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Paulson, John, and Bonnie Rinks. "Emphasizing Professionalism and Values-Based Competencies in Human Services Education." Community College Journal of Research and Practice 42, no. 6 (May 16, 2017): 445–47. http://dx.doi.org/10.1080/10668926.2017.1321055.
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Bobrytska, Valentyna. "VALUES-BASED REFERENCE POINTS AND IDEAS." Educational Discourse: collection of scientific papers, no. 9(11-12) (December 27, 2018): 7–18. http://dx.doi.org/10.33930/ed.2018.5007.9(11-12)-1.
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From this article author's perspective, the below outlined values should become the “axiological azimuths” of modern education in Ukraine, namely: humanistic values (the recognition of both that one who gains knowledge and that one who transmits knowledge to be the bearers of subjective experience, in the context of which they perceive and carry out any educational and instructional effects) and gnostic values (education is intended to teach the younger generation how to best orient in the environment, how to get ready for the use of acquired knowledge in their own life-related practices in a rapidly changing surrounding world), values of social relations (in order to consolidate a community which is now characterized by the loss of values and ideals of a socially just society, it is necessary to implement a socially oriented model of education), the values of civic education (it is respect for life and the rights of others, responsibility, freedom, tolerance, humanism, human health, peace of mind and others that are essentially important), values and ideals in an open education environment (reflects the search for new forms, transformation processes of traditional closed schools (with a high level of centralization in management) into open educational institutions, connected by various links with various branches of human activity and environmental components), the values of family upbringing (they are adopted through the prism of the pedagogical culture of parents, through their satisfaction with being, through the awareness of the meaning of continuity of generations, through the love to people as the highest degree of spirituality), health saving values (it is a set of perfect samples, used as a the basis for long- term goals setting, for the process of thinking, for choosing some personal lifestyle and the lifestyle of the individual, and on a global scale – for “environmental health” and “health of the planet”).
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Khambali, Khambali. "EDUCATIONAL OBJECTIVES BASED ON VALUES OF REVELATION." Ta dib : Jurnal Pendidikan Islam 9, no. 1 (May 1, 2020): 130–45. http://dx.doi.org/10.29313/tjpi.v9i1.6789.
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The purpose of this research is to try to explore and describe the goals of education in Islam inductively by looking at the arguments of naqli that already exist in the al-Qur'an and al-Hadith, as well as integrating them in the context of the needs of society in general in education, so that the goal is expected. education in Islam can be applied to contemporary discourse and reality. The research design used is literature research with a revelatory approach to a number of verses from the Al-Qur'an about educational purposes, and interpretive books as primary data sources and journals and scientific writings as secondary data. The commentaries studied were Tafsir Al-Qur'an Al-'Adzim (Tafsir Ibn Katsir), Tafsir Al-Maraghi, and others. The commandment to make preparations, to provide everything including with the right determination and enthusiasm. The purpose of education is as guidance so that humans do not perish with the hardships they experience. Al-Qur'an is an information for every human being, guidance, explanation, teaching and warning for people who have faith. The command to manifest respect and affection for fellow human beings shows that a servant must always prostrate and repent to Allah SWT, and remind humans to always please others. Keywords: Educational Objectives; Revelation Values. Abstrak Tujuan dari penelitian ini adalah berusaha menggali dan mendeskripsikan tujuan pendidikan dalam Islam secara induktif dengan melihat dalil-dalil naqli yang sudah ada dalam al-Qur’an maupun al-Hadits, juga memadukannya dalam konteks kebutuhan dari masyarakat secara umum dalam pendidikan, sehingga diharapkan tujuan pendidikan dalam Islam dapat diaplikasikan pada wacana dan realita kekinian. Desain penelitian yang digunakan adalah penelitian kepustakaan dengan pendekatan kewahyuan terhadap sejumlah ayat Al-Qur’an tentang tujuan pendidikan, dan kitab-kitab tafsir sebagai sumber data primer dan jurnal serta tulisan ilmiah sebagai data sekunder. Kitab tafsir yang dikaji adalah Tafsir Al-Qur’an Al-‘Adzim (Tafsir Ibnu Katsir), Tafsir Al-Maraghi, dan lainnya. Perintah untuk melakukan persiapan, menyediakan segala sesuatunya termasuk dengan tekad dan semangat yang benar. Tujuan pendidikan adalah sebagai bimbingan agar manusia tidak binasa dengan kesusahan yang dialaminya. Al-Qur’an adalah penerangan bagi setiap manusia, petunjuk, penjelasan, pengajaran dan peringatan bagi orang-orang yang bertaqwa. Perintah untuk mewujudkan rasa hormat dan rasa kasih sayang sesama manusia, menunjukkan bahwa seorang hamba haruslah selalu sujud dan taubat kepada Allah Swt, serta mengingatkan kepada manusia untuk selalu menyenangkan orang lain. Kata Kunci: Tujuan Pendidikan; Nilai-nilai Kewahyuan.
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Frost, John. "Values based leadership." Industrial and Commercial Training 46, no. 3 (April 1, 2014): 124–29. http://dx.doi.org/10.1108/ict-10-2013-0073.
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Purpose – The purpose of the paper is to explore the power of values based leadership in connecting colleagues and clients to an organisation and in doing so creating sustainable business success. Design/methodology/approach – The paper is based on a model of values based leadership and case study examples of where the model is being successfully used in organisations. Findings – It was found that the organisations cited in the article who are using a values based approach such as Apple and Unilever create a connection with their organisations, that has a significant impact on organisational performance. Originality/value – The paper uses a new model of values based leadership to demonstrate its impact on organisational performance. The different elements of the model are explored using current successful organisational case studies. It will therefore be of value to anyone using or considering a values based approach to developing an exciting and successful leadership culture.
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Simons, Lucy, Steve Tee, and Tina Coldham. "Developing values‐based education through service user participation." Journal of Mental Health Training, Education and Practice 5, no. 1 (April 14, 2010): 20–27. http://dx.doi.org/10.5042/jmhtep.2010.0216.
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Sukardi, Ismail. "Character Education Based on Religious Values: an Islamic Perspective." Ta'dib 21, no. 1 (September 25, 2016): 41. http://dx.doi.org/10.19109/td.v21i1.744.
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Character education in Indonesia has become a necessity that can not be negotiable. Various cases of crime and moral deviations become evident that the character of most citizens already at alarming stage. Therefore, since the beginning, national education is not only aimed at generating human intelligent and skilled, but also of noble character. This is realized through the introduction of 18 characters excel in school (religious, honest, disciplined, tolerance, and so on). In the Islamic perspective character education paired with akhlak (Islamic ethics) education. Among the important characteristics are: it sourced from the Quran Hadith; Prophet Muhammad as a role model; priority-based methods of mental-spiritual (soul management, habituation, exemplary, and healthy environment); are simultaneous in which three education centers, namely schools, families, and communities should play a role in synergy. The government and the mass media also play a role in supporting the education of character. Pendidikan karakter di Indonesia telah menjadi kebutuhan yang tidak dapat ditawar. Berbagai kasus kejahatan moral dan penyimpangan menjadi jelas bahwa karakter sebagian besar warga sudah pada tahap mengkhawatirkan. Oleh karena itu, sejak awal, pendidikan nasional tidak hanya bertujuan menghasilkan manusia cerdas dan terampil, tetapi juga karakter yang mulia. Hal ini diwujudkan melalui pengenalan 18 karakter berprestasi di sekolah (agama, jujur, disiplin, tolerann, dan sebagainya). Dalam pendidikan karakter perspektif Islam dipasangkan dengan pendidikan akhlak (etika Islam). Di antara karakteristik penting adalah: itu bersumber dari al-Quran Hadis; Nabi Muhammad sebagai panutan; metode berbasis prioritas mental-spiritual (manajemen jiwa, pembiasaan, keteladanan, dan lingkungan yang sehat); yang simultan di mana tiga pusat pendidikan, yaitu sekolah, keluarga, dan masyarakat harus berperan dalam sinergi. Pemerintah dan media massa juga berperan dalam mendukung pendidikan karakter.
