Relevant bibliographies by topics / Moral education. Character. Character tests

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Moral education. Character. Character tests'

Author: Grafiati
Published: 4 June 2021
Last updated: 16 February 2022

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Journal articles on the topic "Moral education. Character. Character tests"

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Wiratini, Ni Made, Ni Komang Sutriyanti, and I. Gusti Ngurah Sudiana. "Kajian Pendidikan Karakter Dalam Cerita Sundara Kanda." Cetta: Jurnal Ilmu Pendidikan 3, no. 2 (June 25, 2020): 155–72. http://dx.doi.org/10.37329/cetta.v3i2.447.

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Hindu teachings contain a lot about character education, morals, ethics and manners. Moral education can be seen in the story of Sundara Kanda, which is a sub of Itihasa in the Ramayana epic that tells the journey of life with various obstacles and tests that must be faced with full fortitude, strength and determination. Every event that occurs in the Sundara Kanda story is a unified narrative unit in resolving the conflict of every event. The setting in this story uses the setting of Mount Mainaka, Alengka Palace, Taman Angsoka, Kiskinda kingdom. The character is Hanuman who becomes a central figure, then there are goddesses Sitā and Ravana. The accompanying figures are Trijata, Wibisana, Anggada, Jembawan, Sugriwa, Laksmana and Rama. Rahwana as the Antagonist, then there are also giants. His mandate is loyalty and determination in carrying out dharma. Character characters contained in the Sundara Kanda story include characterization displayed through the use of the character's name, through the appearance of the character, and characterization through the author's speech. In accordance with the characters contained in Hindu teachings, namely in the book of Bhagawadgita, the characters in the Sundara Kanda story can be grouped into two characters namely daivi sampad and asuri sampad. The values ​​contained in the character of the Sundara Kanda story include religious, honesty, responsibility, tolerance, discipline, and hard work. As a whole, the character's character value is a national character that should be inculcated and developed to the wider community, in order to shape the attitudes and behavior of a person in carrying out the duties and obligations that should be carried out both towards oneself, the family environment, society, nation and state.
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Nurpratiwi, Hany. "Membangun karakter mahasiswa Indonesia melalui pendidikan moral." JIPSINDO 8, no. 1 (March 25, 2021): 29–43. http://dx.doi.org/10.21831/jipsindo.v8i1.38954.

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Karakter dan moral mahasiswa perlu ditumbuhkan dengan maksimal, sehingga mahasiswa tidak hanya unggul dibidang akademik, tapi juga unggul dibidang non akademik untuk menunjang identitas diri ditengah globalisasi. Oleh karenanya bagaimana menumbuhkan karakter yang mulia bagi mahasiswa Indonesia merupakan hal terpenting yang harus segera dilakukan. Melalui penelitian ini diharapkan diperoleh gagasan atau strategi menumbuhkan karakter mulia di kalangan mahasiswa Indonesia. Penelitian dilakukan dengan menggunakan kajian pustaka yaitu mengumpulkan dan menganalisis sumber dan fakta dari literature seperti buku, jurnal, makalah dan tesis. Pengumpulan data dilaksanakan dengan Teknik membaca baik membaca semantic maupun simbolik. Hasil penelitian menemukan bahwa pendidikan karakter di lingkungan pendidikan tinggi tetap harus dilaksanakan untuk memperkuat dan menyemaikan karakter mulia di kalangan mahasiswa. Dosen memiliki peran dalam pengembangan karakter dan moral mahasiswa. Melalui keteladanan yang diajarkan dosen di lingkungan akademik, mahasiswa akan melakukan proses imitasi dan cenderung menjadikan dosen sebagai role model dalam bertindak.Building the character of Indonesian students through moral educationThe character and morals of students need to be developed to the maximum so that students are not only superior in academics, but also in non-academic fields to support their identity in the midst of globalization. Therefore, how to cultivate noble character for Indonesian students is the most important thing that must be done immediately. Through this research, it is hoped that ideas or strategies will be obtained to foster noble character among Indonesian students. The research was conducted using a literature review, namely collecting and analyzing sources and facts from literature such as books, journals, papers, and theses. Data collection was carried out with reading techniques both semantic and symbolic reading. The results of the study found that character education in the higher education environment must still be carried out to strengthen and nurture noble character among students. Lecturers have a role in developing student character and morale. Through exemplary teachings by lecturers in an academic environment, students will carry out an imitation process and tend to make lecturers role models in acting.
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Abdullah, Muhammad Luthfi. "Efektivitas Penerapan Metode Qişşatu Al-Qur`Ānī Untuk Meningkatkan Akhlak Mulia Siswa Kelas IV SD Cirebon Islamic School (CIS) Full Day." Al-Tadzkiyyah: Jurnal Pendidikan Islam 9, no. 1 (May 28, 2018): 153. http://dx.doi.org/10.24042/atjpi.v9i1.2829.

