Öz
Tarihsel genel bakış, ahlaki eğitimle ilgili birçok felsefi teorinin varlığını vurgular. Bununla birlikte, bu teorilerin pratiğe geçirilmesi zorluk yaratabilir. Felsefi temellerine rağmen, karakter eğitimi ahlaki eğitime yönelik en sistemli ve kapsamlı yaklaşım olarak ortaya çıkmıştır. Özellikle, karakter eğitiminin dört boyutlu taksonomisi, ahlaki, entelektüel, performans ve vatandaşlık erdemlerinin geliştirilmesine vurgu yapması nedeniyle çeşitli branşlara karakter eğitimini entegre etmek için değerli bir çerçeve olabilir. Bu çalışma, İngiltere’de farklı branşlarda eğitim veren ortaokul öğretmenlerinin (lise 3. ve 4. sınıf aşamasını kapsayan) karakter egitimi hakkındaki görüşlerini ve deneyimlerini, karakter eğitiminin dört boyutlu taksonomisini teorik bir çerçeve olarak kullanarak incelemeyi amaçlamaktadır. Araştırmanın verileri nitel çevrimiçi yarı yapılandırılmış görüşmeler yoluyla toplanmıştır. Toplamda, din eğitimi, İngilizce, beden eğitimi, matematik, fen bilimleri, modern yabancı diller ve diğer beşeri bilimler dersleri dâhil olmak üzere çeşitli konu alanlarından ve kartopu yaklaşımıyla devlet okulları, dini okullar ve akademi okulları gibi farklı okul türlerinde görev yapan on sekiz ortaokul öğretmeniyle röportaj yapıldı. Araştırmanın bulguları ahlaki erdemlerin geliştirilmesinde Din Eğitimi gibi beşeri bilimlerin önemli bir rol oynadığını ortaya koymaktadır. Aynı zamanda tarih ve İngilizce gibi çeşitli konu alanlarının vatandaşlık erdemlerini geliştirmede kritik bir rol oynayabileceğini ve bilim, İngiliz dili ve edebiyatı, sanat, drama ve beden eğitimi aracılığıyla entelektüel ve performans erdemlerinin desteklenebileceğini göstermektedir. Sonuç olarak çalışma, karakter eğitiminin belirli bir konu alanıyla sınırlı olmayıp, tüm konuların müfredatının ayrılmaz bir parçası olması ve okulun ders dışı etkinliklerine de genişletilmesi gerektiğini vurgulamaktadır.
Anahtar Kelimeler
Eğitim Bilimleri Karakter Eğitimi Öğretmen Bakış Açısı ve Deneyimleri Karakter Eğitimi Öğretiminde Konu Alanlarının Rolü Karakter Eğitiminin Dört Boyutlu Taksonomisi Ahlak Eğitimi
Kaynakça
- Arthur, J., Kristjánsson, K., Walker, D., Sanderse, W., & Jones, C. (2015). Research Report: Character education in UK schools. http://epapers.bham.ac.uk/1969/
- Baehr, J. (2017). The varieties of character and some implications for character education. Journal of youth and adolescence, 46, 1153-1161.
- Battersby, M., & Bailin, S. (2018). Inquiry: A new paradigm for critical thinking (Vol. 7). University of Windsor.
- Berkowitz, M. W. (2002). The science of character education. Bringing in a new era in character education, 508, 43-63.
- Bolton, G. (1985). Changes in Thinking about Drama in Education. Theory into Practice, Vol. 24, No. 3, Educating through Drama, pp. 151-157
- Cerkez, Y., Altinay, Z., Altinay, F., & Bashirova, E. (2012). Drama and Role Playing in Teaching Practice: The Role of Group Works. Journal of Education and Learning, 1(2), 109-120.
- Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. Sage.
- Craft, A. (2005). Creativity in schools: Tensions and dilemmas. Psychology Press.
- Department for Education (DfE) (2019). Relationships education, relationships and sex education (RSE) and health education. https://www.gov.uk/government/ publications/relationships-education-relationships-and-sex-education- rse-and-health-education
- Department for Education (DfE) (2019/1). Character education Framework Guidance. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/ attachment_data/file/904333/Character_Education_Framework_Guidance.pdf
- Department for Education (DfE) (2021). PSHE Guidance. https://www.gov.uk/government/ publications/personal-social-health-and-economic-education-pshe/ personal-social-health-and-economic-pshe-education
- Duckworth, A. L., & Seligman, M. E. (2005). Self-discipline outdoes IQ in predicting academic performance of adolescents. Psychological science, 16(12), 939-944.
- Edwards, G. (2002). Geography, Culture, values and education. In Geography, culture and education (pp. 31-40). Dordrecht: Springer Netherlands.
- Efland, A. (2002). Art and cognition: Integrating the visual arts in the curriculum. Teachers College Press.