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Martišauskienė, Elvyda, and Snieguolė Vaičekauskienė. "Values in General Education School: Teachers’ Approach." Pedagogika 118, no. 2 (June 10, 2015): 127–44. http://dx.doi.org/10.15823/p.2015.010.
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Moral values are characterized as meaning of human life and plenitude condition. The basis of moral values are always spiritual and ensuring human as individual united becoming. The influence of moral values to better pupil achievements and thinking are based on academic research. Attention is drawn, that values of educators are related not only with their own work but also with ability to create more humane relations and educational process – to work with all age group students and base communication in educational process on self-esteem and creativity.
The values of educators have an influence on student maturity – education based on moral values determine positive social behavior, allows the better understanding of behaviour impact on yourself and others, develop his ethic vocabulary. The research discovers that in modern school moral values are not frequent – they formed a quarter of all identified values. Values can be considered as aspect of organization of educational process, school management and work with parents. However by this way the attitude is expressed to school management and education based on humane relations, establishment of conditions is emphasized to correspond not only the need of educator but also the needs of other schools community members.
Discussing values, educators often express problems arising while organizing educational process. So it must be assumed that various pedagogical difficulties have influence on value education – giving a sense to student activities require considerable amount of effort. Therefore short-term goals are set and pupil moral position is understood in school. Little attention to spiritual learning perspectives.
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Brantefors, Lotta, Britt Tellgren, and Nina Thelander. "Human Rights Education as Democratic Education." International Journal of Children’s Rights 27, no. 4 (November 21, 2019): 694–718. http://dx.doi.org/10.1163/15718182-02704007.
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This article examines the teaching traditions of children’s human rights in four levels of education in Swedish early childhood education and school by drawing on a three-year long didactic (Didaktik) research project on the teaching and learning of human rights. The purpose of the article is threefold. First, the aims, content and methods used in the teaching of the four levels are compiled. Second, the main characteristics of the observed teaching are analysed. Third, the question of why rights are taught is examined using Roberts’ concept of curriculum emphases (1982). The article identifies the aims, content and methods used within each level of education and the main characteristics of the teaching of human rights and shows that the teaching of human rights often consists of the content themes interaction and the life conditions of others. When further analysed, the main conclusion is that the teaching tradition of human rights is strongly rooted in the fundamental and democratic values on which Swedish education is based (Education Act, 2010) – a democratic curriculum emphasis.
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Pambudi, Setyo, and Ahmad Wahyu Hidayat. "Values of Akhlak Education Based on Suluk Tareeqa Naqsyabandiyah Kholidiyah." Nazhruna: Jurnal Pendidikan Islam 3, no. 2 (July 17, 2020): 202–20. http://dx.doi.org/10.31538/nzh.v3i2.667.
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This study raises the theme of the values of Moral-Based Moral Education in the Naqsyabandiyah Kholidiyah Islamic Boarding School of Al-Manshur Popongan Klaten. The research method used is qualitative method, using the one used is phenomenology, the subject is the Murshid of the Naqshabandiyah Khalidiyah Order, the Naqshyabandiyah Khalidiyah Congregation and religious figures around the popongan Islamic boarding school, analyzing the data using structured analysis methods, monitoring, and triangulation of data. The results of his research are: 1) Moral Education in the Procession of Suluk Tarekat Naqsyabandiyah Kholidiyah Boarding School Al-Manshur Popongan Klaten. Based on the content of the requirements and the harmony of the above, that in the procession of suluk it takes the values of moral education that is able to improve the quality of human beings to be perfect beings. And in it there are morals towards Allah SWT, Teachers, Students and Fellow. The implementation of suluk can also be actualized in social life, 2) Values of moral education in the Suluk Naqsyabandiyah Kholidiyah pesantren Al-Mansur Boarding School in Klongan. That contains moral education which includes: 1. Morals towards God, namely Repentance, Gratitude, Tawakal, and Ikhlas. 2. Morals towards Teachers, namely Ridho, Ta'dzim, Obedience and Amanah. 3. Morals towards Yourself, namely Sidiq, Mujahadah, Istiqomah and Wara '. 4. Morals towards Others, C) Implementation of Suluk Naqsyabandiyah Kholidiyah in Community or Daily Life. 1. Ukhuwah Islamiyah, 2. Tawadhu ’, 3. Ta'awun and 4. Husnudzan
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Herlina, Tika, Kamidjan Kamidjan, and Hawwin Fitra Raharja. "Literature Study: The Concept of Humanism Education according to Gus Dur Associated with Basic Education." IJPSE : Indonesian Journal of Primary Science Education 1, no. 2 (April 26, 2021): 25–32. http://dx.doi.org/10.33752/ijpse.v1i2.1272.
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Education is used as a medium to improve skills, create character and build a dignified nation. In addition, the aim of education is to develop devotion to God Almighty and students so that they are able to become believers, healthy, noble, creative, responsive, knowledgeable, and make a society responsible and democratic so that they can humanize their fellow human beings. The flow of globalization has an impact on the existence of a human crisis of trust, characters, harmony, and morals. Humanism as proposed by KH. Abdurrahman Wahid, aimed to struggle the human values which are the benchmarks in humanism education. The aim of this research is to know the concept of humansim education according to KH. Abdurrahman Wahid who is associated in basic education. This type of research used was a library research. It is a research with data collection techniques conducted in the field (library). The data collection technique used was documentation, while the data analysis used was descriptive and hermeneutic methods. From the results, it can be concluded that humanism education based on KH Abdurrahman Wahid is the education of religious humanism, upholding human values on the basis of religion. There is an element to "humanize humans", developing all the skills that exist in humans intellectually and religiously without leaving the existing religious values. If it is related to basic education, it is very relevant because early planting of moral values, social ethics, tolerance, mutual respect, educating character to be humanist, fair in order to make a better life. So as to create students who have intellectual knowledge, humanism and religion and are useful for their nation and religion.
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Imelda, Ade. "Implementasi Pendidikan Nilai Dalam Pendidikan Agama Islam." Al-Tadzkiyyah: Jurnal Pendidikan Islam 8, no. 2 (January 5, 2018): 227. http://dx.doi.org/10.24042/atjpi.v8i2.2128.
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Values education is at the core of Islamic religious education, because the purpose of value education is to educate human behavior in the teachings of Islam better known by educating noble morals based on Al-Quran and Hadith. Through value education, the objectives, materials, methods, evaluation activities, and educators in Islamic religious education should support the achievement of the value of education goals. Implementation of values education in Islamic religious education can help learners become human beings who understand the values of their religious teachings and apply these values in their daily lives, so that any negative effects of changing times can be anticipated learners better.
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Gupta, Pallavi. "DEGRADATION OF HUMAN VALUES IN HIGHER EDUCATION: AN ANALYSIS." International Journal of Research -GRANTHAALAYAH 4, no. 1 (January 31, 2016): 165–70. http://dx.doi.org/10.29121/granthaalayah.v4.i1.2016.2860.
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Values are defined most oftenly as standards for determining levels of goodness or desirability. Values are generally loaded with affective thoughts about ideas, objects, behavior etc.
India’s higher education system is one of the oldest systems of the world. In spite of this there is no uniform expansion & development in this field. Our primordial embodiments i.e. Dharma, Artha, Kama, Moksha, on which education was based, are not even completely realized by scholars today. This is the main reason for degrading the level of human values in higher education in India. On one hand, people are getting rich by the degrees full of knowledge about various fields, simultaneously, loosing values and ethics etc. We ourselves are to be blamed for this. Our existing environment including family system, education system and media including newspapers, T.V. etc is responsible for such poor conditions.