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Islamic vision of education is to promote the formation of a noble character of students. In fact, it has not been fully achieved. As evidenced by the mass media that include many adolescents who engage in premarital sex. Beyond the researchers conducted a preliminary study in CIS Elementary School Cirebon. The result is there are still many elementary school fourth graders CIS obligation unworked prayers. It is closely related to a noble character against God. One cause of the lack of success of Islamic Education in schools for vision is the problem of learning methods are monotonous and not touching the psychological aspects of students. As one alternative in solving these problems is the presence of a method that can instill high moral values in students. Quran story method is considered effective in instilling noble moral values to students. Methods story Qur'an have characteristics that are different from other methods. This study aims to determine whether the method Qur'an story has a significant influence on the development of a noble character. Taken population Elementary School fourth grade students of the CIS, with a cluster sampling technique that is in class IV Roudhoh and class IV Multazam. The design was experimental design really. There are two classes, namely the control class and experimental class. Grade control using conventional methods, while the experimental group was treated using the method Qur`an story. Do pretest and posttest for both classes to assess the noble character of students. The hypothesis is that the Quran story method significantly influences the development of the noble character of students. Tests conducted by the independent samples t-test to compute t and t see table at the significance level of 0.05 with NU = 26. The result t is greater than t table (2.18> 1.71). This indicates that the hypothesis is accepted. Thus, the method Qur`an story significant influence on the development of a noble character of students.
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Chandler, Michael, and Thomas Moran. "Psychopathy and moral development: A comparative study of delinquent and nondelinquent youth." Development and Psychopathology 2, no. 3 (July 1990): 227–46. http://dx.doi.org/10.1017/s0954579400000742.

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AbstractSixty male adjudicated juvenile delinquents between the ages 14–17, and 20 nondelinquent controls were administered measures of moral reasoning, social convention understanding, interpersonal awareness, socialization, empathy, autonomy, and psychopathy in an effort to explore the relations between moral reasoning, moral sentiment, and antisocial behavior. Not only did the delinquent group evidence developmental delays on all of these direct and indirect tests of morality functioning, but their performance on certain of these measures also differentiated those offenders who were more or less psychopathic. By demonstrating the special contribution of measures of moral will or sentiment to the study of antisocial behavior, these findings serve to underscore the multidimensional character of moral development, and the complexity of the relations between thought and action.
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Tanti, Tanti, Dwi Agus Kurniawan, Rahmi Putri Wirman, Rini Siski Fitriani, Nur Ika Sandi Pratiwi, and Eva Yuhanis. "Relationship Attitude Natural Sciences To Responsibility In Junior High School." Jurnal Pendidikan Sains Indonesia 8, no. 2 (October 12, 2020): 306–18. http://dx.doi.org/10.24815/jpsi.v8i2.17117.

