Development Of Social Attitudes Research Articles

SOSIALISASI PENGEMBANGAN SIKAP SOSIAL MELALUI CERITA LOKAL SASAK TK NURUL IKHLAS DESA AIK MUAL KECAMATAN PERAYA LOMBOK TENGAH

The general problems in this Community Service are: First: there is still a lack of understanding among parents regarding the development of social attitudes through local Sasak stories, Second: there is a lack of ideas for parents about developing social attitudes through local Sasak stories so that many children's social attitudes are not developed enough, Third: the large number of people Parents still don't know the importance of developing social attitudes, so many parents pay little attention to developing children's social attitudes. In terms of developing social attitudes through local Sasak stories in children, it is not as easy as you imagine because you have to consider aspects starting from planning the selection of themes for local Sasak stories in developing social attitudes in children, storytelling methods to attract children's attention so they want to listen to the story, and heat. so that children don't get bored easily. In this activity parents, teachers and students are given an understanding of the importance of developing social attitudes to support children's growth and development

Multicultural-Based Learning of Islamic Religious Education for the Development of Students' Social Attitudes

This article aims to describe and analyze the implementation of multiculturalism-based Islamic religious education for the development of students' social attitudes in the school environment. This research uses a qualitative type with a case study method approach. The use of three data collection techniques, namely, observation, interviews, and documentation. Data analysis was carried out in four stages according to Huberman and Miles, namely, data collection, data reduction, data presentation, and drawing conclusions. As well as the validity of the data used triangulation. The findings of this article show: First, multicultural-based Islamic Religious Education is well implemented in accordance with the Free Learning Curriculum which contains Pancasila Student Profiles in it according to the vision and mission of the Ministry of Education and Culture. The teacher uses 3 learning components according to Degeng, taking into account the conditions, methods, and learning outcomes then internalizing by planning, implementing, and evaluating learning. Second, through instilling and understanding Islamic values in learning activities inside the classroom and outside the classroom, multicultural-based Islamic Religious Education in the development of social attitudes has shown a positive outlook, such as by responding and responding through activeness, harmony, and togetherness.

Romani Holocaust Education: What Is the Actual Influence on Students’ Attitudes?

Roma continue not only to be discriminated against and to experience racist-motivated violence. Past and present racist violence and trauma that Roma experience are largely devalued by societies in Europe today. Knowing that education plays a key role in the development of intergroup relations and the development of students’ identities, the question emerges: what is the role of educational discourses on Roma in the development of social attitudes that devalue the violence and trauma experienced by Roma individuals and communities? In this essay, I pose this question and outline existing studies that could provide us with some answers as well as with avenues for further research.

An historical perspective on family violence and child abuse: Comment on Moloney et al, Allegations of Family Violence, 12 June 2007

This comment discusses the historical development of social attitudes, social science research, and approaches in the justice system towards allegations of spousal and child abuse. Until relatively recently, victims of child abuse and spousal violence were largely ignored by the justice system, mental health professionals and social science researchers, and these victims rarely disclosed. In the late twentieth century, heavily influenced by feminist advocates and researchers, spousal violence and child sexual abuse were ‘discovered’; there was growing understanding and support for victims, and a great increase in reporting of child and spousal violence. The increase in reporting by genuine victims was accompanied a less frequent but serious problem – cases of false and exaggerated allegations. While a gendered basis analysis of issues of spousal and child abuse remains valuable, there is a need for development of more sophisticated and differentiated understandings of intimate partner violence and child abuse.

Thoughts, Feelings and Intentions to Learn: Attitudes by Beginning Teachers Towards Aboriginal Peoples

Given that education plays a key role in the development of social attitudes, intentions to learn about other social groups is a strategic addition to cognitive and affective models of attitudes towards others. This project examined related yet discrete aspects of attitudes towards Australian Aboriginal peoples that are expressed by beginning teachers (N = 266). Cognitive aspects indicate positive and negative stereotyping of the social group. Affective aspects across situations relate positive feelings and negative feelings of guilt, worry and anger. Results suggest differential links from cognitive and affective aspects to intentions for positive and negative actions, and intentions to gain experience with others. The findings implicate broadly defined components of attitudes in situations where individuals have limited experience with people in other social groups.

