Dialectical model of character and Franklin’s method (original) (raw)

Dialogue with Autobiography: Integrating Through the Study of Personality

1983

The growth of disciplines that offer knowledge of the human personality in the past century is startling when one measures that interest against previous centuries. Perhaps it is an expression of an emerging consciousness in our civilization that to be human requires a critical dimension of self-understanding previously absent as a norm. The fields that study personality range from areas of the natural sciences, through the social sciences, and, of course, the humanities. The experimental psychology of the nineteenth century, which focused on physiology, chemistry, and physics in approaching personality, still exists in the work of behaviorists. New knowledge in biochemistry continues the nineteenth century aspiration to explain temperament and mental health through the organic functioning of the human system. Medical psychiatry draws upon these traditional natural scientific methods, but since Freud has included as a dominant focus the study of personality. Personality is seen as a...

Character self-construction and moral principles – general theoretical framework

Filozofia Publiczna i Edukacja Demokratyczna, 2015

The study starts from the premise that within the dynamic of personality system character is mainly an acquired subsystem that is the outcome of self and social construction. On a continuum that represents the interaction between innate and acquired factors the study posits that character is mostly constructed while temperament is mostly given. The research is focused on long-term personal experiences that aimed explicitly to develop one's own character. Taking into account the theoretical framework of Petersen and Seligman (2004) that distinguishes between strengths and virtues the present model of character includes three dimensions and an orienting principle. The three dimensions are: a) strength-weakness; b) goodness-evilness; c) transparency versus opacity. A strong character could be good or evil, transparent or opaque. All these dimensions are related to self-tested orienting principles such as (Truth, Love, Justice, Non-violence).

The philosophy and psychology of character

Personality Science, 2021

In this short reflection piece, I outline how I see both philosophy and psychology contributing to the study of character. In addition, I highlight an area where far more collaborative work needs to be done.

A New Proposal for Character Education

2011

61 Abstract: The education focuses in the development of moral values that they guarantee social cohesion, as well as the definition of tools that they make an adequate participation in the society and in the improvement of the coexistence. In this sense, the education of character, like a theory within the moral formation’s field, it promotes the teaching and the learning of some determined moral values in order that the student body behave morally in the distinct situations of life, most of all in the first levels of evolutionary development of the person. From this theory, the moral is understood like self-regulation and auto-construction of virtuoso habits, defending a new idea among knowledge and moral action. The moral educator cannot be a Socratic interrogator, as it proposes the theory of the development of the moral judgment, but a defense counsel and transmitting of determined contents morals, that they are organized through didactic units.

Character Education on Students in Social Science Faculty at Manado State University

Proceedings of the 1st International Conference on Education Social Sciences and Humanities (ICESSHum 2019), 2019

In the era of industrial revolution 4.0, character education was one of the serious challenges to be implemented. Character education would help the students to develop into more complete human beings. But in reality, education in Indonesia, especially in higher education, prioritized graduating students who were good at academic matters and rather secondary in personality education. This study focused on the challenges of Character Education for the Students of Faculty of Social Science at Manado State University. This research objectives were (1) to find out the challenges faced by students in character education, (2) to find its solutions. This study used a qualitative approach. Data collection was conducted through observations, literature studies, interviews and documentation. The conclusions of this study were as follows: (1) Discipline attitudes are not optimal, (2) Understanding of character values that have not been optimal (3) Student morality that needs to be addressed. Expected solutions were (1) Changes in the paradigm of the objectives of the lecture (2) The involvement of students in the activities of distribution of talents, seminars and training in character education. It will be a pride of education in Indonesia if its students were able to apply the values of the character.

Measuring and Analyzing Students’ Personal Characters in Implementing Character Education

Advanced Science Letters, 2017

The purposes of this study are to re-identify the relevant measurement for student's personal characters in implementing character education for high school, and apply this measurement to analyze the effect of those characters to student academic achievement. By using factor analysis the research findings show that they are 8 dimensions of personal characters with 34 items are considered as relevant instruments for assessing personal characters building in education specifically in high school. Evidence of the scale's reliability, factor structure, and validity on the basis of analyzing data from 9 samples of high schools with 450 respondents are presented. Finally paper presents the influence of personal characters to academic achievement. The analysis shows that 2 from 8 dimensions of personal characters have significant influence to academic achievement. They are D2 Peacefulness, and D4 Tolerance.

Changes and Transformations in the Philosophy of Character Education in the 20 th Century

2000

Character education is a "hot-button" issue in many educational circles. It can be both controversial and divisive. Though there is generous support from politicians, educators, and parents, character education is still somewhat mired by its lack of scope. This examination proposes that current character education proponents can find new frameworks for implementation by observing the history of character education. Twentieth

Character Education : Developing Moral Identity Through Narrativity and Reflection

Dialogues in Education, 2024

In the debate on character education, broadly speaking, it is necessary to distinguish two sets of thoughts: the Aristotelian tradition and the Kantian tradition. These two perspectives have great merits but also have their limitations. Educational approaches referring to these perspectives are often based on a very fragile relationship: in the first case, between habit and behaviour, and the second case, between cognition and behaviour. According to Blasi, moral action does not depend only on reasoning or on virtuous habits, but it depends on the organization of the self and on a person's identity. This paper argues that the integration of the perspective of identity into the theory of character education can point to further development of both theory and educational practices. To address this issue, the author explores the significant role of narrativity in the development of moral identity, drawing on the philosophical perspectives of Alasdair MacIntyre and Paul Ricoeur. The central thesis is that developing a sense of moral identity and moral character is deeply intertwined with the ability to reflect on one's own life narrative. From this perspective, the author argues that in order to "self-regulate one's life" in the MacIntyrean sense and to "re-configure the emplotment of one's life story" as suggested by Ricoeur, individuals must engage in a continuous process of reflection, including a critical examination of their moral values and life experiences. The implications of this narrative and reflexive approach for educational practices are discussed, with a focus on how educators can facilitate identity formation and moral development.

Teaching Autobiography with the Help of Hobbes, Locke, and Hume

1981

This paper describes the method! used. to teach v., identitliformation in a college course entitleddentity and SocietIthrogh an exploration of the autobiOraphiesof-several prominant Americans. The three phases of an autobio4raphical'approach onelS-pretentAdentity are discussed as the search for facts. accdtdingto,criteria,AilUstrated, by'the philosophy:Of Thomas :.Hobbes1 the structuring. of these.facts'by'01 ordering.principlecif time Or-content, :.explained~ by:.the ideas ..ofaohn Locke::and the use of memory to:discover new information about oneself, explored through. Ithe:writing8 of David game. ACtivittes to help students develop each phase' of autobiographical recognition,include: J1I 'the organization ,of life into phases: (2) the meshing of. life faCts. into the conceptual, scheme of different pSychologisis:--13La 'revieWHof '.autobiographies. in terms,-of time and content. strUctureS:i4) the J.,riting of .a semester -.long journal'to develop analogies betWeen. experiences and the'experienceS-of the historic 14t dividdals: 15) the recall of past events: and (61 the review of 'f. as a thir4 person. (NRB1.. .',