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Education has a very important role in educating the life of the nation. Education should not only give birth to someone who is an expert in a particular field, but also includes how someone is able to bring themselves in a community, nation and state environment in accordance with applicable norms and rules. Therefore, the character of responsibility and attitude towards subjects is very important for every individual. However, education that is happening at this time still does not provide space for students to behave honestly because the learning process tends to teach moral education and character limited to the knowledge written in the text. Therefore this study was designed to see how the relationship between attitude and student responsibility towards science subjects especially junior high students. This study is a mix of correlational type associative method research. The procedure of this study began by following the procedure in stages. In the preparation stage, it is done by formulating the problem and its variables. Then a literature review is conducted, looking for supporting theories and deepening the discussion of the problem under study in order to obtain an overview of the research to be carried out as well as the instruments needed. At the stage of questionnaire data questionnaire data collection was given to 136 students in Adhyaksa 1 Junior High School, Jambi City. From the data, data analysis is then carried out, namely data coding, proper data collection and analysis of the data. The data analysis technique uses correlational tests to find out whether there is a relationship between attitude and responsibility. The results of this study indicate a relationship between attitude and responsibility with a Pearson Correlation value of 0.000 0.05 so that it can be concluded that there is a relationship between attitude and responsibility in Adhyaksa 1 Junior High School, Jambi City
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Minas, Avetisyan, and Aleksanyan Charles. "Character Schools in Supporting Character Education in Students." Journal Educational Verkenning 1, no. 2 (December 24, 2020): 1–7. http://dx.doi.org/10.48173/jev.v1i2.52.

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Character education is stated as value education, character education, moral education, character education which aims to develop the ability of all school members to make good and bad decisions, exemplify, maintain what is good & realize that good in everyday life wholeheartedly.Character education is placed as the foundation for realizing the vision of national development, namely realizing a society with noble, moral, ethical, cultured, and civilized characters based on the philosophy. This is at the same time an effort to support the realization of the ideals as mandated in the Pancasila and the Preamble to the 1945 Constitution. In addition, the various problems faced by our nation today have increasingly encouraged the enthusiasm and efforts of the government to prioritize character education as the basis for educational development.
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Sichel, Betty A. "Virtue and Character: Moral Languages and Moral Education." Clearing House: A Journal of Educational Strategies, Issues and Ideas 64, no. 5 (June 1991): 297–300. http://dx.doi.org/10.1080/00098655.1991.9955874.

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Lapsley, Daniel, and Ryan Woodbury. "Moral-Character Development for Teacher Education." Action in Teacher Education 38, no. 3 (July 2, 2016): 194–206. http://dx.doi.org/10.1080/01626620.2016.1194785.

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Joo, Yun-Soo. "Moral Imagination and Christian Character Education." Theology and Praxis 63 (February 28, 2019): 419–54. http://dx.doi.org/10.14387/jkspth.2019.63.419.

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Vadrevu, Shobha. "Character and moral education: A reader." Asia Pacific Journal of Education 32, no. 4 (December 2012): 518–19. http://dx.doi.org/10.1080/02188791.2012.738874.

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Dissertations / Theses on the topic "Moral education. Character. Character tests"

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Hinerman, Krystal M. "Construct Validation of the Social-Emotional Character Development Scale in Belize: Measurement Invariance Through Exploratory Structural Equation Modeling." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc699875/.

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Social-emotional learning (SEL) measures assessing social-emotional learning and character development across a broad array of constructs have been developed but lack construct validity. Determining the efficacy of educational interventions requires structurally valid measures which are generalizable across settings, gender, and time. Utilizing recent factor analytic methods, the present study extends validity literature for SEL measures by investigating the structural validity and generalizability of the Social-Emotional and Character Development Scale (SECDS) with a large sample of children from schools in Belize (n = 1877, ages 8 to13). The SECDS exhibited structural and generalizability evidence of construct validity when examined under exploratory structural equation modeling (ESEM). While a higher order confirmatory factor structure with six secondary factors provided acceptable fit, the ESEM six-factor structure provided both substantive and methodological advantages. The ESEM structural model situates the SECDS into the larger body of SEL literature while also exhibiting generalizability evidence over both gender and time.
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Romito, Diana H. "Character development/citizenship programming as a school improvement plan option and the relationship to performance on state standardized tests and reduced incidence of negative student behaviors." CardinalScholar 1.0, 2010. http://liblink.bsu.edu/uhtbin/catkey/1560842.

