Seminar Internasional National Character Building and Sustainable Development ( jum'at 27 mei 2011 )

Seminar ini diadakan pada auditorium gedung utama lt.3 Universitas Tarumanagara.
Acara yang berbasis internasional ini menggunakan bahasa Inggris pada seluruh sesi seminar. 


Seminar ini menayangkan berbagai slide. Berikut isi dari slide yang ditampilkan saat seminar berlangsung.

National Character Building and Sustainable Development

Character Education

• Character education is theintentional effort to develop in youngpeople core ethical and performance values that are widely affirmed accross all cultures.
• Character education must include all stakeholders in a school community and must permeate school climate and curriculum.

Core Values - Character

• Core ethical values are caring, honesty, fairness, responsibility and respect for self and others.
• Performance values include dilligence, best effort, perseverance, critical thinking, and positive attitude.
• A holistic approach to character development therefore seeks to develop the cognitive emotional and behavioral dispositions required to do the right thing and do one's best work.

Fokus Pembangunan Pendidikan Tahun 2010-2014

Pembangunan pendidikan diarahkan untuk menghasilkan insan Indonesia cerdas dan kompetitif melalui peningkatan ketersediaan, keterjangkauan, kualitas, dan televansi, kesetaraan dan kepastian memperoleh layanan pendidikan. 

5 Prioritas Program

(5) Peningkatan akses dan daya saing pendidikan tinggi

(4) Peningkatan akses dan relevansi pendidikan menengah dan vokasi

(3) Peningkatan kualitas dan kesejahteraan pendidikan dan tenaga pendidikan

(2) Penuntasan pendidikan dasar sembilan tahun yang bermutu

(1) Peningkatan akses dan mutu PAUD

Character Building - Education

Proses pembudayaan dan pemberdayaan intervensi


School based Education Character

Objectives

• To develop the cognitive, emotional, and behavioral aspects of their character, students need many and varied opportunities to grapple with real-life challenges.
• Through repeated experiences and reflection, student develop appreciation for and commitment to acting on their ethical and performance values.
• Student learn to care about core values by developing empathy skills, forming caring relationships, developing good work habits, taking on meaningful responsibilities, helping to create community, and reflecting in life experience.
• They develop an increasingly refined understanding of the core ethical and performance values, a deeper commitment to living according to those values, and stronger capacity and tendency to behave in accordance with them.
• To develop the cognitive, emotional, and behavioral aspects of their character, students need many and varied opportunities to grapple with real-life challenges.
• Through repeated experiences and reflection, students develop appreciation for and commitment to acting on their ethical and performance values.

The Role of School Teacher

• Students are better able to do their best work and gain greater autonomy, competence, and self-confidence when teachers promote moral and performance values such as academic integrity, intellectual curiosity, critical thinking and diligence.
• Teachers should highlight models of excellence and ethics and promote social-emotional skills such as self awareness and self-management and ethical decision-making.

Basic Principles

• Wisdom is good judgment that enables us to make reasoned decisions that are both good for us and good for others.
• Justice means respecting the right of all persons, including ourselves, it includes honesty, respect, responsibility and tolerance.
• Love is the willingness to sacrificefor the sake of other -  empathy, compassion, kindness, generosity, service, loyalty, patriotism, and forgiveness.
• Intergrity is adhering to moral principle, keeping our word, and standing up for what we believe. Integrity is different from honesty, which tells the truth to others, integrity is telling the truth to onself.
• Positive hardwork - enthusiasm, flexibility, initiative, diligence, goal-setting, and sense of humor.

Education for Sustainable Development

• Education plays crucial role for (a) poverty reduction, (b) health, and (c) environmental sustainability.
• The biggest challenge is how to ensure that the future generation are truly care on environment  sustainability and maintain strong character.

"If wealth is lost, nothing is lost.

If health is lost, something is

lost. But, if character is lost,

everything is lost."

