of this study is to examine the current status and achievement of character education through the analysis of cases of character education at two universities, and then draw implications for character education that can be applied to university students in the AI era. [Contents] The subjects of case analysis of character education are University A and University B located in the metropolitan area. Korea's character education policy aims at an individual’s moral and social responsibility and holistic growth in accordance with the demands of the times. University A and University B each interpret traditional values in character education in a modern way or provide practice-oriented education, reflecting the core values of the Character Education Promotion Act. Both universities emphasize the importance of character education, and they operate character education courses in-depth as compulsory or elective. However, both universities reveal common limitations in preparing a new character education system that meets the needs of the AI era. [Conclusions] The future tasks left are to add regular courses and extra-curricula programs that reinforce AI ethics and digital literacy to our university's character curriculum, and to develop the ability for students to think critically and solve problems occurring in the digital society. These improvements will contribute to achieving the goal of fostering ethical leaders with core competencies in the AI era.

Hallmark University has a longstanding commitment to character development. At the highest level, the University prioritizes character development as a fundamental component of its educational philosophy, guided by the University's mission to transform individual lives through the cultivation of superior skills, knowledge, and character. Recognizing the critical role of character education in meeting the demands of employers and communities, the University implemented a comprehensive, compulsory Character Education Program in 2014 to integrate character education as part of our curricula in every academic course. Through extensive research and collaboration with employers, the University identified seven key character traits which serve as the foundation for professional leadership behaviors.

This study examines the potential of tea ceremony education as a means of filial piety education by reinterpreting filial piety from the perspective of character education, in response to the weakening of its traditional meaning and practice in modern society. To this end, this study examines Confucian theories of human nature and the educational significance of filial piety, and proposes a tea ceremony–based model of filial piety education grounded in the humanities resources of the Yeongwol region. The findings suggest that filial piety can be understood as a practical dimension of character that begins with family ethics and extends to social responsibility and relational ethics. In particular, since tea ceremony education is an experiential and practical educational method based on courtesy(ye, 禮), stillness(jeong, 靜), and sincerity(seong, 誠), it serves as an effective educational medium for internalizing the attitudes of respect, gratitude, and consideration essential to filial piety. Furthermore, the humanities resources of Yeongwol, such as the spirit of King Danjong(端宗) and Kim Satgat(金笠), and the Jeongryeo(旌閭) culture, can be restructured from viewing-oriented cultural assets into experiential resources for character education when combined with tea ceremony education. On this basis, the study examines directions for the establishment and operational strategies of the Yeongwol Hyoinseong Education Center, with a focus on tea ceremony education. Ultimately, this study is significant in that it reinterprets traditional tea ceremony culture as a practical resource for modern character education and presents a model for filial piety education in the Yeongwol region.

The efforts to impart the values and social norms of society to young people have been an important goal for every society and specifically for educational institutions. Especially in adolescence, while individuals show rapid development in terms of pubertal maturation, acquiring social values and developing social skills, they have great problems in accepting and transforming them into behavior. The fact that this period is a phase of adversity for individuals and that attitudes and behaviors that are not welcomed by the society are intensively acquired during this period makes character education even more important. Over time, from the past to the present, many studies have focused on character education and different studies have been carried out on the factors that affect the character education of the individual. Based on the findings, it has been found that these factors are intertwined with each other and that these factors directly or indirectly affect the other. Moreover, these problems within the factors have negative reflections on the character development of the individual. This study is a meta-synthesis of 33 scientific thesis (master’s/doctoral) studies and articles conducted in Turkey between 2000 and 2016. The target of this meta-synthesis is to examine the research on character education in adolescence, to create a general framework based on the findings and to draw attention to the importance of the subject. As a result of the review, the findings on character education in adolescence can be categorized under five main headings. These are: a) the necessity of character education as a course in secondary school education programs, b) the necessity of a structure based on the cooperation of stakeholders in character education, c) the inadequacy of teachers who will provide character education in this field, d) the priority order of values that shape character education, e) the effectiveness of character education programs. In addition, in the discussion section, how character education should be in adolescence according to today’s perspective is tried to be answered.

The development of the digital technology era makes educators have to provide extra character planting in children. Character education as a character / moral shaper of a child. The COVID-19 pandemic has changed the pattern of human life, one of which is in the field of education which has turned into online learning. This study aims to describe the character education of elementary-aged children in online learning in the digital era. The research method used is library (Library Research). The results of the study show that to instill character education in elementary age children in the online learning process in the digital era, it is necessary to optimize all aspects of both educators, students, parents, and the learning curriculum. Thematic-integrative in the 2013 curriculum can be used as an alternative character education. During the COVID-19 pandemic, character cultivation in children can still be taught, especially on the value of spiritual, responsible and independent character.

Character education is the most important factor in shaping good character, especially in primary schools, which can include character values, manners, attitudes, and morals so that students can distinguish good and bad behaviour. Formal education is currently only focused on developing cognitive aspects so the affective aspects of students have not been applied thoroughly in schools. This study aims to analyse the challenges of implementing character education in primary schools. The method used was a systematic literature review (SLR), collecting articles related to problems and solutions in character education in primary schools. Data collected from as many as 181 articles and filtered and obtained into 10 articles through sinta accredited journals. Articles in this study were traced through the Google Scholar database from 2018-2023. Based on the research some students still have problems with poor character such as dishonesty during tests, not being disciplined to follow the rules at school, and not being independent in doing assignments. The implementation of character education must be instilled since elementary school and done well through the example of a teacher and routinely carried out by the school so that students can get used to actions that will become commendable characters that will have an effect in the future. Character cultivation can also be carried out by teachers by slipping character values through the integration of subjects to be taught.