This research paper aims at explaining the factors how & why human values are consistently degrading in India, as the time passes, although we are rich in culture & traditions, still our higher education is unable to cherish or enhance it.
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Cisneros Concha, Israel Alberto, Nora Verónica Druet Domínguez Ph.D., and Gladis Ivette Chan Chi Ph.D. "Human values in students from a Higher Education Institution." International Journal for Innovation Education and Research 6, no. 8 (August 31, 2018): 227–34. http://dx.doi.org/10.31686/ijier.vol6.iss8.1137.
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The purpose of this study was to identify the preference level of the human values that students from a higher education institution endorse during August 2016-June 2017 school year, based on the Portrait Value Questionnaire. For this purpose, the basic values of Benevolence, Universalism, Stimulation, Power, Security, Tradition, Hedonism, Self-Direction, Achievement, and Conformity were studied. The study was exploratory, following a nonexperimental cross-sectional design. The sample was composed of 321 students from a higher education institution in Mexico. 67.6% (217) of the students were female, whereas 32.4% (104) were male. Their ages ranged from 18 to 30 years old. The Portrait Value Questionnaire devised by Shalom Schwartz was administered to them. The most important findings revealed that the basic values of Hedonism, Benevolence, and Self-Direction were highly preferred by the students, whereas the basic value of Achievement scored a preference level below the average. These findings highlighted the importance of identifying the portrait values of university students, so higher education institutions can establish appropriate strategies and actions that foster the students’ development in order to make them professionals with values.
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Wang, Wenjuan. "Implementation of Values Education based on the Cultural Essence of Ancient Poems and Classics." Journal of Contemporary Educational Research 5, no. 7 (July 30, 2021): 68–74. http://dx.doi.org/10.26689/jcer.v5i7.2308.
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During COVID-19, the entire human race is facing a major change that is rare in this century. The intricate competition between countries and the ever-changing situation at home and abroad have put forward new propositions for education in schools. As the collection of human wisdom for thousands of years, the classics of poetry and prose carry the endless spiritual strength of the Chinese nation, the spiritual support for the healthy growth of young people, and the cultural essence of morals and values education. Using ancient poems and classics as the breakthrough point, excavating cultural essence, reciting texts, interpreting meanings, and practicing them enhance students’ humanistic quality and cultural self-confidence in addition to cultivating future talents with deep Chinese roots and broad modern vision.
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Delijeva, Gunita, and Aija Ozola. "ACTUALIZATION OF VALUES IN PRE-SCHOOL EDUCATION BY IMPLEMENTING COMPETENCE-BASED LEARNING CONTENT." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 28, 2021): 715–28. http://dx.doi.org/10.17770/sie2021vol2.6404.
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Since 2018, competence-based learning content is being introduced in educational institutions of Latvia focusing on interdependent development of knowledge, skills, attitudes and values. If values are actualized in the educational process, the child gradually develops understanding of values from an early age. Thus, value-oriented pre-school education creates preconditions for the continuous development of a responsible and tolerant society and contributes to the common values that determine its direction.The aim of the study is to explore, based on the normative regulation of values in education, the actualization of values in the context of the implementation of competence-based learning content in educational institutions implementing pre-school education curricula. The study is based on the data analysis of the monitoring survey of the Ministry of Education and Science of the Republic of Latvia on the implementation of competence-based learning content during the 2019-2020 school year. The study combines quantitative and qualitative research methods. Data were analyzed using descriptive and inferential statistics as well as qualitative content analysis.The analysis of the survey data shows that in the educational institutions that implement pre-school education curricula, all values defined in the normative regulation, i.e., life, human dignity, freedom, family, marriage, work, nature, culture, the Latvian language and the State of Latvia, as well as other values set by educational institutions are actualized.
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Abdullah, Muhammad Luthfi, Handayani Nila Praja, Diana Mahendra, and Busro Busro. "Religious Cultural-based Educational Model Through Mentoring to Form Islamic Humanistic Values." Istawa: Jurnal Pendidikan Islam 5, no. 1 (February 18, 2020): 1. http://dx.doi.org/10.24269/ijpi.v5i1.2234.
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The problem challenge in Education in Indonesia is actions that decrease human dignity. One of them is corruption that becomes a big agenda to be fought in this country. Besides, sexual abuse to children also needs to be taken care of. That is why efforts to return humanistic values are required to be alternatives in education. Consent and planned knowledge which tries to restore human dignity can be formed through culture. Mentoring program is one of the activities that can be used in developing religious culture. This research was aimed to: find out how humanistic and spiritual cultural-based education model is employed through mentoring, and find out how the education model influences humanistic values. This research employed a mixed method. The mixed-method design used is a sequel exploratory design. The research subjects are integrated internship students of Universitas 17 Agustus 1945 Cirebon. The results of this research showed that; there were three activities as results of mentoring that described humanistic and religious cultural-based education model, those are physical development, social service, and public work for the environment; those three activities gave positive influences towards the forming of humanistic values.Tantangan masalah dalam pendidikan di Indonesia adalah tindakan yang menurunkan martabat manusia. Salah satunya adalah korupsi yang menjadi agenda besar untuk diperangi di negeri ini. Selain itu, pelecehan seksual kepada anak-anak juga perlu diperhatikan. Oleh karena itu diperlukan upaya untuk mengembalikan nilai-nilai humanistik sebagai alternatif dalam pendidikan. Persetujuan dan pendidikan terencana yang mencoba mengembalikan martabat manusia dapat dibentuk melalui budaya. Program pendampingan adalah salah satu kegiatan yang dapat digunakan dalam mengembangkan budaya agama. Penelitian ini bertujuan untuk mendeskripsikan bagaimana model pendidikan berbasis budaya humanistik dan agama dilakukan melalui pendampingan, dan mendeskripsikan bagaimana model pendidikan mempengaruhi nilai-nilai humanistik. Penelitian ini menggunakan metode campuran. Desain metode campuran yang digunakan adalah desain eksplorasi sequal. Subjek penelitian adalah mahasiswa magang terintegrasi Universitas 17 Agustus 1945 Cirebon. Hasil penelitian ini menunjukkan bahwa ada tiga kegiatan sebagai hasil pendampingan yang menggambarkan model pendidikan berbasis budaya humanistik dan agama, yaitu pengembangan fisik, pelayanan sosial, dan pekerjaan bersama untuk lingkungan; ketiga kegiatan tersebut memberikan pengaruh positif terhadap pembentukan nilai-nilai humanistik.
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Abălașei, Beatrice, Radu Iacob, and Rareș Puni. "The impact of sport education on fundamental values." Timisoara Physical Education and Rehabilitation Journal 10, no. 19 (December 1, 2017): 52–57. http://dx.doi.org/10.1515/tperj-2017-0016.
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Abstract Sports values are those through which the human being attempts to develop under the rules, decisions, regulations, laws drafted by national or international organizations and accepted by each athlete. In the physical education lesson, when one or more values are appropriated, becoming convictions, they particularly structure the student's behavior, child's behavior and constitute an authentic leader of the actions and the way they are. Athletic activity is the only way to systematically and continuously develop sporting values and the desire to compete induced in the physical education lesson where students receive a knowledge system that forms a true theory of competition - all in the spirit of friendship, knowledge and mutual respect based on human being dignity. The aim of our approach is to educate children with universal values, Olympic values, and create a selfless, proactive, collaborative behavior that removes hierarchy. At the basis of education in the spirit of universal values will be sports games with modified rules. At the basis of the study, the survey method was based on a questionnaire and the analysis combined the qualitative and the quantitative interpretation. The results of the study point to the need to educate children through the means of action specific to physical education and sport, implicit of universal ones.
