에리히 프롬의 규범적 인본주의와 사회교육의 기준

Personality and social character relate to good and bad human behavior. Personality and social character are the basis for knowing oneself which can help a person to control his desires, protect himself from deviant behavior and direct his life towards goodness and harmony in behavior. The phenomenon of the emergence of various personality deviations and social characters among the younger generation is a problem that must be resolved immediately because it will lead to disharmony in the life of society and the nation. Pesantren is an educational institution that can be a solution to solving moral problems that occur. The education held at the pesantren is very relevant in developing the personality and social character of students so that they become Islamic individuals. The purpose of this study was to determine the planning, implementation, and results of personality development and social character through habituation at Nurul Amal Ciamis Islamic Boarding School. This research uses a qualitative approach. Data collection techniques are carried out through interviews, observation, and documentation. The validity of the data in this study used triangulation techniques. The data analysis technique used is descriptive narrative. Data collection procedures use data reduction techniques, data presentation, and conclusions. The results of this study indicate that the planning for the development of the personality and social character of students through habituation at the Nurul Amal Islamic Boarding School through the creation of curricula, program activities, preparation of teaching human resources, and the availability of supporting infrastructure. The implementation of personality and social character development is carried out by asatidz and asatidzah with habituation through annual, semester, monthly, daily and spontaneous programs. The personalities of students that are formed are the correct faith, correct worship, morality, independence, broad insight, in good health, regular in matters, guarding time, fighting lust, and beneficial to others. Meanwhile, the social characters that are formed are social care, environmental care, tolerance, communication, and responsibility.

This paper explores Erich Fromm’s significant scientific contribution through his development of a theory and method that elucidates the representation of society within the individual through their psychic structure formation, termed the “social character.” Initially, an outline of Fromm’s theory and methodology is presented, highlighting his insights into the formation of various social characters and examining their alienating and pathogenic impacts as “socially patterned defects.” Using the example of the authoritarian character conceived by Fromm, it is relatively easy to understand from a historical distance what the “socially patterned defects” consist of and how a humanistic transformation ought to look. This will be illustrated in a second part. Since the formation of social character is time-related, the third part uses Fromm’s theory and method to analyze the effects of the digital revolution on the formation of social character. The “ego-oriented social character” I have identified distinguishes itself from both the marketing character and narcissistic social character formations. This is reflected last but not least in the “socially patterned defects” of a pronounced ego weakness, which will be discussed in conclusion.

This research produces a social character education concept based on the Koran, and reveals a form of character education theory called social humanism, theomorphic character education theory, which is a theory that describes the existence of education for human social characters that cannot be separated from God's guidance in Al-Qur'an, namely educating human social character such as: 1. التدارج / do gradually which continues to increase continuously, 2. تعارف / know each other; 3. تفاهم / understand each other; 4. تعاون / participate each other; 5. تكافل / support each other; 6. تسامح / tolerance; 7. تام / positive thinking and humans are given the opportunity to follow it with all the consequences in every activity of life. In addition, this study also concludes that the essence of character education in Indonesia, especially in the 2013 education curriculum (kurtilas), is to educate religious character, love for the country, intellectuality, and reveal that it contains social characters. This research is equipped with an implementation model as a medium of delivery to students which is called the "Social Piety" model. This qualitative research also uses the method of interpretation of the Koran - the method of interpretation of Al-Maudhu'i -, both methods are used to observe letters and verses of the Koran which contain social characters, then visualize them in various ways. form figures and tables

This study aims to describe the inculcation of social care character values ​​in students at the private elementary school Iqra Tuah Sakato Muara Bulian. This research is a qualitative descriptive study. The study conducted observations, interviews and documentation with research subjects, namely teachers and students. In this study, researchers will focus on how the mechanism of the inculcation of the value of social care characters in learning, what factors influence the social care character of students, and what are the impacts. Data analysis uses data reduction, data presentation and drawing conclusions. The results showed that the implementation of social care character education was carried out by the teacher giving an example in the form of a direct example, the teacher also gave a spontaneous planting rebuking students who were ignorant with their friends

Research objectives: (a) find the design of learning based on the planting of social entrepreneurship character in current The Center for Community Learning Activities (PKBM); and (b) formulate a proper conceptual design in the planting-based learning of social entrepreneurship characters in PKBM. Data collection is done through interviews, and observations. This research procedure follows the flow of literature studies, field foil, and design formulation. Research findings show: (a) The empirical design of learning based on the planting of social entrepreneurship characters conducted by administering life proficiency skills through regular theoretical learning activities conducted by all Tutors, and not involving business actors; and (b) while the design (conceptual) is suggested in the planting-based learning of social entrepreneurship character following the flow of theory and practice, technical assistance, giving life skills and internship programs with involving actors Efforts began to plan, implement, and evaluate, as well as mentoring business management aspects, marketing, and business funding.

