Educating for Virtue: How Wisdom Coordinates Informal, Non-Formal and Formal Education in Motivation to Virtue in Canada and South Korea

Autor/inn/en	Ferrari, Michel; Bang, Hyeyoung; Ardelt, Monika; Feng, Zhe
Titel	Educating for Virtue: How Wisdom Coordinates Informal, Non-Formal and Formal Education in Motivation to Virtue in Canada and South Korea
Quelle	In: Journal of Moral Education, 48 (2019) 1, S.47-64 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bang, Hyeyoung) ORCID (Ardelt, Monika)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7240
DOI	10.1080/03057240.2018.1546169
Schlagwörter	Foreign Countries; Cross Cultural Studies; Moral Values; Preferences; Informal Education; Self Concept; Cultural Influences; Prosocial Behavior; Young Adults; Older Adults; Retirement; Gender Differences; Age Differences; Ethical Instruction; Cultural Differences; Religious Factors; Measures (Individuals); Christianity; Buddhism; Beliefs; South Korea; Canada + Suchen Sie Ihr Suchwort? Ausland; Cultural comparison; Kulturvergleich; Moral value; Ethischer Wert; Informelle Bildung; Nichtformale Bildung; Selbstkonzept; Cultural influence; Kultureinfluss; Young adult; Junger Erwachsener; Älterer Erwachsener; Pensionierung; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Ethics instruction; Teaching of ethics; Ethikunterricht; Kultureller Unterschied; Messdaten; Christentum; Buddhismus; Belief; Glaube; Korea; Republik; Kanada
Abstract	How do different forms of education contribute to value preferences? Clearly, informal education through personal experiences that shape one's sense of identity and frame cultural expectations and opportunities (as indexed by culture, gender and age-cohort), non-formal education through religious traditions and formal state-mandated education all contribute to value preferences in culturally-specific ways. However, wisdom should allow people to coordinate culturally-specific education in ways that promote prosocial values. Our study considered the relative strength of four value-orientations from Schwartz's Personal Values Questionnaire and of 15 core virtues among 189 participants from Canada and South Korea; half were older and half younger adults. 101 were emerging adults (aged 18-25) and 88 were retired older adults (aged 60-80). Multivariate regression analyses show that, although all three forms of education influenced value orientation in culture-specific ways in both Canada and South Korea, formal education was critical to cultivating the wisdom needed to coordinate and adjudicate between different values so as to live well. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01