Social Attitudes and School Curriculum Socialization

The study examined the proposition that school-curriculum organization has differential socialization influences on children's social attitudes. Data were collected from 430 final-year students from six secondary schools in the south of England. The students, who were classified into the curriculum categories of arts, physical science, or mixed, completed four attitude scales from which 10 social-attitude factors were generated. Only modest support was provided for the proposed association between social attitudes and curriculum organization. Instead, the findings suggested the proposition that for the development of social attitudes, gender-related socialization is more important than those socialization processes associated with membership of school-curricum categories.

Cognitive consistency in the development of social attitudes.

Cognitive consistency in the development of social attitudes.

Cognitive consistency in the development of social attitudes.

Cognitive consistency in the development of social attitudes.

Genetics and the development of social attitudes.

WHATEVER the current norms might be with regard to public opinion about various issues, and whatever factors contribute to their change with time, attitudes are far from uniform. Eysenck1 has shown how responses to a public opinion questionnaire could be resolved into two main factors: ‘radicalism’ (R) against ‘conservatism’ and ‘toughmindedness’ (T) against ‘tendermindedness’. Individual differences in opinion are, to some degree, the social manifestation of individual differences in personality. Significant covariation has been detected between various measures of extraversion (E) and T. Wilson2 has suggested personality correlates of R. Such relationships, together with available evidence for the genetic determination of personality differences (see, for example, ref. 3), justify a more penetrating analysis of the extent to which variation in opinion and personality share a common genetic basis.

Non-Governmental Agencies and Their Role in Development in Africa: A Case Study

The purpose of this study is to examine the problems of development in Africa. The word “development” is used here in a much broader sense than in the accustomed meaning assigned to it by an economist seeing it narrowly as economic growth. It is used here to encompass social growth by which I mean not only the development of new social institutions and cultural forms in keeping with modernization and the development of a technological civilization in Africa, but also the development of social attitudes, skills, and, if you will, “mental sets” which will favor modernization in the economic field, in education, in politics, and in religion. In my view, the demands for modernization are such that they will challenge traditional cultural norms, values, and prejudices. I do not assume here that the adoption of modernity will necessarily condemn all traditional values and social forms. I only assume that the challenge of modernity will be so thorough-going that no area of African life will go unchallenged. The values and institutions which will show themselves adaptable will survive while those which fail to pass the test of usefulness and meaningfulness will be discarded. In my view, there is nothing to worry about in this, for, as I have had occasion to poinṭ out before (Vilakazi 1957), there is neither moral nor intellectual excellence in a people's sticking to the past merely because it belongs to their forefathers.

The Development of Social Attitudes as Studied in two Cross-Cultural Research Projects

Le developpement des attitudes sociales. Deux projets de recherches interculturelles. — Presentation de deux projets de recherches interculturelles, issus de la Conference sur le Developpement des Recherches Interculturelles sur l'education des enfants et des adolescents (Fevrier 1964, Chicago). La premiere etude concerne les processus par lesquels les enfants apprennent a se soumettre aux regies de la societe; les attitudes a I'egard des lois et de l'autorite, de la justice, des consequences de la non-soumission ainsi que la relation entre l'autorite dans la famille et le comportement hors de la maison seront etudiees en fonction de diverses variables d'age, de sexe et de classes sociales, de variables culturelles et de variables psychologiques, dans 6 pays differents (Danemark, Grece, Inde, Italie, Japon, USA). La seconde recherche concerne le developpement chez l'enfant de la competence en matiere de tâches et de relations interpersonnelles et de la maitrise de l'agressivite et de l'anxiete, l'etude portera sur les buts professionnels et la conduite en matiere de resolution de problemes, compares aux preferences des adultes et des maitres, selon l'âge et la classe sociale, dans 7 pays differents (Bresil, Japon, Angleterre, Allemagne, Italie, Mexique, USA).

The Early Development of Social Attitudes toward Exceptional Children

The Early Development of Social Attitudes toward Exceptional Children

Development of Social Attitudes in Children

Development of Social Attitudes in Children