                     --------------------------------------------------------------------------------

1st speaker oleh Dr. Mee Young Choi dari Korea (ESD Team Leader/Programme Specialist in Education UNESCO Office, Jakarta).

Beliau mempresentasikan tentang :

Learning For Changes :

Education for Sustainable Development

"National Character Building and Sustainable Development "

Universal Peace Federation & Universitas Tarumanagara

The United Nations Decade of Education for Sustainable Development (2005-2014)

(In 2000)

From the Johannes Summit, the DESD was proclaimed by the UN General Assembly as the ten-year period education action beginning on 1 January 2005

(In 2003)

UNESCO was desaignated as a key partner in defining and promoting the environmental perspectives of ESD and coordinating environmental lobbying.

(In 2005)

DESD seeks to integrate of sustainable development into all aspects of education and learning, in order to address the social, economic, cultural and environmental problems we face in the 21st century.

"Education for Sustuinable Development (ESD) is a learning process (or approach to teaching) based on the ideals and principles that underlie sustainability and is concerned with all levels and types of learning to provide quality education and foster sustainable human development - learning to know, learning to be, learning to live together, learning to do and learning to transform oneself and society. (UNESCO)* 

ESD-related Key Events

1972

UN Conference on Human environment

1975

UNEP/IEEP founded. The Belgrade Charter published.

1977

1st Intergovermental Conference at Tibilisi. Tibilisi Declaration

1980

IUCN/UNEP published The World Conservation Strategy

1987

Our Common Future(the Brutland Report) Published by WECED

1991

Caring for the Earth : A Strategy for Sustainable Living published

1992

UN Conference on Environment and Development at Rio de Janeiro. The Earth Summit held.

2002

UN Conference at Johannesburg, South Africa. "Education for Sustainability-From Rio to Johannesburg" UNESCO adopted

2009

Bonn Declaration at UNESCO World Conference in Bonn, Germany

2014

UNESCO Final Meeting -- expected in Tokyo

The Priorities of ESD within Education Parameter (DESD Themes)

Gender Quality

Health Promotion

Peace and Human Security

Environment : Water, Climate Change,
Blodiversity, Disaster Prevention

Rural Development

Sustainable Urbanization

Sustainable Consumption

Cultural Diversity

The DESD at a Glance

What is Sustainable Development, and how can we make it happen?

• Fostering peace
• Fighting against global warming
• Reducing North/South inequalities and fighting against poverty
• Fighting against the marginalization of women and girls
• SD means having a different vision pf the world

Why a DESD?

• Education is a motor of change

What we expect from the Decade?

• The decade will contribute to enabling citizens to face the challenges of the present and future and leaders to make relevant decisions for alviable world.

How? (Priority Actions of DESD)

• Promoting and improving quality education
• Reorienting existing education to address SD
• Building public understanding and awareness
• Providing practical training

What are the challenges?

• Going beyond environmental education to reach SD
• Drawing up an inventory of what exists for the Decade
• Mobilizing the media
• Establishing partnership and creating synergies among
• Establishing partnerships and creating synergies among the initiatives and programmes

Why do we need ESD?

Six goals of EFA and contributions to ESD

How ESD Contributes to the MDGs?

Education and learning goals of the MDGs ---->
Knowledge of MDGs issues -------------------->
Political leadership and governance ----------->
Women's empowerment and competence ----->             MDGs
Knowledge and action competence
for natural resource management -------------->
Critical thinking and evaluation skills ----------->
Corporate sector to promote sustainable
production and consumption -------------------->


ESD at Global Level

POLICIES

• advocacy and vision-building
• consultation and ownership
• partnership and networks
• capacity-building and training
• research and innovation
• information and communication technologies (ICTs)
• monitoring and evaluation

STRATEGIES

• provide a situational analysis of key
• sustainable development issus and their relevance to education, training and public awareness
• identify key stakeholders involved in ESD
• develop country-based goals and strategies for ESD
• identify lead agents and an implementation mechanism (including roles and budgets)
• establish a multi-stakeholder forum or committee to steer implementation, and
• establish a monitoring and evaluation system to ensure continuous improvements

Learning for Change : UNESCO Asia-Pacific ESD Strategy (2005-2015)

Vision

• Every person in the Asia-Pacific region learns how to acquire and adapt their knowledge and behaviour to contribute to change for a sustainable future and take responsibility for their actions in consideration of others.