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Mechouat, Karima. "Approaching and Implementing Civic Education Pedagogies and Engagement Values in the Moroccan Classrooms: Gender-Based Perspectives." European Scientific Journal, ESJ 13, no. 7 (March 31, 2017): 259. http://dx.doi.org/10.19044/esj.2017.v13n7p259.
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Civic education and engagement in Morocco faces many obstacles which make any step towards democratization commitment a hard process. In the present paper, the urgent need to incorporate civic education values in the teaching/learning process in all disciplines in general and within the EFL classrooms in particular will be addressed, along with the effective pedagogies, techniques and the concrete strategies that can be deployed to ensure an efficient reinforcement of engagement values in the Moroccan school. The rationale behind the teaching of civic education is that the basic principles of this field, such as democracy, human rights, gender mainstreaming as well as freedom of speech are closely related to our teaching career. As an attempt to reflect my personal perspectives and the needs of our teacher trainees in our English department, three primary questions will be addressed: 1-To What End/Why? 2- What? 3- By What Means/How? These questions will attempt to offer a better understanding of the problem, approach civic engagement with a gender lens, and provide insights to the integration of civic education pedagogies in the Moroccan classrooms. As the study reveals, to ensure a rewarding implementation of the civics program and an efficient reinforcement of engagement and gendersensitive values, teacher educators, teacher trainees and all teacher practitioners should be familiar with the available resources and content relevant to civic-oriented education. Indeed, without educating the student community the most vital component of society- on these principles and practices, the process will remain slow, vulnerable and unsustainable.
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Markes, Karlito D. "LIVING VALUES EDUCATION DAN IMPLIKASINYA BAGI PENDIDIKAN AGAMA KRISTEN." Manna Rafflesia 6, no. 2 (April 30, 2020): 220–40. http://dx.doi.org/10.38091/man_raf.v6i2.120.
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Education is a process of inheriting life values that serve as a guideline as well as a foundation for character development. Education must be a conscious and planned process and oriented to contextual life values. Living Values Education is one of the patterns education based on life values is deemed sufficiently relevant to Christian Education as a learning process about the living values of Christianity. The Bible explicitly records that the life, teachings and role model of the Lord Jesus have practiced the Living Values Education as a pattern of education. This research was conducted using the Literature Review method , through literature obtained both manually and also through an electronic data base such as Google and Google Scholer . From the literature analysis conducted, this study found three principles as the basis for character development through The Christian Living Values Education . First , the values of human life with God. Second , the values of human life with others. And third , the values of human life by itself. All three values of life have the same substance, namely: love with heart, soul and mind. The hope of this research is that Christian religious educators are held on the values of life centered on Christ.
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Lirola, María Martínez. "INTRODUCING EDUCATION BASED ON HUMAN RIGHTS IN HIGHER EDUCATION: EXAMPLES FROM A LANGUAGE SUBJECT." International Journal of Education 9, no. 2 (February 24, 2017): 82. http://dx.doi.org/10.17509/ije.v9i2.5370.
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Despite the progress that has been carried out in different areas of society in recent years, human rights are still violated in various ways in different parts of the world. This article chooses an educational proposal based on human rights in order to assert their importance through various practical activities carried out in higher education, particularly in a compulsory subject of the degree in English Studies in a Spanish University. The purpose of the chosen activities is that students reflect on human rights so that they can improve their critical awareness and their commitment in defending them. This educational proposal combines the development of the different skills requested in a language subject (listening, speaking, reading, writing and interaction), the acquisition of values and the importance of human rights. The proposed activities contribute to students’ progress as active, critical, ethical and committed citizens, who are able to become aware of the different ways in which human rights are violated. Moreover, they are able to provide coherent responses based on the approach that has been followed in the teaching-learning process. Therefore, it is concluded that the educational approach presented in this article is suitable for students to be sensitized, to develop social awareness, and to acquire different skills.
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Lirola, María Martínez. "INTRODUCING EDUCATION BASED ON HUMAN RIGHTS IN HIGHER EDUCATION: EXAMPLES FROM A LANGUAGE SUBJECT." International Journal of Education 9, no. 2 (February 24, 2017): 82. http://dx.doi.org/10.17509/ije.v9i2.5461.
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Despite the progress that has been carried out in different areas of society in recent years, human rights are still violated in various ways in different parts of the world. This article chooses an educational proposal based on human rights in order to assert their importance through various practical activities carried out in higher education, particularly in a compulsory subject of the degree in English Studies in a Spanish University. The purpose of the chosen activities is that students reflect on human rights so that they can improve their critical awareness and their commitment in defending them. This educational proposal combines the development of the different skills requested in a language subject (listening, speaking, reading, writing and interaction), the acquisition of values and the importance of human rights. The proposed activities contribute to students’ progress as active, critical, ethical and committed citizens, who are able to become aware of the different ways in which human rights are violated. Moreover, they are able to provide coherent responses based on the approach that has been followed in the teaching-learning process. Therefore, it is concluded that the educational approach presented in this article is suitable for students to be sensitized, to develop social awareness, and to acquire different skills.
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Murray, Paul, Andrew Douglas-Dunbar, and Sheran Murray. "Evaluating values-centred pedagogies in education for sustainable development." International Journal of Sustainability in Higher Education 15, no. 3 (July 7, 2014): 314–29. http://dx.doi.org/10.1108/ijshe-03-2012-0021.
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Purpose – The purpose of this paper is to report an attempt to quantitatively evaluate pedagogies designed to help learners clarify their personal values systems in a sustainability context. Design/methodology/approach – A pre-test/post-test survey was used to assess shifts in values orientations among 113 undergraduates from the same discipline, following the completion of intensive values-based sustainability training workshops. Findings – The results indicate that small but statistically significant shifts in participant perceptions of their personal values orientations occurred, particularly in relation to values correlating with sustainability. Research limitations/implications – The survey data were collated in six separate groups, potentially introducing unforeseen variables. As value types, rather than individual values, were used as the basis of the survey, there could be variations in participant perception and understanding of the value-type labels. Practical implications – No control group was possible because the training intervention was a compulsory aspect of the participants’ degree programme, and the surveys were administered by the participants’ tutor, which could lead to “teacher” bias. Social implications – This research evaluates pedagogies aiming to allow individuals to clarify their values and better understand the motivational role these have in influencing “sustainable” behaviour. The research can inform the design and execution of “holistic” educational and training programmes seeking to help individuals understand their personal role in creating a more sustainable future. Originality/value – The originality of this research lies in the quantitative analysis of values-specific education for sustainable development pedagogies. Findings point to the need for further research to assess the application of the pedagogies across different disciplines.
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Stoliarenko, Olena, Oksana Stoliarenko, Anna Oberemok, Tetiana Belan, Nataliia Piasetska, and Maryna Shpylova. "Shaping a Values-Based Attitude toward Human in the Context of Postmodernism via the Structural-Functional Model." Postmodern Openings 12, no. 3 (August 10, 2021): 173–89. http://dx.doi.org/10.18662/po/12.3/334.
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The problem of shaping a values-based attitude toward humans requires complex, universal, and multilevel solutions (natural-scientific, cosmological-anthropological, sociological, cultural, moral, and ethical aspects). Another side of the problem lies in the postmodern devaluation of classical values that has caused a crisis in the education of the younger generations. The article presents the author’s conceptual, scientific-methodical, structural-functional model and technology for shaping a values-based attitude toward humans by stages in the humanities-oriented educational environment. Given postmodern trends in the post-Soviet countries with “young democracies”, the structural components of this model are as follows: the consideration of human nature in mastering disciplines, as well as out-of-classroom and out-of-school work, that seek to shape humanistic consciousness, feelings, and behavior based on basic values. In this regard, it is essential to help students learn to respect themselves, understand their personality (reflexivity), and resist external negative factors (emotional stability). Besides, it is important to consider the axiological component in a study of human nature, teach students to realize the value of others and develop their empathy skills.