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Hildebrand, Carl. "Kant & moral character." Thesis, University of Oxford, 2017. http://ora.ox.ac.uk/objects/uuid:5edd493f-e783-4a8e-b246-4ba5a1e18082.

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This thesis argues that Kant has a viable, intellectualist account of moral character that is much richer and more interesting than has often been thought. This account is consistent with his broader practical philosophy, in particular, his account of moral worth. Chapter one establishes that Kant has a theory of education on which a child's inclinations are to be trained in preparation for her to grasp the moral law and acquire full moral agency. It argues that his account of habit is complex, recognizing a kind of moral value that is broader than his definition of moral worth. Chapter two argues that sympathy is, for Kant, a primarily cognitive disposition of special importance; this is because it provides knowledge of how the moral law applies in particular circumstances, therefore enabling an agent to fulfill her duties toward others. This chapter also resolves a puzzle concerning Kant's dual concept of character (as both intelligible and empirical) by drawing an analogy with one account of weakness of will. Chapter three develops an account of moral worth that incorporates these more palatable elements of Kant's account of moral character with the seemingly more austere elements familiar from the Groundwork. This theory allows for positive, participating inclinations alongside ascriptions of moral worth. Further, it introduces a distinction between full and mitigated moral worth, to account for agents who, for example, act rightly but for confused reasons as in the case of Twain's Huckleberry Finn. Chapter four responds to two objections to Kant on the basis of moral demandingness, one concerning psychological integration and personal relationships, the other concerning the value of non-moral goods more broadly. It then responds to some objections to his account of the highest good, or the idea of a world in which happiness is distributed in proportion to virtue.
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Hogan, Sharon. "Being ethical : how process drama assists pre-service drama teachers to reflect on professional ethics." Queensland University of Technology, 2008. http://eprints.qut.edu.au/26436/.

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This research thesis focuses on the experiences of pre-service drama teachers and considers how process drama may assist them to reflect on key aspects of professional ethics such as mandatory codes or standards, principled moral reasoning, moral character, moral agency, and moral literacy. Research from higher education provides evidence that current pedagogical approaches used to prepare pre –professionals for practice in medicine, engineering, accountancy, business, psychology, counselling, nursing and education, rarely address the more holistic or affective dimensions of professional ethics such as moral character. Process drama, a form of educational drama, is a complex improvisational group experience that invites participants to create and assume roles, and select and manage symbols in order to create a fictional world exploring human experience. Many practitioners claim that process drama offers an aesthetic space to develop a deeper understanding of self and situations, expanding the participant’s consciousness and ways of knowing. However, little research has been conducted into the potential efficacy of process drama in professional ethics education for pre-professionals. This study utilizes practitioner research and case study to explore how process drama may contribute to the development of professional ethics education and pedagogy.
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Larson, Kelli. "Understanding the importance of character education." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009larsonk.pdf.

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Tuff, Lone, and University of Lethbridge Faculty of Education. "Teacher perception of character education." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, c2009, 2009. http://hdl.handle.net/10133/1306.

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This study explores teachers’ understanding of character education, their perceived role in curriculum development, implementation effectiveness, and their teaching practices. This two-part investigation surveys teachers from two schools, followed by an interview process with six of those participants. The school staffs of one elementary school and one elementary-junior-high school were surveyed to provide a general overview of teacher understanding of expectations, their knowledge of character traits identified in the curriculum goals of their Board of Education, and opinions about how their current teaching practice addresses the development of character. The interview data provided indepth information about teacher interpretation of character by their Western Canadian urban Public Board, details about their current teaching practices, including techniques and strategies incorporated, and their feelings about how character education should be taught in the school. The research revealed that teachers were generally unaware of the board’s curriculum expectations of the 11 character traits to be taught in school. There were mixed responses about who was responsible for teaching character: Some felt the responsibility was on the parents, while others felt it should be all adults. The study found that teachers were, in fact, currently teaching and assessing students on many of the traits identified as being significant as part of the hidden, lived curriculum.
ix, 95 leaves ; 29 cm
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Weege, Matthew A. "Implementation of a student-led character education program and its effects on individual character transformation." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009weegema.pdf.