Mission

•  To develop partnerships and synergies with a variety of partners through all forms of quality learning to empower individuals to make informed, appropriate decisions our future.

Five Cluster Countries


National Sustainable Development Priorities in Five Cluster Countries

Brunei Darussalam

• Solid waste management
• Environmental awareness
• Energy efficiency and conservation
• Health (Anti Smoking)
• Food Security

Malaysia

• Sustainable agriculture
• De-forestation
• School dropouts 
• Unemployment
• Nation building (national solidarity)

Indonesia

• Energy efficiency
• Disaster preparedness
• literacy
• Vocational education training
• Intercultural understanding

Phillipines 

• Climate change
• Literacy
• Good governance
• Powery
• Peace and human development

Timor Leste

• Literacy
• Unemployment
• Limited opportunities/skills
• Food security
• Governance (very centralized)
• Regional Disparities (urban-rural, upland, lowland)

Future Directions

Regional in Asia-Pacific

• Enchancing synergies with different education to strengthen ESD partnership
• Developing and strengthening capacities for ESD
• Building, sharing and applying ESD related knowledge
• Advocating for ESD and increasing awareness as well as understanding of sustainability

In 5 Cluster Countries

• Developing Green School Program
• Integrating ESD in education system
• Developing National ESD Monitoring System

Major Concepts of Green School Programme

For students, community and all the stakeholders, both internal and external, to :

• Increase awareness and all the understanding of the fundamental interrelationships and interdependencies between natural and human systems
• Foster awareness of and concern about economic, social, and ecological interdependence
• Increase the capability of understanding and making decisions about key issues affecting the individual, society, and the environment, and
• Demonstrate the principles of sustainability in the school's operation, decision-making practices, and its attitude and responsibility towards the community

"Our problems are solvable, but as we try to

solve them, we will hear a million nos. No, we

need to change; no, we cannot change; no, we

must prepare for war; no, we cannot risk making

peace, Yet after that final now will come a yes

(Sachs, 2008: 313)"

For further information, Please contact :

Tel: +62 21 7399818 Ext. 836

Fax: +62 21 7279 6489

E-mail: ESDjakarta@unesco.org

www.unesco.org/jakarta
                     --------------------------------------------------------------------------------

2nd speaker oleh Mrs. Ursula McLackland (Regional Secretary General, UPF Asia)

Beliau mempresentasikan tentang :

Character Education as Foundation for Good Leadership, Communication & Nation-Building

Technological Advances & Development

Family in Crisis

• Spouse and chile abuse
• Infidelity
• Divorce

  

Youth in Crisis

• Sex
• Drugs
• STDs
• Crime

  

Strongest Influences on Students

1950                          1990

1. Home                  1. Peers  

2. School                 2. TV     

3. Religion                       

                              3. Home   

4. Peers                  4. School  

5. TV                      5. Religion

Two Dimensions of a Human Being

 ------------->

Mind                         Body

 <-------------

Two Dimensions of Value

Mind - Truth

         - Beauty    ---->    Inner     ---->

         - Goodness       Satisfaction

         - Love

             |  |                                               Happiness  

Body - Food

         - Shelter    ---->   Physical  ---->

         - Wealth             Well-being

         - Comfort

Two Dimensions of Education

• Truth
• Beauty     ---->     Education for
• Goodness               Character
• Love

                                     |      |

• Food
• Shelter
• Wealth     ---->     Education for
• Comfort                    Career

 "Education has had two great goals: To

help young people to become smart and ...

become good. "