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Choudhury, Gitali. "Management of Value Based Education and Spirituality: A Practical Application by Mahamana Malaviyaji in BHU." SMART MOVES JOURNAL IJELLH 1, no. 5 (February 28, 2014): 12. http://dx.doi.org/10.24113/ijellh.v1i5.3067.
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Education is the backbone of a civilized society. Values have an important role in education system of any society. Most important thing is that, education should be based on some core values of human being like truthfulness, honesty, justice, good behavior etc. Only this can help a society to maintain a peaceful atmosphere. As all human beings are social animals, so this is the duty of every human being to obey their social responsibility. Mahamana Malaviyaji is one of those great personalities who felt his social responsibility very well and established Banaras Hindu University to bring people out from the mode of ignorance. He values our Indian culture and tradition, which is based on Bhagavat Gita and Srimad Bhagavatam. His genuine effort was to build the character of new generations, so that they can be a good citizen of the country and thus can serve the country. This paper intends to focus on Mahamana’s practical thoughts and applications to contribute to the value-based education system.
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Masbur, Masbur. "INTEGRASI UNSUR HUMANISASI, LIBERASI DAN TRANSIDENSI DALAM PENDIDIKAN AGAMA ISLAM." JURNAL EDUKASI: Jurnal Bimbingan Konseling 2, no. 1 (August 30, 2016): 44. http://dx.doi.org/10.22373/je.v2i1.690.
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Islam is a religion of tolerance for adherents and giving attitude to provide benefit to the nation in various dimension of life. Humanization is the planting of Islamic values towards the human nature through education. Humanization of education means the whole element in education that reflects the integrity of the human being and to help people become more humane. Liberalism as a doctrine of freedom is the right of every human being. Giving freedom is a recognition of human dignity, the basis concept of humanism. The values of freedom in Islam would not exist if it is not based on a deep feeling in one's personal, community needs, obedience to God and human values. Islamic education as a process of humanization require the principle of freedom to develop the potential of learners optimally. Liberalism as a doctrine of freedom is the right of every human being. Nobody is willing pressed or deprived of his rights. Therefore, every human being has the right to get freedom. Giving freedom is a recognition of human dignity, the basis concept of humanism. The values of freedom in Islam would not exist if it is not based on a deep feeling in one's personal, community needs, obedience to God and human values. Islamic education as a process of humanization require the principle of freedom to develop the potential of learners optimally. Implementation of education it is impossible to reach the goal or target if they do not give freedom. transcendental dimension of transcendence is to grow in culture. Such social sciences, then Muslims will be able to straighten out steps the development of science that's happening now and can dampen social unrest and other criminal acts that currently characterizes the lives of many. Islam contributes good activity, but in accordance with the Shari'a should implementation predetermined.
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Chailani, Muchammad Iqbal. "Pemikiran Harun Nasution tentang Pendidikan dan Relevansinya dengan Pendidikan di Era Modern." MANAZHIM 1, no. 2 (August 7, 2019): 45–60. http://dx.doi.org/10.36088/manazhim.v1i2.207.
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Education has a important role in the advancement of human civillization, especially in terms of developing normative values so that education not only creates intelligent human beings but also creates humans who know their responsibilities as servants of God and soxial beings. Problems often occur big that result from the destruction of human morals that do not inspire Islamic values. Harun Nasution had the idea of Islamic renewal which is often referred to as “Gebrakan Harun Nasution” which calls for the rise of Muslims not only marked by overflowing religius emotions, but must be based on deep, comprehensive, philosophical thinking on the religion of Islamic Departingg from this, of course there relevance between Harun Nasution’s perspective about education and the national education system (kurikulum) in Indonesia in modern times.
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Isfihani, Isfihani. "PEMBENTUKAN KARAKTER BANGSA MELALUI PARADIGMA PENDIDIKAN." Al-Riwayah: Jurnal Kependidikan 9, no. 2 (September 30, 2017): 375–406. http://dx.doi.org/10.32489/al-riwayah.146.
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Character comes from the Latin word chiseled. However, it differs from the Greek, which means Karasso blueprint, the basic format prints, such as the fingerprint. This terminology usually refers to an idealist-spiritualist approach in education, it’s known as normative educational theory. The priorities are transcendent values as the motor of history, both for individuals and for social change. National Education Act states clearly that a noble character is an important aspect in educating children. Even the character of a nation is determined by the character of his people. In addition, Formation of character would be attempt to the shape of character. Character education is the provision of views on various values of life, such as honesty, intelligence, caring, responsibility, truth, beauty, goodness, and faith. Thus, character-based education can integrate information obtained during the study to be a way of life that is useful for reduction of life issue. Character-based education will demonstrate its identity as a self-conscious human beings, human beings and citizens.
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Kheirandish, Shadi, Mathias Funk, Stephan Wensveen, Maarten Verkerk, and Matthias Rauterberg. "HuValue: a tool to support design students in considering human values in their design." International Journal of Technology and Design Education 30, no. 5 (May 28, 2019): 1015–41. http://dx.doi.org/10.1007/s10798-019-09527-3.
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Abstract Human values play an integral role in any design that aims to improve the quality of human life. However, only a few design approaches concentrate on human values in their design, and there is even very little agreement between them in identifying human values. Considering this, we created a design tool based on a comprehensive value framework to support designers’ addressing human values in their designs. This tool intends to raise designers’ awareness about human values and provide tangible materials to facilitate the use of selected values within the design process. This article investigated whether this tool is applicable and effective to be used in design education. A quasi-experimental study with design students showed that the project groups who were supported with this tool addressed significantly stronger human values in their design concepts compared to the control groups. Results of the evaluation indicated that the tool is not only applicable in a design process but is also effective at enriching design concepts with human values.
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Polcyn, Jan. "Human development level as a modifier of education efficiency." Management 22, no. 2 (December 1, 2018): 171–86. http://dx.doi.org/10.2478/manment-2018-0030.
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Summary The aim of the study was to demonstrate the connection between education efficiency level and human development level. It was assumed that there is a connection between the value of Local Human Development Index (LHDI) and education efficiency established by means of the data envelopment analysis (DEA). The analysis covered data regarding 60 counties, recorded in 2013-2015. 30 counties with the highest Local Human Development Index (LHDI) and 30 counties with the lowest LHDI value were selected. The counties were selected based on a 2010 ranking of counties ordered according to LHDI values, published as a part of the National Report on Human Development. An additional analysis was conducted to evaluate the connection between Education Efficiency Index and the Wealth Index, Health Index and Education Index. The data on the counties used for the analyses was obtained from the Local Data Bank kept by the Main Statistical Office of Poland (GUS) and the Education Research Institute (IBE) of the Ministry of National Education. The efficiency analysis based on DEA-CRS was conducted with DEAFrontier software. The final stage of the analyses involved an ANOVA unidimensional analysis of variance for multiple factors, with emphasis on contrast analysis (simple contrast). The quality predictor applied in those analyses was the class of Efficiency Index. The analyses demonstrate that the highest Education Efficiency Index has been recorded in the counties that have the highest values of analysed variables characteristic of the largest counties. The identified dependency is also associated with the highest value of Local Human Development Index and the measures that make up LHDI.
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Nursalim, Eko. "Pendidikan Islam Menuju Masyarakat Madani di Era Globalisasi (Suatu Ikhtiar Menghadapi Tantangan Masyarakat Ekonomi Asean/MEA)." At-Turats 10, no. 1 (June 1, 2016): 53. http://dx.doi.org/10.24260/at-turats.v10i1.482.
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Education is a human effort to buil his personality based on community values and culture. Even the simplest community has education process. Islam education concept building and increasing human quality and moeslim community in globalization era refer to Al-Quran and As-sunnah as the true resources. So that, Islam education should be able to deliver human as madani community whose has hard skill and soft skill packaged by Islamic values that ready to face all the chllanges in ASEAN Econimic community (MEA) with strategic steps to actualize relevant islam identity in every era.