- Fadel, C. (2015). What should students learn in the 21st Century. Center for Curriculum Redesign. United States of America. https://policycommons.net/ artifacts/1767448/what-should-students-learn-in-the-21st-century/2499094/
- Hallam, S. (2010). The power of music: Its impact on the intellectual, social and personal development of children and young people. International journal of music education, 28(3), 269-289.
- Halstead, J.M. and McLaughlin, T.H. (Eds.) (1999). Education in Morality (1st ed.). Routledge. https://doi-org.libproxy.ucl.ac.uk/10.4324/9780203981184
- Hammersley, M. (2002). Educational research, policymaking and practice. Educational Research, Policymaking and Practice, 1-180.
- Jubilee Centre for Character and Virtues (2012). A framework for character education in schools. The Jubilee Centre for Character & Values. https://www. jubileecentre.ac.uk/527/character-education/framework
- Jubilee Centre for Character and Virtues (2017). A Framework for Character Education in Schools. University of Birmingham.
- Jubilee Centre for Character and Virtues (2022). Character Education in UK Schools: A Review of Current Practice. University of Birmingham.
- Karacan, D., (2024). How the Challenges for Somali Muslim Men in the UK Affect Their Identity Resilience? İngiltere’deki Somalili Müslüman Erkeklerin Karşılaştığı Zorluklar Kimlik Dayanıklılıklarını Nasıl Etkiliyor?. Mutefekkir, vol.11, no.21, 219-242. https://doi.org/10.30523/mutefekkir.1501614
- Lickona, T. (1997). Chapter IV: Educating for Character: A Comprehensive Approach. Teachers College Record, 98(6), 45-62.
- Lickona, T. and Davidson, M. (2005). Smart & good schools: Integrating excellence and ethics for success in school, work, and beyond. Handbook of moral and character education.
- McPeck, J. E. (1990). Critical thinking and subject specificity: A reply to Ennis. Educational researcher, 19(4), 10-12.
- Narvaez, D., & Lapsley, D. K. (2008). Teaching moral character: Two alternatives for teacher education. The Teacher Educator, 43(2), 156-172.
- Neuman, W. L. (2014). Social research methods: Qualitative and quantitative approaches, 7th ed. Essex: Pearson.
- Noddings, N., & Brooks, L. (2016). Teaching controversial issues: The case for critical thinking and moral commitment in the classroom. Teachers College Press.
- Nucci, L. P., and Narvaez, D. (2008). Handbook of moral and character education. New York: Routledge.
- Peterson, A. (2017). Moral education, character education and history. In Debates in history teaching (pp. 191-201). Routledge.
- Thorburn, M. (2017). Intelligence, practice and virtue: A critical review of the educational benefits of expertise in physical education and sport. Sport, Ethics and Philosophy, 11(4), 453-463.
- Wagner, B. J. (2002). Understanding drama-based education. Journal (Israel), 52, 53-57.
Öz
The historical overview highlights the existence of numerous philosophical theories of moral education. Nonetheless, these theories may pose a challenge when put into practice. Despite its philosophical foundations, character education has emerged as the most systematic and all-encompassing approach to moral education. Of particular note, the four-dimensional taxonomy of character education could prove to be a valuable framework for incorporating character education into various subject areas, given its emphasis on the cultivation of moral, intellectual, performance, and civic virtues. This study gathers insights from secondary school teachers across different subject areas (encompassing key stages 3 and 4) in England, utilizing the four-dimensional taxonomy of character education as a theoretical framework. Based on semi-structured interviews with eighteen teachers, this study reveals that while humanities subjects such as religious education (RE) play a crucial role in fostering moral virtues, civic virtues are often addressed through subjects like history and English, whereas intellectual and performance virtues are developed through science, literature, the arts, drama, and physical education (PE). In summary, the study emphasizes that character education is not limited to a particular subject area but should be an integral part of the curriculum of all subjects and extended to the extracurricular activities of the school.
Anahtar Kelimeler
Education Character Education Teachers’ Perspectives and Experiences Role of Subject Areas in Teaching Character Education Four-dimensional Taxonomy of Character Education Moral Education
Etik Beyan
The Ethics Approval Letter was provided from Brunel University London, UK
Teşekkür
Editöre not: Bu makale aşağıda belirtilen doktora tezinden üretilmiştir. Tanriverdi Gokceli, M. Z. (2023). An investigation of secondary school teachers’ perceptions and experiences of moral education in England (Doctoral dissertation, Brunel University London).
Kaynakça
- Arthur, J., Kristjánsson, K., Walker, D., Sanderse, W., & Jones, C. (2015). Research Report: Character education in UK schools. http://epapers.bham.ac.uk/1969/
- Baehr, J. (2017). The varieties of character and some implications for character education. Journal of youth and adolescence, 46, 1153-1161.
- Battersby, M., & Bailin, S. (2018). Inquiry: A new paradigm for critical thinking (Vol. 7). University of Windsor.