Source: Thomas Lickona, Educating for Character

Character Education Based on Universal Values

Universal Values

• Eastern -  Western
• Spiritual - Traditional
• Contemporary Material

Moral Goals of Education

1. Mature character
2. Loving relationships & family
3. Contribution to society

Good Character

Disposition to right conduct

• Attitudes & habits
• FOr loving others

Heart - Core of Character

Character ---- Heart ----> True Love

Cultivation of the Heart

• Experiences of love
• Moral examples
• Practice of caring

Moral Goal - Mature Character

• Loving heart
• Self-control
• Loves for others
• Words = Deeds

First Dimension of Education

                                                    
                                                            

Cultivation of the Heart  ---->   Mature

                                                    Character

Education in Norms

• Training in proper behavior
• Rules and responsibilities
• For respect & harmony

Education for Character - Balances Love & Rules

  

------->

Love                    Rules

<-------

Moral Goal : Loving Relationships & Good Communication

• Strong marriages
• Effective parenting
• Ethical practice
• Living for higher purpose

Second Dimension of Education

                                               

                    Education in               ---->     Loving Relationships 

              Norms                                          & Family

              Cultivation of the Heart      

Education for Mastery

• Academic education
• Technical Education
• Education in the arts, sports

Mastery Involves Moral Standarts

• Business Ethics
• Work Ethics
• Environmental Ethics

Mastery Involves Concern for the Environment

Moral Goal - Contribution to Society

•  Technical acheivement
• Community service
• Sustainable development

Third Dimension of Education

                                  Education    ---->  Contribution

                                 for Mastery             to society...

                                Education in      

                                    Norms          

                        Cultivation of the Heart

Problem of Modern Education

                                   Education           

                                  for Mastery          
                                   Education       

                                   in Norms        

                                  Cultivation    

                                 of the Heart   

Balanced Education

                                   Education     

                                  for Mastery   

                                  Education        

                                   in Norms        

                         Cultivation of the Heart

Partners in Education

                                        Home                                      

               School                                    Community         

                     --------------------------------------------------------------------------------

Sesi 2

                     --------------------------------------------------------------------------------

Pembicara selanjutnya, yaitu the 3rd speaker, oleh Ibu Multamia RMT Lauder. Di presentasikan dengan menggunakan bahasa Indonesia tentang :

Model Pendidikan Pengembangan
Kepribadian Terintegrasi di
Universitas  Indonesia

SK DIKTI NO 43/DIKTI/Kep/2006

• Rambu-rambu Pelaksanaan Kelompok MataKuliah Pengembangan Kepribadian di Perguruaan Tinggi

• Pendidikan Agama
• Pendidikan Kewarganegaraan
• Substansi kajian untuk Bahasa Indonesia

SK Mendiknas RI no 045/U/2002

• Pasal 2 ayat 2: Elemen-elemen kompetensi terdiri atas:

•  Landasan kepribadian
• Penguasaan ilmu dan keterampilan
• Kemampuan berkarya
• Sikap dan perilaku dalam berkarya menurut tingkat
• Keahlian berdasarkan ilmu dan keterampilan yang dikuasai
• Pemahaman kaidah berkehidupan bermasyarakat sesuai dengan pilihan keahlian dalam berkarya

Dasar Pendidikan Pengembangan Kepribadian

• Liberal Arts

• Studies in a college or university intended to provide general knowledge and develop intellectual capacities.

• 4 Pillars of Education

• Learning to know
• Learning to do
• Learning to live together
• Learning to be

Rancangan Pendidikan Pengembangan Kepribadian

• Liberal Arts-like UI = PPK 

      Melalui PPK mahasiswa berlatih dan mengembangkan:

• Kecakapan belajar (learning skills)
• Berpikir (thinking skills)
• Menyelesaikan masalah (problem solving skills)
• Bekerja sama dalam kelompok (teamwork skills)
• Komunikasi (communication skills)
• Teknologi informasi (IT and search skills)

