scholarly journals Educating young people about society in China, England, Mexico and Spain: similar approaches to values education from different contexts

2019 ◽  
pp. 1-17
Author(s):  
Eleanor Brown ◽  
Daibo Chen ◽  
Ian Davies ◽  
Angel Urbina Garcia ◽  
Isabel Munguia Godinez
Keyword(s):  
Young People ◽  
Values Education

Research directions in social and environmental education

1985 ◽  
Vol 1 (2) ◽  
pp. 21-23 ◽  
Author(s):  
J. Fien
Keyword(s):  
Young People ◽  
Environmental Education ◽  
Values Education ◽  
Social Education ◽  
Research Directions ◽  
Global Futures ◽  
Two Sides

Social and environmental education are two sides of a coin. Each has similar student-centred goals that see an understanding of society or the environment and one's place within it as a medium for achieving some of the long term goals of education. The similarities between the two have not been recognised nearly as much as they could have been, though Disinger (1982) among others has recognized international, global, futures, population and values education (all long established themes in social education) as imperatives in environmental education. Both social and environmental education seek to help young people identify, understand and desire to resolve the problems that confront humanity.

Can You Hear Me Now? Musical Values, Education and ‘Voice’

2013 ◽  
Vol 148 (1) ◽  
pp. 135-144
Author(s):  
Mark Rimmer
Keyword(s):  
Young People ◽  
Music Education ◽  
Values Education ◽  
The Other ◽  
Social Force ◽  
School Based ◽  
Musical Activity ◽  
Foregoing Discussion ◽  
The One ◽  
Research And Policy

This article addresses a number of questions concerning the use of music by young people. In particular, the argument presented seeks to bring to the fore a set of concerns whose significance is often overlooked or downplayed in debates about young people's engagements with music. These relate to music's capacity to function, on the one hand, in a way that reflects and embodies ethical and ideological commitments of varying kinds and, on the other, as a vehicle of expression through which people might ‘give an account’ of themselves. The article first surveys some of the ways in which scholars have conceived of the relation between forms of musical activity and their broader social force before turning to recent research and policy developments concerned with school-based music education in Britain and considering the ways in which certain forms and dimensions of young people's expressive musical activity are granted legitimacy and state support while others are ignored or marginalised. The final part of the article reflects upon the foregoing discussion and introduces the concepts of ‘voice’ (Couldry, 2010) and ‘recognition’ (Honneth, 1995), to consider how the promotion of some musical values to the detriment of others has important implications for the ways in which young people understand the extent to which their claims – and not just cultural ones – are taken seriously within society.

scholarly journals Pendidikan Demokrasi, Persaudaraan, dan Persatuan Indonesia dalam terang Dokumen Persaudaraan Manusia (2019)

MELINTAS ◽  
2021 ◽  
Vol 35 (3) ◽  
pp. 279-300
Author(s):  
Konstantinus Frederikus Jawa
Keyword(s):  
Young People ◽  
Values Education ◽  
Social Situations ◽  
The Real ◽  
Building Process ◽  
The Social ◽  
Personal Resilience ◽  
To Come ◽  
Character Building ◽  
Scientific Achievements

Education is a medium to bring people towards enlightenment. Education is meant to foster students or young people to be able to embrace life with maturity in faith, personal resilience, and sensitivity to social situations, especially changes that happen today. The spirit of national democracy in Indonesia can be realised through values education in schools so that these become material for a character building process. Values internalised in the education comprise of respect, care, acceptance, solidarity, appreciation, and sensitivity to the suffering of others. In being compassionate to the suffering others, students are called to come out of their comfort zones and to get involved with people who suffer and are in need, especially those who are victims of injustice due to the system in the society. The cultivation of human compassion can be carried on by promoting fraternity, that is, through the real encounters with people of different backgrounds, religions, races, and ethnicities. Building human fraternity in education asks that students are fostered to exercise dialogue of life and are given opportunities to encounter others in living communication. Through the real encounters, they may sense the actual changes in the social reality so that education is not limited to scientific achievements, but touches their affective and psychomotor aspects as well.

COVID-19 and young people in Spain. The emergence of values education as a strategy for civic responsibility

2022 ◽  
pp. 1-24
Author(s):  
Juan Antonio Giménez-Beut ◽  
Carlos Novella-García ◽  
Remedios Aguilar-Moya ◽  
Alexis Cloquell-Lozano
Keyword(s):  
Young People ◽  
Values Education ◽  
Civic Responsibility

Developing theory-based risk-reduction interventions for HIV-positive young people with haemophilia

Haemophilia ◽  
2001 ◽  
Vol 7 (1) ◽  
pp. 64-71 ◽  
Author(s):  
J. R. Schultz ◽  
R. B. Butler ◽  
L. Mckernan ◽  
R. Boelsen ◽  
Keyword(s):  
Young People ◽  
Risk Reduction ◽  
Hiv Positive

Young People, Comics and Reading

2019 ◽  
Author(s):  
Lucia Cedeira Serantes
Keyword(s):  
Young People

Deaf Young People and their Families

1995 ◽  
Author(s):  
Susan Gregory ◽  
Juliet Bishop ◽  
Lesley Sheldon
Keyword(s):  
Young People

Social representations of human rights violations: Further evidence

2001 ◽  
Vol 60 (2) ◽  
pp. 89-98 ◽  
Author(s):  
Alain Clémence ◽  
Thierry Devos ◽  
Willem Doise
Keyword(s):  
Cluster Analysis ◽  
Human Rights ◽  
Costa Rica ◽  
Young People ◽  
Social Representations ◽  
Social Reality ◽  
Questionnaire Study ◽  
Human Rights Violations ◽  
High Tolerance ◽  
Individual Actions

Social representations of human rights violations were investigated in a questionnaire study conducted in five countries (Costa Rica, France, Italy, Romania, and Switzerland) (N = 1239 young people). We were able to show that respondents organize their understanding of human rights violations in similar ways across nations. At the same time, systematic variations characterized opinions about human rights violations, and the structure of these variations was similar across national contexts. Differences in definitions of human rights violations were identified by a cluster analysis. A broader definition was related to critical attitudes toward governmental and institutional abuses of power, whereas a more restricted definition was rooted in a fatalistic conception of social reality, approval of social regulations, and greater tolerance for institutional infringements of privacy. An atypical definition was anchored either in a strong rejection of social regulations or in a strong condemnation of immoral individual actions linked with a high tolerance for governmental interference. These findings support the idea that contrasting definitions of human rights coexist and that these definitions are underpinned by a set of beliefs regarding the relationships between individuals and institutions.

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