- Berkowitz, M. W. (2002). The science of character education. Bringing in a new era in character education, 508, 43-63.
- Bolton, G. (1985). Changes in Thinking about Drama in Education. Theory into Practice, Vol. 24, No. 3, Educating through Drama, pp. 151-157
- Cerkez, Y., Altinay, Z., Altinay, F., & Bashirova, E. (2012). Drama and Role Playing in Teaching Practice: The Role of Group Works. Journal of Education and Learning, 1(2), 109-120.
- Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. Sage.
- Craft, A. (2005). Creativity in schools: Tensions and dilemmas. Psychology Press.
- Department for Education (DfE) (2019). Relationships education, relationships and sex education (RSE) and health education. https://www.gov.uk/government/ publications/relationships-education-relationships-and-sex-education- rse-and-health-education
- Department for Education (DfE) (2019/1). Character education Framework Guidance. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/ attachment_data/file/904333/Character_Education_Framework_Guidance.pdf
- Department for Education (DfE) (2021). PSHE Guidance. https://www.gov.uk/government/ publications/personal-social-health-and-economic-education-pshe/ personal-social-health-and-economic-pshe-education
- Duckworth, A. L., & Seligman, M. E. (2005). Self-discipline outdoes IQ in predicting academic performance of adolescents. Psychological science, 16(12), 939-944.
- Edwards, G. (2002). Geography, Culture, values and education. In Geography, culture and education (pp. 31-40). Dordrecht: Springer Netherlands.
- Efland, A. (2002). Art and cognition: Integrating the visual arts in the curriculum. Teachers College Press.
- Fadel, C. (2015). What should students learn in the 21st Century. Center for Curriculum Redesign. United States of America. https://policycommons.net/ artifacts/1767448/what-should-students-learn-in-the-21st-century/2499094/
- Hallam, S. (2010). The power of music: Its impact on the intellectual, social and personal development of children and young people. International journal of music education, 28(3), 269-289.
- Halstead, J.M. and McLaughlin, T.H. (Eds.) (1999). Education in Morality (1st ed.). Routledge. https://doi-org.libproxy.ucl.ac.uk/10.4324/9780203981184
- Hammersley, M. (2002). Educational research, policymaking and practice. Educational Research, Policymaking and Practice, 1-180.
- Jubilee Centre for Character and Virtues (2012). A framework for character education in schools. The Jubilee Centre for Character & Values. https://www. jubileecentre.ac.uk/527/character-education/framework
- Jubilee Centre for Character and Virtues (2017). A Framework for Character Education in Schools. University of Birmingham.
- Jubilee Centre for Character and Virtues (2022). Character Education in UK Schools: A Review of Current Practice. University of Birmingham.
- Karacan, D., (2024). How the Challenges for Somali Muslim Men in the UK Affect Their Identity Resilience? İngiltere’deki Somalili Müslüman Erkeklerin Karşılaştığı Zorluklar Kimlik Dayanıklılıklarını Nasıl Etkiliyor?. Mutefekkir, vol.11, no.21, 219-242. https://doi.org/10.30523/mutefekkir.1501614
- Lickona, T. (1997). Chapter IV: Educating for Character: A Comprehensive Approach. Teachers College Record, 98(6), 45-62.
- Lickona, T. and Davidson, M. (2005). Smart & good schools: Integrating excellence and ethics for success in school, work, and beyond. Handbook of moral and character education.
- McPeck, J. E. (1990). Critical thinking and subject specificity: A reply to Ennis. Educational researcher, 19(4), 10-12.
- Narvaez, D., & Lapsley, D. K. (2008). Teaching moral character: Two alternatives for teacher education. The Teacher Educator, 43(2), 156-172.
- Neuman, W. L. (2014). Social research methods: Qualitative and quantitative approaches, 7th ed. Essex: Pearson.
- Noddings, N., & Brooks, L. (2016). Teaching controversial issues: The case for critical thinking and moral commitment in the classroom. Teachers College Press.
- Nucci, L. P., and Narvaez, D. (2008). Handbook of moral and character education. New York: Routledge.
- Peterson, A. (2017). Moral education, character education and history. In Debates in history teaching (pp. 191-201). Routledge.
- Thorburn, M. (2017). Intelligence, practice and virtue: A critical review of the educational benefits of expertise in physical education and sport. Sport, Ethics and Philosophy, 11(4), 453-463.
- Wagner, B. J. (2002). Understanding drama-based education. Journal (Israel), 52, 53-57.
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Konular | Din Eğitimi |
| Bölüm | Makaleler |
| Yazarlar | |
| Erken Görünüm Tarihi | 22 Haziran 2025 |
| Yayımlanma Tarihi | 25 Haziran 2025 |
| Gönderilme Tarihi | 20 Şubat 2025 |
| Kabul Tarihi | 4 Mayıs 2025 |
| Yayımlandığı Sayı | Yıl 2025 Cilt: 23 Sayı: 49 |