Sasaran Kompetensi

• Memiliki kemampuan dalam berpikir secara kritis dan kreatif
• Memiliki keingintahuan intelektual
• Memiliki keterampilan dalam memecahkan masalah
• Memiliki kemampuan bekerja dalam kelompok dan berkomunikasi secara efektif
• Memiliki integritas dan kesadaran, serta bersikap sesuai etika profesi
• Memiliki kepedulian terhadap masalah yang terjadi di dalam masyarakat, bangsa dan negara dilandasi takwa, budi pekerti dan etika
• Memiliki keterampilan dalam menggunakan teknologi informasi dan komunikasi dalam proses pembelajaran
• Memiliki keterampilan dalam menggunakan bahasa Indonesia dan bahasa Inggris baik dalam kegiatan akademis maupun non akademis
• Memiliki kemampuan untuk mengidentifikasi, menilai dan mengolah informasi
• Memiliki kemampuan dalam menikmati serta mengemangkan minat dalam seni/olah raga

Tahap Implementasi Rancangan PPK

• Implementasi ujicoba diadakan bertahap (3 kali pengujian)
• 2002 Pertama kali dicobakan, di 3 fakultas
• Psikologi, ilmu komputer, ilmu keperawatan,

•  2003 Dilaksanakan di 6 fakultas
• Psikologi, ilmu komputer, ilmu keperawatan, kedokteran gigi, hukum, dan teknik sipil

• 2004 Diadakan Orientasi Belajar Mahasiswa  (OBM)
• Berisi basic learning skills sepanjang PPK
• Diadakan 20 hari sebelum kuliah berjalan

• 2005 Hingga sekarang implementasi penuh di semua fakultas di UI

 

Sasaran Pembelajaran MPK Terintegrasi

• Mampu menganalisis topik serta pemicu dengan menggunakan kerangka teori pada pokok bahasan Logika, Filsafat Ilmu dan Pancasila, berlatar belakang akhlak dan budi pekerti, masyarakat, bangsa, budaya dan lingkungan hidup di Indonesia.
• Mampu menjabarkan nilai-nilai akademik dan nilai-nilai yang dianut bangsa Indonesia dari berbagai kemajemukan persepsi Manusia dan budaya.
•  Mampu memecahkan permasalahan yang ada di masyarakat dengan menerapkan langkah-langkah belajar secara aktif, dan mampu menggunakan teknologi informasi.
• Mampu menggunakan bahasa Indonesia dengan baik dan benar diskusi, presentasi, maupun dalam bentuk tulisan ilmiah.

Konten MPK Terintegrasi

• Logika, Filsafat Ilmu, dan Pancasila
• Filsafat
• Logika
• Etika
• Ideologi
• Pancasila dari perspektif keilmuan
• UUD 1945

•  Manusia, Akhlak, budi pekerti dan Masyarakat
• Manusia sebagai makhluk individual, sosial & budaya
• Akhlak dan budi pekerti
• Nilai-nilai akhlak dan budi pekerti
• Fungsi akhlak dan budi pekerti
• Penerapan akhlak dan budi pekerti
• Norma sosial dan hukum
• Masyarakat dan multikulturalisme

• Bangsa, Negara, dan Lingkungan Hidup
• Kewarganegaraan Indonesia
• Negara hukum dan konstitusi
• Negara dan sistem politik
• Wilayah sebagai ruang hidup
• Sumber daya alam dan lingkungan
• Keanekaragaman hayati dan konservasi

Konten MPK Bahasa Indonesia

• Laras ilmiah dan ragam bahasa
• Topik dan tesis
• Penyajian lisan
• Kerangka tulisan
• Paragraf
• Pengembangan paragraf
• Ringkasan, ikhtisar, Abstrak
• Membaca kritis
• Sintesis
• Kutipan dan sistem rujukan
• Format makalah ilmiah

Konten MPKT Agama

• Makna dan definisi agama

• Makna dan definisi agama yang berlaku dalam wacana keilmuan dan teologi
• Makna dan definisi agama dalam tradisi filsafat dan antropologi

• Sejarah dan asal-usul agama

• Kajian historis-sosiologis, sejak kapan
• Proses sebuah agama muncul dalam sejarah