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Manurung, Rosida Tiurma, Evany Victoriana, and Alfredo Ezra Amadeus. "Humanity-Based Language Learning." Aksara: Jurnal Ilmu Pendidikan Nonformal 7, no. 2 (May 20, 2021): 763. http://dx.doi.org/10.37905/aksara.7.2.763-770.2021.
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<p>This research is about language learning with a human perspective. The purpose of this paper is to find out how students respond and respond to language learning with a humanitarian perspective among active students. This research is a research with a qualitative descriptive analysis approach, namely a technique that analyzes, describes, and summarizes various situations and conditions. The data collection technique in this study was using a questionnaire aimed at active students with ages between 18-25 years, in the questionnaire presented statements that needed to be answered by respondents in a factual and honest manner. Based on the results of research on language learning with a humanitarian perspective, it was found that the majority of respondents used good and correct Indonesian with human values because it grew from an attitude of caring for others and an attitude of helping. This study also found that students have respected the state language as a language of instruction in the world of education, students agree that human values can be developed to shape one's character so that it can be implemented in language learning and there is concern with Indonesian language education for the wider community with values. human values.</p><p> </p>
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Musyoka-Kamere, Isabella. "Revisiting African Traditional Education to Promote Peace through Education in Africa." Msingi Journal 1, no. 1 (August 2, 2018): 459–97. http://dx.doi.org/10.33886/mj.v1i1.73.
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African traditional values are the principles, standards and qualities, which Africans traditionally held dear for perpetuation of culture and society. They are the values that guided human action towards a common good. There are certain things that Africans found intrinsically valuable, that gave them a distinct cultural personality and enabled them to contribute to knowledge and history. Some of these include the sense of community life, sacredness of life and respect for authority and elders.These values of African traditional education can be revisited to infuse peace and unity in today‘s fragmenting society. Peace here is taken to mean the non-violent, non-exploitative, cohesive, tolerant and united co-existence between people and respect for the social environment. This paper will document the dominant African cultural values and attempt to assess the contribution of these values to the promotion of peace in modern times. This is a library-based research, which involves a desk review ofarticles, documents and internet sources to draw facts and use the information to provide suggestions for promoting peace. It will try to bring out the salient values of African culture and see how these can be adapted to today‘s world to enhance peaceful co-existence and thus lead to change in public consciousness and habits to improve the quality of life. The findings of the study will highlight viable options for African societies to come out of their cultural quagmire and suggest ways of preserving values that lead to national cohesion and development.
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Triyono, Agus. "Building Tawheed-based morality in society during the revolutionary era of society 5.0." AMCA Journal of Religion and Society 1, no. 1 (February 10, 2021): 16–18. http://dx.doi.org/10.51773/ajrs.v1i1.35.
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This study investigates the morality development through Tawheed education in the revolutionary era of society 5.0. This study’s significance is benefiting educational practitioners in developing and implanting good morality in society. The results of the study include: first, morality is the benchmark to determine the good and bad deeds of human that bring values and norms based on faith; second, morality includes three Tawheed-based aspects, namely attitude, cognitive, and affection; third, morality in Islamic education is viewed from the Islamic value system to build within the students. The primary purpose of Islamic education is to establish noble morality. The Islamic education-based morality is a norm orienting Islamic values started from family level by implanting faith values to children since early stage.
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Majid, Novita. "Methods of Strengthening Children's Characters Through Local Wisdom Mappatulung Bugis as National Identity." International Journal of Emerging Issues in Early Childhood Education 1, no. 2 (January 21, 2020): 9–21. http://dx.doi.org/10.31098/ijeiece.v1i2.49.
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Education serves as a means to develop intelligence, abilities, and skills to shape students'personalities. Education must be linked to reality, close to students , and relevant to society in orderto have human values. The importance of strengthening cha racter education is needed along with theweakening of the nation's character. Therefore, educational institutions in Indonesia can implementeducation based on local wisdom. Education-based on local wisdom is education that is based moreon cultural values. Besides, character education based on local cultural wisdom also has the aim ofchanging the attitudes and behavior of existing human resources in order to increase workproductivity to face various challenges in the future. This study aims to obtain a picture of theinternalization of the value of local wisdom mappatulung as a reinforcement of character, and effortsin its preservation. This type of research is qualitative research, which is a series of studies relatingto observation, data collection, and concluding. With learning based on local wisdom, it is expectedto be closer to the lives of students and the community as well as to recognize the noble values ofthe nation's culture as reinforcing their character.
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Majid, Novita. "Methods of Strengthening Children's Characters through Local Wisdom Mappatulung Bugis as National Identity." International Journal of Theory and Application in Elementary and Secondary School Education 1, no. 2 (October 30, 2019): 9–21. http://dx.doi.org/10.31098/ijtaese.v1i2.31.
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Education serves as a means to develop intelligence, abilities, and skills to shape students' personalities. Education must be linked to reality, close to students, and relevant to society in order to have human values. The importance of strengthening character education is needed along with the weakening of the nation's character. Therefore, educational institutions in Indonesia can implement education based on local wisdom. Education-based on local wisdom is education that is based more on cultural values. Besides, character education based on local cultural wisdom also has the aim of changing the attitudes and behavior of existing human resources in order to increase work productivity to face various challenges in the future. This study aims to obtain a picture of the internalization of the value of local wisdom mappatulung as a reinforcement of character, and efforts in its preservation. This type of research is qualitative research, which is a series of studies relating to observation, data collection, and concluding. With learning based on local wisdom, it is expected to be closer to the lives of students and the community as well as to recognize the noble values of the nation's culture as reinforcing their character.
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Majid, Novita. "Methods of Strengthening Children's Characters through Local Wisdom Mappatulung Bugis as National Identity." International Journal of Theory and Application in Elementary and Secondary School Education 1, no. 2 (October 27, 2019): 9–21. http://dx.doi.org/10.31098/ijtaese.v1i2.62.
Full textAbstract:
Education serves as a means to develop intelligence, abilities, and skills to shape students' personalities. Education must be linked to reality, close to students, and relevant to society in order to have human values. The importance of strengthening character education is needed along with the weakening of the nation's character. Therefore, educational institutions in Indonesia can implement education based on local wisdom. Education-based on local wisdom is education that is based more on cultural values. Besides, character education based on local cultural wisdom also has the aim of changing the attitudes and behavior of existing human resources in order to increase work productivity to face various challenges in the future. This study aims to obtain a picture of the internalization of the value of local wisdom mappatulung as a reinforcement of character, and efforts in its preservation. This type of research is qualitative research, which is a series of studies relating to observation, data collection, and concluding. With learning based on local wisdom, it is expected to be closer to the lives of students and the community as well as to recognize the noble values of the nation's culture as reinforcing their character.
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Nazarov, Shavkat. "INNOVATIONS AND ADVANCED FOREIGN EXPERIENCE IN THE EDUCATION OF CIVIL SOCIETY AND ITS CONSTITUENT INSTITUTIONS." JOURNAL OF LAW RESEARCH 6, no. 6 (June 30, 2021): 5–15. http://dx.doi.org/10.26739/2181-9130-2021-6-1.
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The article examines in detail the economic, political, spiritual and moral foundations of civil society as an extremely complex and multifaceted social phenomenon. The article also discusses a free democratic law that puts everyone's interests at the forefront, respects legal traditions and laws, respects universal human values, guarantees human rights and freedoms, establishes effective mechanisms of public control over public authorities and deepens human relations based on deep spiritual and spiritual values. Cultural values, innovations and best foreign experience in teaching the subject of civil society and its constituent institutions as a society are analyzed in detail
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., Dr Shivesh. "Management of Value Based Education by Pandit Madan Mohan Malviya." Scholedge International Journal of Management & Development ISSN 2394-3378 6, no. 1 (June 25, 2019): 1. http://dx.doi.org/10.19085/sijmd060101.