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Escobar, Virginia Lizette. "Lessons in Character Development." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2863.

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The purpose of the project was to provide first grade teachers at the Baldwin Park Unified School District with teaching approaches, tools, and strategies in instructing their students in character development education. These approaches, tools, and strategies will support students' academic learning as they develop a deeper comprehension of responsibility skills.
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Sciaino, Maria. "PRESUPPOSITIONS IN MORAL EDUCATION DISCOURSE: DEVELOPING AN ANALYTIC FRAMEWORK AND APPLYING IT TO MORAL EDUCATION TRADITIONS." Doctoral diss., University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4228.

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Moral education is ever more important in our schools today, but the various moral education traditions make it difficult to decide which tradition best serves our purpose and population. This dissertation develops and uses an original analytic framework to narrow the choices of moral education curricula. The analytic framework introduced presuppositions that expounded upon one's center of value or source of moral authority, the nature of people and their capacity for rational thought, the nature of society, the time orientation of tradition, and the resulting morality in action. The analytic framework was then applied to ten notable traditions: Catholic religious education, values clarification, Kohlberg's cognitive-developmental theory, five multicultural education traditions (Teaching the Exceptional and Culturally Different, Human Relations, Single-Group Studies, Multicultural Education, and Education that is Multicultural and Social Reconstructionist) reviewed by Sleeter & Grant, and Skinner's theory of behavior modification. This study presents the analytic framework in depth and offers a brief narrative of its application across traditions. The resulting synthesis offers a review of commonalities, differences, surprises, and finally, a proposal that an existing presupposition stands as the defining one in regard to differentiating among moral education traditions.
Ed.D.
Department of Educational Studies
Education
Curriculum and Instruction
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Bever, Julie A. "An assessment of teacher perceptions of attitudes toward character education." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002beverj.pdf.

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Books on the topic "Moral education. Character. Character tests"

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Beswick, Richard. Character education. Eugene, Ore: Oregon School Study Council, 1992.

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Pritchard, Ivor. Moral education and character. Washington, DC: U.S. Dept. of Education, Office of Educational Research and Improvement, 1988.

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Timothy, Rusnak, and Phi Delta Kappa. Educational Foundation., eds. Integrated character education. Bloomington, Ind: Phi Delta Kappa Educational Foundation, 1993.

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Kelsey, Ian Bruce. Universal character education. Edinburgh: Pentland Press Ltd., 1993.

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Marion, Lyman-Mersereau, and Janke Jennifer E, eds. Character education. Nashville, Tenn: Incentive Publications, 1999.

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Kelsey, Ian Bruce. Universal character education. Edinburgh: Pentland Press, 1993.

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Glencoe/McGraw-Hill, ed. Character education. New York, N.Y: Glencoe/McGraw-Hill, 2003.

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Education with character. London: Routledge/Falmer, 2002.

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Arthur, James. Education with Character. London: Taylor & Francis Inc, 2004.

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Character education: Controversy and consensus. Thousand Oaks, Calif: Corwin Press, 1997.

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Book chapters on the topic "Moral education. Character. Character tests"

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Mills, Sarah. "Character nation." In Mapping the Moral Geographies of Education, 22–39. London: Routledge, 2021. http://dx.doi.org/10.4324/9780203733066-3.

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Berkowitz, Marvin W. "Moral and character education." In APA educational psychology handbook, Vol 2: Individual differences and cultural and contextual factors., 247–64. Washington: American Psychological Association, 2012. http://dx.doi.org/10.1037/13274-010.

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Mills, Sarah. "Character, citizenship and values." In Mapping the Moral Geographies of Education, 91–103. London: Routledge, 2021. http://dx.doi.org/10.4324/9780203733066-7.

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Arthur, James. "Thomism and Christian moral character." In A Christian Education in the Virtues, 47–83. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003141877-3.