• Kajian dimensi-dimensi pokok agama

• Dimensi Ketuhanan
• Dimensi Keselamatan
• Dimensi etika sosial

•  Dimensi Sosial Keagamaa

• Potensi apa yang bisa disumbangkan oleh agama dan oleh para pemeluknya dalam rangka memajukan bangsa dan masyarakat

• Agama dan Negara

• Hubungan antara agama dan negara aau agama dan politik

• Hubungan antaragama

• Pada level nasional maupun internasional, wacana, diskusi, penelitian, dan seminar mengenai hubungan antar agama semakin banyak
• Aspek ajaran yang bisa menjembatani perbedaan dan konflik anatr pemeluk agama tanpa mengorbankan prinsip iman yang dianutnya

Konten MPK Bahasa Inggris

• Language Learning Skills
• Reading
• Structure
• Writing
• Speaking
• Listening
• Exstensive reading

Konten MPK Seni

• Nilai-nilai:

• Kreativitas
• Komunikasi
• Manajemen diri (emosi)
• Apresiasi estetika (alam, budaya, sejarah)

• Melalui cabang-cabang seni rupa dan seni pertunjukan:

• Seni Lukis                 Seni Wayang
• Seni Kaligrafi            Seni FIlm
• Seni Fotografi           Seni Teater
• Seni Komik               Seni Karawitan Jawa
• Seni Bat                   Seni Karawitan dan Tari Bali

Konten MPK Olahraga

• Nilai-nilai:
• Sportivitas
• Kerja kelompok
• Tekun
• Tidak putus asa
• Semangat menjadi juara

• Melalui cabang-cabang olahraga
• Bulutangkis
• Sepakbola
• Bola Voli
• Bola Basket
• Tenis
• Tenis Meja
• Futsal
• Softball

Kesinambungan

• Di awal, mahasiswa baru mendapatkan pendidikan pengembangan kepribadian terintegrasi 'soft skills'
• Di tengah, mahasiswa kuliah di program studi masing-masing
• Di akhir, mahasiswa mengikuti kuliah kerja nyata (K2N) di pulau-pulau terluar/terpencil untuk menerapkan ilmu dan pengetahuan 'soft skills'

Hasil Evaluasi

• Mahasiswa yang mendapatkan pendidikan pengembangan kepribadian terintegrasi:
• Lebih aktif
• Lebih mandiri
• Lebih mampu mencari solusi
• Lebih kooperatif
• Lebih berprestasi
• (Jumlah lulusan yang mendapatkan predikat cum laude cenderung meningkat dari tahun ke tahun)

                     --------------------------------------------------------------------------------

4th speaker oleh Dra. Suzy S. Azeharie, M.A., M.Phil (Dosen Fakultas Ilmu Komunikasi Universitas Tarumanagara). Beliau mempresentasikan tentang :

Underlining the Construction of

Leadership Through Gender

Perspective

A leader means

                       Someone who leads

Peter F Drucker

• There is no a good country or bad country
• Only a good leader or a bad leader

Leadership

• Tend to think straight away that it is "man"
• Very unlikely we refer the word to a woman

Can be explained from different perspectives

• Religion
• It is disseminate from one generation to other
• They syncretism between culture and religion become apparent in some traditional wedding ceremony

Stepping on egg

• Symbol of what?
• Implies of?

The Goverment rules and policies

• Marriage Law Number 1/1974
• "Women Organization"
• The strengthen of what?

Education

The Impact

• The impact can be seen from the data followed:
• Every year 15.000 mother died when delivering babies
• Indonesian MMR is the highest --> 228/100.000

It has some to do with the destiny discourse

• What is woman's destiny?
• And what is man's destiny?

MP's

• Not more than 18% women are MP's
• Sweden ---> 42%
• The Netherlands ---> 36%

How are we going to achieve the development growth?

