The Feasibility of Integrating Insights from Character Education and Sustainability Education -- A Delphi Study

Autor/in	Jordan, Karen
Titel	The Feasibility of Integrating Insights from Character Education and Sustainability Education -- A Delphi Study
Quelle	In: British Journal of Educational Studies, 70 (2022) 1, S.39-63 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1005
DOI	10.1080/00071005.2021.1897519
Schlagwörter	Values Education; Sustainability; Environmental Education; Interdisciplinary Approach; Delphi Technique; Metacognition; Democracy; Moral Values; Social Values; Specialists; Holistic Approach; Teaching Methods; Achievement Tests; Role of Education; Researchers; Likert Scales + Suchen Sie Ihr Suchwort? Werterziehung; Nachhaltigkeit; Umweltbildung; Umwelterziehung; Umweltpädagogik; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Delphi-Methode; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Demokratie; Moral value; Ethischer Wert; Sozialer Wert; Holistischer Ansatz; Teaching method; Lehrmethode; Unterrichtsmethode; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Bildungsauftrag; Researcher; Forscher; Likert-Skala
Abstract	Although fostering values is promoted within sustainability education (SE), many educators appear concerned or conflicted about how, or whether, to approach values education. An interdisciplinary research project sought to draw on insights from character education (CE) in order to explore the problem. Using the Delphi technique, 12 CE and SE experts were gathered, via email, to explore their perceptions regarding the feasibility of integrating theoretical/practical insights from the CE and SE fields. Experts rated their agreement and made comments on 41 statements. Fourteen statements reached 'consensus'. Thematic analysis revealed experts' agreement on an ethical base of SE providing practical application of CE; a perceived tension between democracy, pluralism and normativity; reservations about the individual nature of CE; the need for CE, and SE, to more actively foster awareness of self as part of nature; a desire for holistic and interdisciplinary education; concern regarding exam-driven education and agreement on the need to re-examine the purpose of education. The findings reveal common ground between the two fields, as well as indicating where differences could be bridged and misunderstandings addressed, suggesting avenues for future collaboration and potential integration -- possibilities that it would be fruitful to pursue through further interdisciplinary research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01