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Setran, P. David. "Character and the Clinic: The Shift from Character to Personality in American Character Education, 1930–1940." In Civic and Moral Learning in America, 173–90. New York: Palgrave Macmillan US, 2006. http://dx.doi.org/10.1057/9781403984722_12.

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Berkowitz, Marvin W., and Patrica E. Simmons. "Integrating Science Education and Character Education." In The Role of Moral Reasoning on Socioscientific Issues and Discourse in Science Education, 117–38. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/1-4020-4996-x_7.

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Althof, Wolfgang, and Marvin W. Berkowitz. "Character and Civic Education as a Source of Moral Motivation." In Handbook of Moral Motivation, 567–83. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-275-4_31.

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Carr, David. "From character to parable and allegory: varieties of moral imagination in fictional literature." In Literature and Character Education in Universities, 103–16. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003162209-6.

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Sánchez-Ostiz, Álvaro. "Character education at any age? Cicero on the lifelong pursuit of intellectual and moral virtue1." In Literature and Character Education in Universities, 65–81. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003162209-4.

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Brown, Malcolm. "Ethics, Character, and Community: Moral Formation and Modelling the Human." In Postdigital Science and Education, 125–40. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65592-1_8.

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Conference papers on the topic "Moral education. Character. Character tests"

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Tanireja, Tukiran, and Ratna Kartika Wati. "Student moral character development throughout civic education." In 4th Asia Pacific Education Conference (AECON 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/aecon-17.2017.54.

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Anindyarini, Atikah, Fathur Rokhman, Mimi Mulyani, and Prof Andayani. "Moral Value or Character in Fantasy Story." In International Conference on Teacher Training and Education 2017 (ICTTE 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/ictte-17.2017.37.

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Hakam, Kama Abdul, Siti Nurbayani, Ratna Fitria, and Warlim Isya. "An Emergence of Character Leaders Through Honesty as a Moral Virtue." In The 2nd International Conference on Sociology Education. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007106107960800.

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Ediyono, Suryo. "Reconstruction on the Epistemology of Moral and Character Education in Pencak Silat." In The 2nd International Conference on Sociology Education. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007109409830988.

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Niswah, Siti Nur Zumrotun, Astrid Wangsagirindra Pudjastawa, and Suwardi Endraswara. "Moral Teaching in Piwulang Manuscript and Its Relevance to The Teaching of Character Education in Indonesia." In 1st International Conference on Character Education (ICCE 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210204.036.

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Marahati, Elsa Maria, and Pangesti Wiedarti. "Guidelines for Integrating Character Education in Materials." In Joint proceedings of the International Conference on Social Science and Character Educations (IcoSSCE 2018) and International Conference on Social Studies, Moral, and Character Education (ICSMC 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icossce-icsmc-18.2019.28.

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Sriwahyuni, Yuyun, Mustaji Mustaji, and Umi Anugerah Izzati. "Developing a Short Character Based Film Increasing the Moral Value of Kindergarten." In Proceedings of the 2nd International Conference on Education Innovation (ICEI 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icei-18.2018.58.

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Wardhani, Prayuningtyas Angger, Zulela M. S, Reza Rachmadtullah, and Yulia Elfrida Yanty Siregar. "Moral Literacy and Social Climate with Perception Teacher’s Character Education in Elementary School." In Proceedings of the Annual Civic Education Conference (ACEC 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/acec-18.2018.69.

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Fitriani and Zakir Has. "The implementation of character education in social studies." In Joint proceedings of the International Conference on Social Science and Character Educations (IcoSSCE 2018) and International Conference on Social Studies, Moral, and Character Education (ICSMC 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icossce-icsmc-18.2019.11.

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Delvi, Revki Rama, and Saefur Rochmat. "Character Education at MAN 3 Palembang Boarding School." In Joint proceedings of the International Conference on Social Science and Character Educations (IcoSSCE 2018) and International Conference on Social Studies, Moral, and Character Education (ICSMC 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icossce-icsmc-18.2019.54.

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