While in fact :

• Half of the country's population is left behind?
• 39% of women do not graduate from elementary school
• 13% graduate from Junior High
• 51% works in informal sector

The desconstraction 

• The society is patriarch
• Very rigid in dividing public and domestic domain
• Thus women are positioned not as a leader therefore away from the temptation of corruption ---> many of the strategic position is given to men

UNDP research

• To reform bureaucratic structure in Peru, would needed 30% of women in bureucratic structure. They are expected to stand up and fight against corruption

                     --------------------------------------------------------------------------------

And the last speaker oleh  David McLackland (Director of Education UPF, Indonesia).
Beliau mempresentasikan tentang :

The Character Education Initiative

International Leadership Conference

A Project of the

Universal Peace Federation

UNESCO : Learning the way of

Peace

"Peace education...is basically a

character building intervention."

If we want peace, we must

educate for character

Principles of Peace-building

We are one human family created by an Ultimate Reality
The highest qualities of the human being are spiritual and moral
The family is the school of love and peace
Altruism--living for the sake of others--is the central virtue
peace come through cooperation

Character Education = Instilling

Virtues that Lead to Peace

"Character education is the deliberate effort

to help people understand, care about,

and act upon core ethical values."

Dr. Thomas Lickona 

Educating for Character

Educating the "Head, Heart, Hand"

Drs. Kevin Ryan and Thomas Lickona

• To know the good

• To care about me

•  To do the good

Alienation from Traditional Values

Leads to Alienation of Youth from Society

Rising Youth Violence and Crime

Alcohol Abuse

Drug Abuse

 

There Is an Explosion of Moral Problems in Society

Divorce

Pre-marital sex

Unwholesome Media and Entertainment Influences

Movie Love - An Overwhelming Feeling

• Comes out of the sky
• Just happens to two lucky people
• The basis for marriage
• "Chemistry" who glimpse one another across a crowded room. Is this sort of feeling a sound basis for the lifelong commitment of marriage?

Psychological Harm from Premarital Sex

• Heartbreak & regret
• Guilt & shame
• Stunted development
• Fear of commitment

Character Education -- A Traditional Part of Education

• Since Plato, educators have accepted moral instruction of the young as part of their educational mission.

• Character education as being the most important part of what a teacher does for a student and what the parents expect of the teacher. Many institutions of higher learning were founded with the express purpose of producing virtuous citizens.

Theodore Roosevelt

26th President of the US

  "To educate a

man in mind and

not morals is to

educate a

menace to

society"

The Family Is the

First School of Love and Peace

Altruism--to live for the sake of others--

is the virtue of virtues, encompassing

all the others

"The greater our

material power, the

greater our need for

spiritual insight and

virtue."

Arnold Toynbee,

British historian,

Civilization on

Trial

YOUTH LEADERSHIP TRAINING

SMK Muhammadiyah 3 Students

YOUTH AMBASSADOR FOR PEACE MEETING

College Programs 

FIKOM, UNTAR

TOT - Teacher Training

"The Need to Educate for Character"

Trisakti University

Faculty of Information

Technology, UKRIDA

"Creating a Culture of Peace"

University of Al Azhar Indonesia

ITBK

(Institute Teknologi & Bisnis Kalbe)
 Character Education presentation

Character Education Program

In Schools

SMPN 83

SMAN 23

UPF's Discovering the Real Me

Character Education Curriculum

• Teaches character through the power of story
• Age-appropriate books, covering ages 5-18
• For use in homes, schools, and community venues

SMKN 37

TOT - TEACHERS TRAINING

How can I help the work of UPF?

• Be an active ambassador for Peace
• Invest in at least one area of focus--
• Service
• Education
• Peace Initiatives
• Subscribe to UPF today
• Write for out magazines and websites
• Visit the UPF website
• Expand the AFP network
• ...

Contact UPF :

Tel : 08716501951

E-mail : davidmclackland@yahoo.in

Website : www.upf.org
Alamat : Jalan Gedong Baru Tengah, No. 21B
             Tomang, Jakarta 11440
             Indonesia