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<p>As all human beings are social animals, so this is the duty of every human being to obey their social responsibility. Mahamana Malaviyaji is one of those great personalities who felt his social responsibility very well and established Banaras Hindu University to bring people out from the mode of ignorance. He values our Indian culture and tradition, which is based on Bhagavad Gita and Srimad Bhagavatam. His genuine effort was to build the character of new generations. His effort made such a great Institute which is known as a temple of learning.<strong></strong></p>
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Moorthy, Ravichandran, Sivapalan Selvadurai, Sarjit S. Gill, and Angelina Gurunathan. "Sustainable Societal Peace through the Integration of Bioethics Principles and Value-Based Education." Sustainability 13, no. 6 (March 16, 2021): 3266. http://dx.doi.org/10.3390/su13063266.
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We live in a world where hatred and conflicts divide individuals, society, and countries. Although all faith systems and school curriculums emphasize some degree of peaceful co-existence, love, and compassion, the real-world situation is indeed abysmal. How can a naturalistic and altruistic logic of bioethics enhance divine and human-centric values in enabling social cohesion? As such, this paper proposes the integration of bioethics and value-based education principles into the education curriculum to help mitigate social conflicts and promote harmony in society. By employing conceptual and theoretical reviews, the paper attempts to shed light on how these principles can help to mitigate hatred and conflicts in society. Further, through matrix analysis, the study shows the relationships between the four main bioethics principles, respect for autonomy, non-maleficence, beneficence, and justice, and the values expounded in value-based education. The study finds that by integrating bioethics principles into value-based education, learners are able to internalize the values of social cohesion and tolerance, and reflect these values in their learning experiences. Bioethics principles amplify the expressions of values promoted in value-based education, and this, in turn, motivates the learners to change from social conflict behaviors to social cohesion aptitude while dealing with others in society. Social cohesion enables individuals and groups to develop social bonds and societal peace ownership.
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Candra Kirana, Zuyyina. "Implikasi Pendidikan Islam Dalam Pendidikan Anak Menurut Irwan Prayitno." Nazhruna: Jurnal Pendidikan Islam 1, no. 1 (February 28, 2018): 45–59. http://dx.doi.org/10.31538/nazhruna.v1i1.100.
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Education for children is a principle of human happiness must begin from childhood and is the best time to learn the correct method of life. Ability to capture and follow (lessons), and the sensitivity of receiving knowledge is still very strong in children.
According to. Irwan Prayitno child is a very special figure, which in its development requires guidance and guidance from parents in order to realize the figure of a virtuous child. Educating children requires detailed description and precise data collection of the child's behavior. Data collection is needed to direct the potential in children.According to Irwan Prayitno in realizing the figure of a virtuous child, the child requires proper upbringing. According to him the proper education is education based on Islamic values. Because Islam is a perfect religion. It covers all aspects of human life. Including the issue of children's education who get a place in it, Islam is very concerned about families and children who are the basic foundation. on Islamic values as a reference in formulating the applied education.
Based on the analysis, there are many similarities between educational concepts. Irwan Prayitno with the concept of Islamic education. So indirectly education. Irwan Prayitno has a close relationship with Islamic education.
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Kirana, Zuyyina Candra. "Implikasi Pendidikan Islam Dalam Pendidikan Anak Menurut Irwan Prayitno." Nazhruna: Jurnal Pendidikan Islam 1, no. 1 (August 16, 2018): 61–79. http://dx.doi.org/10.31538/nzh.v1i1.42.
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Education for children is a principle of human happiness must begin from childhood and is the best time to learn the correct method of life. Ability to capture and follow (lessons), and the sensitivity of receiving knowledge is still very strong in children. According to. Irwan Prayitno child is a very special figure, which in its development requires guidance and guidance from parents in order to realize the figure of a virtuous child. Educating children requires detailed description and precise data collection of the child's behavior. Data collection is needed to direct the potential in children. According to Irwan Prayitno in realizing the figure of a virtuous child, the child requires proper upbringing. According to him the proper education is education based on Islamic values. Because Islam is a perfect religion. It covers all aspects of human life. Including the issue of children's education who get a place in it, Islam is very concerned about families and children who are the basic foundation. on Islamic values as a reference in formulating the applied education. Based on the analysis, there are many similarities between educational concepts. Irwan Prayitno with the concept of Islamic education. So indirectly education. Irwan Prayitno has a close relationship with Islamic education.
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Makmur, Testiani, and Wenny Dastina. "Cultivating Local Wisdom in Character Education: Lessons from Family Education Values of Indonesian Traditional Ceremony." Walisongo: Jurnal Penelitian Sosial Keagamaan 26, no. 2 (December 3, 2018): 417. http://dx.doi.org/10.21580/ws.26.2.2753.
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<p>The tradition of establishing a house in Tanjung Pauh, Kerinci contains noble educational values such as deliberation, mutual cooperation, togetherness, knowing and helping each other, monotheism, recalling kindness, and courtesy. Those values are aligned with the concept of character education proposed by Thomas Lickona. The values can be implemented into family education especially in rural communities of Tanjung Pauh, Kerinci. The character values in harvesting rice carried out by the community teach civilized attitude towards plants and sharing with others. Besides, the community also has principles of respect, attention, respect, and compliance with customs regulations. The ceremony is performed based on custom and religious teachings with the intention to reject any disasters experienced by human beings, plants, and animals. Besides, the ceremony performed contains meanings of gratitude to God Almighty in order to reduce the punishment of the grave space, especially for parents who died and owned rice fields. For those who are still alive, these activities are carried out with the hope that everything done runs well, gains healthy bodies and longevity.</p>
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Fuadi, Akhsanul, and Suyatno Suyatno. "Integration of Nationalistic and Religious Values in Islamic Education: Study in Integrated Islamic School." Randwick International of Social Science Journal 1, no. 3 (October 23, 2020): 555–70. http://dx.doi.org/10.47175/rissj.v1i3.108.
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The education that integrates nationalistic and religious values expected to transform the student to be good citizens and God’ obedient servants. This research aims to explore two purposes: first, what is the purpose based on the integration of nationalistic and religious in learning in Integrated Islamic School; second, how is the teacher’s strategy in Integrated Islamic School in integrating nationalistic and religious in learning conducted. This research is qualitative research with case study approach. The data was taken from the interview of seven teachers in Integrated Islamic School of Yogyakarta Region from primary school to secondary school and documentation. The data collected was analyzed by interactively inductive data analysis technique of Miles and Huberman model consisting of data collection, data reduction, data display, and conclusion withdrawal. The finding of this research showed that; first, the integration of nationalistic and religious values was conducted based on the ideal Indonesian human concept that is the obedient human of Indonesian towards the state in which the main indicator is nationalism also the obedient human of Indonesian towards God in which the main indicator is religious soul. Second, the integration of nationalistic and religious values conducted through three main strategies, namely; integration in curriculum, co-curriculum, and extraculliculer; internalization of nationalistic and religious values; and habitual activity of nationalistic and religious values in the school culture. The finding of this research can be used as reference for teachers in implementing the strategy in integrating nationalistic and religious values to students.
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Kleindienst, Petra. "School and enhancement of self-expression values." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 8 (January 10, 2018): 184–94. http://dx.doi.org/10.18844/prosoc.v4i8.3030.
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Schools as agents of political socialisation are important in the context of building democratic political culture. Hence, it is relevant to research which citizen orientations indicate a well-functioning and stable democracy. Recent studies have revealed that self-expression values have considerable impact on the existence and functioning of democracy. Based on the theoretical examination of self-expression values, the aim of this paper is to demonstrate that self-expression values reflect human dignity. The analysis is substantial since the concept of human dignity is considered a foundation of democratic political culture. Thereby, schools should put a larger emphasis on strengthening human dignity, which is reflected by values that drive democratic performance. Keywords: School, education, political socialisation, values, democracy, self-expression, human dignity, political culture.