Currently, juvenile delinquency cases have penetrated the digital realm. It was cyberbullying on social media. It demonstrates that character education is not being implemented optimally. According to preliminary observations, the Adit Sopo Jarwo series contains good character values that align with national education goals. The main objective of this study is to determine the importance of independent character education and social responsibility in the animated series Adit Sopo Jarwo, as well as its relevance to Civics material at the elementary school level. It is a library research study that employs documentation data collection techniques. The data of this study was scripts or dialogues between actors that indicate the values of independent and social responsibility characters in the Adit Sopo Jarwo serial. According to the study, the Adit Sopo Jarwo series contains independent character education and social responsibility. Data analysis revealed ten values of independent character and eleven values of social responsibility character education. The values ​​of independence and social responsibility character contained in the Adit Sopo Jarwo series have relevance to elementary school Civics material. It is in grade III, theme 8, sub-theme 2; grade V, theme 2, sub-theme 1; grade III, theme 3, sub-theme 2; and grade IV, theme 7, sub-theme 1.

Dynamic social interaction networks are an important abstraction to model time-stamped social interactions such as eye contact, speaking and listening between people. These networks typically contain informative while subtle patterns that reflect people’s social characters and relationship, and therefore attract the attentions of a lot of social scientists and computer scientists. Previous approaches on extracting those patterns primarily rely on sophisticated expert knowledge of psychology and social science, and the obtained features are often overly task-specific. More generic models based on representation learning of dynamic networks may be applied, but the unique properties of social interactions cause severe model mismatch and degenerate the quality of the obtained representations. Here we fill this gap by proposing a novel framework, termed TEmporal network-DIffusion Convolutional networks (TEDIC), for generic representation learning on dynamic social interaction networks. We make TEDIC a good fit by designing two components: 1) Adopt diffusion of node attributes over a combination of the original network and its complement to capture long-hop interactive patterns embedded in the behaviors of people making or avoiding contact; 2) Leverage temporal convolution networks with hierarchical set-pooling operation to flexibly extract patterns from different-length interactions scattered over a long time span. The design also endows TEDIC with certain self-explaining power. We evaluate TEDIC over five real datasets for four different social character prediction tasks including deception detection, dominance identification, nervousness detection and community detection. TEDIC not only consistently outperforms previous SOTA’s, but also provides two important pieces of social insight. In addition, it exhibits favorable societal characteristics by remaining unbiased to people from different regions. Our project website is: http://snap.stanford.edu/tedic/.

What sort of social character has Japanese city? Recent Urban Sociology doesn't try to ask such a total question. Rather, resent study has been made some progress by analyzing micro urban phenomenon. Among these situations, district group has been center of urban study. Especially the research of “Chonaikai” has been most concentrated. Not only has been pointed out that Chonaikai has the strong power to live itself, but also it has been said that the inclusive and territorial form of Chonaikai organization originate from Japanese Culture.On the other hand, adjacent sciences, like Economics, Politics, Law and History have made it clear that the centralized authority of Japan has decisive effect on the formation of the social characters of city.I should like to find out social character of Japanese cities, connecting relatively centralized authorities with Chonaikai of Macro and Micros. I will try here to show the following thing clearly : that is one of the characters of cities of our countrys, at least compared with those of European countries, have been devided to the inside of the cities by national state, as nothing but administrative unit of national state.

This research aims to explore the impact of Buddhist entrepreneurship courses in forming the social entrepreneurial character of Samanera at STAB Kertarajasa. The research method used is a qualitative approach with in-depth interview techniques and participatory observation of the novices who took the course. The research results show that Buddhist entrepreneurship courses provide a deep understanding of entrepreneurial principles based on Buddhist values, such as karma, seva, and alignment with the common good. This learning helps Samanera to develop social entrepreneurship characters, such as empathy, social sensitivity, collaboration and creativity in creating solutions to social problems. The implication of this research is the importance of integrating religious or spiritual values ​​in entrepreneurship education to form a more holistic and sustainable character in business practice.

One of the most important characters and must be implemented by students is the character of social care. The teacher has a very important role in impntation of characters in schools. This study aims to describe the role of teachers in the implementation of social care character education in elementary schools. This type of research is a qualitative research with a phenomenological type. The researchers conducted interviews and gave questionnaires to 32 primary teachers in South Sumatra Province. The results of this study indicated that the teacher instills a social care character in the classroom by integrating social care character into learning materials and becoming good role models for students. Teachers also give punishment and rewards in order to encourage and discipline students. Teachers and schools have also carried out various activities to instill social care in students. It has also received support from many parents of students. To make social caring character education run optimally, several ways can do by the teacher is that the lesson plan that is made must be considered and by the elements of education, making study contracts and further increasing parental participation in students' social activities. Keywords: Social Care Education Character, Education Character, The Role of Teacher

