A Spirit of Renewal in Catholic Education Today

Today, the human problem in social life concerning education is growing more complex; many new ideas emerge as the level of human intellectuality grows. This paper will reveal the current issue of education in Indonesia and discuss ideas from the concept of liberal education. The basic issue of education criticized by liberal education is that education today focuses more on the needs of society than the educational objectives themselves. Education as a tool to transfer science, values, and agents of social change is seen as one alternative solution in the framework of improving people's lives. The education in which values are embodied is one of the efforts offered by genuine liberal education, aimed at giving us the habits, ideas and techniques necessary to continue our own education. Humans have the ability to learn continuously throughout life so that we can prepare ourselves to study and again as long as we are alive.

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Alignment

EDUCATION SCIENCES AND SOCIETY ◽

10.3280/ess2-2016oa4006 ◽

2016 ◽

pp. 33-50

Author(s):

Pier Giuseppe Rossi

Keyword(s):

Teaching And Learning ◽

Enactive Approach ◽

The World ◽

Strategic Role ◽

Education Today ◽

Current Context ◽

The Subject

The subject of alignment is not new to the world of education. Today however, it has come to mean different things and to have a heuristic value in education according to research in different areas, not least for neuroscience, and to attention to skills and to the alternation framework.This paper, after looking at the classic references that already attributed an important role to alignment in education processes, looks at the strategic role of alignment in the current context, outlining the shared construction processes and focusing on some of the ways in which this is put into effect.Alignment is part of a participatory, enactive approach that gives a central role to the interaction between teaching and learning, avoiding the limits of behaviourism, which has a greater bias towards teaching, and cognitivism/constructivism, which focus their attention on learning and in any case, on that which separates a teacher preparing the environment and a student working in it.

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The University Consortium for Catholic Education (UCCE): A Response to Sustain and Strengthen Catholic Education

Journal of Catholic Education ◽

10.15365/joce.1003052013 ◽

2007 ◽

Vol 10 (3) ◽

Author(s):

Paige A Smith

Keyword(s):

Catholic Education ◽

The University ◽

University Consortium

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TEORI KECERDASAN, PENDIDIKAN ANAK, DAN KOMUNIKASI DALAM KELUARGA

KOMUNIKA Jurnal Dakwah dan Komunikasi ◽

10.24090/komunika.v6i1.337 ◽

1970 ◽

Vol 6 (1) ◽

Author(s):

Muskinul Fuad

Keyword(s):

Multiple Intelligences ◽

Educational Activity ◽

Howard Gardner ◽

Human Beings ◽

Brain Functions ◽

Starting Point ◽

The Family ◽

Education Today ◽

The Brain ◽

Spatial Logics

The education system in Indonesia emphasize on academic intelligence, whichincludes only two or three aspects, more than on the other aspects of intelligence. For thatreason, many children who are not good at academic intelligence, but have good potentials inother aspects of intelligence, do not develop optimally. They are often considered and labeledas "stupid children" by the existing system. This phenomenon is on the contrary to the theoryof multiple intelligences proposed by Howard Gardner, who argues that intelligence is theability to solve various problems in life and produce products or services that are useful invarious aspects of life.Human intelligence is a combination of various general and specific abilities. Thistheory is different from the concept of IQ (intelligence quotient) that involves only languageskills, mathematical, and spatial logics. According to Gardner, there are nine aspects ofintelligence and its potential indicators to be developed by each child born without a braindefect. What Gardner suggested can be considered as a starting point to a perspective thatevery child has a unique individual intelligence. Parents have to treat and educate theirchildren proportionally and equitably. This treatment will lead to a pattern of education that isfriendly to the brain and to the plurality of children’s potential.More than the above points, the notion that multiple intelligences do not just comefrom the brain needs to be followed. Humans actually have different immaterial (spiritual)aspects that do not refer to brain functions. The belief in spiritual aspects and its potentialsmeans that human beings have various capacities and they differ from physical capacities.This is what needs to be addressed from the perspective of education today. The philosophyand perspective on education of the educators, education stakeholders, and especially parents,are the first major issue to be addressed. With this step, every educational activity andcommunication within the family is expected to develop every aspect of children'sintelligence, especially the spiritual intelligence.

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Effective instructional design for value dominant education in Malaysian public universities

Social and Management Research Journal ◽

10.24191/smrj.v5i2.5160 ◽

2008 ◽

Vol 5 (2) ◽

pp. 61

Author(s):

MOHD NOR MAMAT ◽

Fattawi Mokhtar

Keyword(s):

Instructional Design ◽

Environmental Ethics ◽

Holistic Education ◽

Environmental Attitude ◽

National Education ◽

Instructional Activities ◽

Attitude Test ◽

Ethics Course ◽

Education Today ◽

Document Review

Education is an important medium to ensure sustainability of human civilization. Holistic education must contain three main objectives to be achieved; cognitive, psychomotor and affective domains which involve knowledge transfer, skill enhancement and value or attitude inculcation. Our national education today regardless in primary, secondary or tertiary level seems to be more on producing graduates with knowledge and skill, but not much on value as major. This doesn't mean that value-education should be dominant in educational curriculum but it could be dominant within specific value dominant courses. Ethics or moral courses are among value-dominant courses that must prioritize value or attitude effects as main objectives. This needs different and specific instructional design (ID) in which value become major objectives in learning outcomes, activities, evaluation and etc. The study selected environmental ethics course as a case study. The study has recognized unique instructional activities for three different groups in UiTM A, UiTM B and UPSI (n=108). ID also includes learning objectives, learning object and content itself, other than instructional activities. All these have been identified using document review and interviews. The effects of environmental attitude (EA) have been measured using New Environmental Paradigm (NEP) which is endorsed by UNESCO and Behaviour-based Environmental Attitude Test by F J. Kaiser (2007) at the end of the semester to identify the effects of environmental paradigm and attitude. In this study, the result ofEA would be correlated with the different unique objectives, contents and activities to recognize the best ID for producing value effects, which is the environmental attitude. This led to few main findings as the best practices; religious elements, practical contents and environmental-related activities which have affected much on student's paradigm and attitude towards environment.

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