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Lemko, Halyna, and Tetyana Mochan. "EDUCATION OF SPIRITUALITY OF PERSONALITY AS A COMPONENT OF HUMAN VALUES OF SOCIETY." Academic Notes Series Pedagogical Science 1, no. 190 (November 2020): 216–21. http://dx.doi.org/10.36550/2415-7988-2020-1-190-216-221.
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The article focuses on the education of spiritual values of personality. Spiritual values have a great influence on the formation of personality of young generation. First, as a component of world culture, knowledge of which is necessary for every educated person. Secondly, as a universal value can make a child's life happier, full of intelligence, decency, peace. That is why the formation of spiritual values of each individual makes up a general picture of spirituality of society, on which largely depends the main vector of its socio-cultural, economic and political development. Spirituality is one of the most important values of personality. In a broad sense, spirituality is the core, the foundation of inner world of a person, creative orientation, inspiration of a person; certain type of perception: the trinity of attitude to the absolute, to the world of nature, society, to other people and to oneself, as creative orientation, as the development of intelligence and decency. Teachers of the Western region of Ukraine in their scientific heritage also paid attention to the peculiarities of spiritual education. O. Vyshnevskyi emphasized the two most important values – the ideology of statehood and service to God and Ukraine and highlighted the following absolute, eternal values: Faith, Hope, Love, Dignity; H. Vasianovych noted that a person with a high level of spiritual values is that real phenomenon which forms the nation's elite; H. Vasianovych noted that a person with a high level of spiritual values is that real phenomenon which forms the nation's elite; M. Stelmakhovych saw in spirituality a set of mental phenomena that characterize the inner, subjective world of a person, their life views, ideals, attitudes to life, to other people; R. Skulskyi believed that the educational ideal of society and individual, in particular, should be based on such highest spiritual values as humane treatment of people, love, loyalty, courtesy, beauty of feelings. Teachers drew attention to the need for spiritual education both in family and during studies. If parents are interested in the spiritual growth of their children, are able to create appropriate moral, ethical, pedagogical conditions, cooperate with teachers, then children in such families grow up spiritually rich, developed, with stable valuable ideals. In school, introduction into school system of such subjects as «Christian ethics», «Fundamentals of Noology», «Fundamentals of Theology» and others should contribute to the formation and development of a spiritual person, the formation of Christian spirituality of personality. Therefore, we agree with the opinion of B. Stuparyk that family, school and church should determine the ways of their cooperation in the education of spiritually rich, morally perfect citizens of independent Ukraine. are able to create appropriate moral, ethical, pedagogical conditions, cooperate with teachers, then children in such families grow up
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Zainal Badri, Khairul Nizam Bin. "Kepentingan Pendidikan Humanistik dalam Pengembangan Psikologi." Dinamika Jurnal Ilmiah Pendidikan Dasar 12, no. 1 (April 5, 2020): 33. http://dx.doi.org/10.30595/dinamika.v12i1.5902.
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This article aims to analyze the importance of humanistic education from a psychological standpoint. Humanistic education can be considered as a form of education that promotes positive psychological development. Through humanistic education, human dignity is elevated as much as human intellect can be, and thinking can be further developed. Humanistic education also enlivens human nature through the realization of one's existence. However, humanistic education must be in line with religion so that students will not be confused by the true meaning of freedom. True human values must be based on religion and not on mere logic
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Jokic, Vesna, Omiljena Dzelebdzic, and Ksenija Petovar. "Human capital and its spatial distribution as limiting factors for the balanced development of Serbia." Spatium, no. 34 (2015): 46–55. http://dx.doi.org/10.2298/spat1534046j.
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Human capital is one of the key factors of economic and social development. Namely, the growth potential of a territory is largely dependent on human capital that is, on citizen?s creative potential and especially on their education. Society with a better endowment of human capital has a greater development potential. The subject of this paper is Serbia?s human capital seen from the point of view of workforce education structure (20-64 age group). In this paper we present spatial distribution of workforce, i.e. the differences in workforce education levels and polarization of Serbian territory in terms of human capital pool. The result is a typology of municipalities in Serbia based on calculated values of average completed education level - the EMN index. Mapping of the corresponding values was done at the municipality level in order to get a clear distinction and a more accurate picture of spatial disparities in human resources.
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Mujib, Abdul. "CHILD CHARACTER EDUCATION IN THE PERSPECTIVE OF ISLAMIC EDUCATION." Jurnal I'TIBAR 5, no. 1 (July 17, 2021): 1–14. http://dx.doi.org/10.53649/jurbar.v5i1.343.
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The most important child education is to form a character, which can be done in family education or school education with an Islamic education perspective. Shaping the character of a child in the perspective of Islamic education is by providing Islamic religious guidance that is applied in the family or at school, which is intended to shape the child to become a human being who believes and has devotion to God Almighty, and has noble character which includes ethics , morals, character, spiritual or understanding and experience of religious values in everyday life. Which is basically education based on imitating the behavior of the Prophet Muhammad. So, in essence, karak educationtar is the spirit in Islamic education. Islamic education and character education print students into beings who have better characters or values.Keywords: education, Islam.
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Yunita, Maya, Nunuk Suryani, and Sariyatun Sariyatun. "The Educational Values of Athiyyah ar-Rahman Book." International Journal of Multicultural and Multireligious Understanding 5, no. 2 (April 1, 2018): 94. http://dx.doi.org/10.18415/ijmmu.v5i2.125.
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Athiyyah ar-Rahman is an influential book which written by Muhammad Azhari al-Palembani ibn Abdullah ibn Ahmad or also known as Kemas Azhari (1811-1874). The book was written in 1842 and until today is learned by Islamic community in Palembang. This article tries to elucidate the values of Athiyyah ar-Rahman book from education perspectives. The discourse-historical approach of Reisigl and Wodak (2008) is used to analyze the book. The findings show that Athiyyah ar-Rahman describes six pillars of Islam. The six pillars of Islam are framing three dimensions, including personal dimension, social dimension, and transformative dimension. The personal dimension relates to the core of the education to construct the self of student. The social dimension relates to the visions for harmonizing among humans and between humans and nature. Meanwhile, the transformational dimension relates to the effect of education to solve the problems in human life as well as transform the society. Based on the analysis, the educational values of Athiyyah ar-Rahman could be summarized as follows: religiosity, spirituality, morality, solidarity, tolerance, environmentalism, pragmatism and transformational.
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Minařík, Bohumil, and Jana Borůvková. "Chosen aspects of human capital development in regions of the CR." Acta Universitatis Agriculturae et Silviculturae Mendelianae Brunensis 59, no. 4 (2011): 159–66. http://dx.doi.org/10.11118/actaun201159040159.
Full textAbstract:
The essential measurable part of human capital is education. Educational, research and development capacities, economic development of regions, labour market, education of the population, and educational effects in regions of the CR in 2008 are the theme of this paper. The authors have analysed the total of 15 indices, which were shown in logical and conclusive mutual relations. The authors tried to quantify and from this point of view to compare the regions of the CR in light of the economic effect of education, which is based on the status of people with university education in the labour market – this is a combination of higher remuneration, higher economic activity and better employability of people with university education. The effect of education was assessed in the relation to the values of corresponding indices for the whole CR. In this case, a special status of the capital city of Prague and Central-Bohemian Region were manifested, while the opposite end of the ladder was occupied by Karlovy Vary Region and Ústí Region. In most cases, the status of university educated population of the regions corresponds with the values determined for all the CR. An interesting view can be presented by a comparison inside regions, in the relation to the values of indices for the given region. Here the largest effects from education were manifested mainly in some less developed regions, while e.g. Prague, a traditional leader in all similar analyses, is from this point of view found almost at the back.