A PSYCHO-CULTURAL INTERPRETATION OF JUVENILE MALADJUSTMENT IN MASS SOCIETY Juvenile maladjustment in the post-industrial societies has not only augmented alarmingly but has also taken on a new dimension. The number and seriousness of offences as well as their obvious wantonness are increasing. This article is an attempt to understand the forces which engender this phenomenon. A first experiment in measuring some of the elements which constitute the moral fact is also described here. A culture conflict Maladjustment of the young in the mass society can be looked at in the perspective of a culture conflict, that is, the confrontation of morals between adult and youth in a society undergoing an historical acceleration not only of its technology but also of its institutions and culture. The dialectic, youth versus adult, is due to the fact that each group has a particular position in society which, therefore, implies different morals or different normative systems. The credo of the adult is founded upon a numerous variety of experiences marked by success or failure. This traditional morality will shift in direct proportion to the degree of evolution within the existing society. The morals of youth are founded upon its involvement in new experiences. Youth uses the technology of its era, rebels against old-fashioned morals and reformulates its ethical needs. This type of questioning leads the adult to ambiguity of values, to uncertainty of moral judgment and to a wavering in fundamental choices; it leads the young into contesting adult order, truth and conviction. The integration of youth into mass society has to be made in the light of « neotenistic » mechanisms of adjustment to innovation. It must also be examined in the light of « misoneism » — resistance to change .— as well as of stability of social relationships and institutions. The young, new citizens of a mass society and trustees of mass culture, have to cope with the institutions, ideologies, controls and rules forged by a society of production. Psycho-cultural pressures Recent social transformations have generated a new type of society known as the « mass society » which in turn has generated a « mass culture ». The interaction between culture and society creates, for the individual, new problems of adjustment which merit careful study. The relative freedom from the pressures of mechanization coincides with the increase of psycho-cultural pressures due to the means of mass communication. We require a new conceptual plan of analysis adapted to a different type of society. The theories based on culture conflicts, the concepts of subcultures and contracultures have attempted to explain these new phenomena. Today, external pressure has increased the possibility of choice for the individual. We might suggest therefore, that if the maladjustments of the past were due to the hide-bound socio-economic laws, those which characterize the mass society would be due to an extreme degree of freedom to make these numberless choices. Obligation: first foundation of morals Psycho-cultural analysis achieves its entire meaning when we study morals or the moral fact. In other words, the obligation to accomplish one act or another constitutes the main springboard for interaction within a social system. The moral fact, in its objective and subjective aspects, constitutes the core of the problem: how to explain that the very foundation of moral order is being radically and universally questioned ? To answer this, we must use an analysis of mechanisms and procedures which take precedence in internalizing moral values in different cultures. The questions asked are as follows : a) What is the content and meaning of obligation to the youth of today ? b) What is the relationship between its aspirations and those of the preceding generations ? c) Are these aspirations the same for the youth of different classes ? d) Do they then engender cultures, subcultures and contracultures ? Psycho-cultural analysis is the meeting point of questions asked by the sociology of knowledge and of socialization and by contemporary social psychology. The moral fact seems to be an integral part of the problem of man's maladjustment to the civilization he has created, and its study becomes necessary in order to find the key to certain paradoxes in the human condition. Measurement of the moral fact Psycho-cultural interpretation seeks to isolate maladjustment, regarding it essentially as a type of moral behaviour. If we accept the following postulate — adjustment or deviance results at the limit of conformity or non-conformity to values .— how do we measure this obligation ? What are the variables necessary to isolate this idea of obligation ? What are the instruments capable of measuring them ? In the context of our work, obligation is envisaged, on the one hand, as a normative system related to the position of an individual, of a collectivity or of a category of individuals, in the social structure. On the other hand, it is regarded as a physical function, representing the internal controls of the subject, who is submitted to a system of impulses and motivations. Two theories seem pertinent in explaining obligation: the theory of « moral conscience », related to subjective motivations, and the theory of « social character », related to substantive or group motivations. According to Erick Fromm (1949), every society and every social structure within the society forms the type of man it needs and transmits values, attitudes and motivations necessary for the individual to act out the role it expects him to. It accomplishes this by giving the individual a « social character » adapted to its demands and which enables the subject to behave in the manner called for by the social system. The hypothesis showing that the social character is formed by the role the individual plays in his own culture and that he reflects collective obligations individually, enables us to connect this problem of adjustment with socio-cultural controls. Thus we can suppose that the normative aspects of adolescent subcultures and contracultures, where they exist, form a social character in these young people, and so constitute a different source of orientation or obligation from that of the adult culture. This article gives an account of the construction and validity of scales of moral attitudes and of an implement capable of measuring certain aspects of the moral conscience. Their function is to isolate this idea of obligation. Five scales of moral attitudes were established and verified with the help of factoral analysis .— moral attitudes of authority, of conformity to peers, of aspiration, of hedonist anxiety and of self-evaluation. This scale discriminates between the socio-economic milieux of the working class and the leisure class and weighs the variables .— age and delinquency. If social character is the cultural counterpart of obligation, then moral conscience is the psychological counterpart. Whereas social character depends on the position of a group in the social structure, moral conscience is conditioned by interprofessional relationships. Seen in this light, moral conscience becomes a psychic function, the fruit of identification within a succession of values presented by parents, teachers and peers. Since it is almost impossible to measure moral conscience directly and experimentally by objective tests, we thought it best to measure the psychological procedures of transmission and internalization of moral values, that is, by perception and identification. The Role Construction Repertory Test of George A. Kelly (1955) seems to answer this problem because it is based on these two psychological mechanisms as well as on « role playing ». This test enables us to find out with which persons and what values adolescents identify, whether or not they are well adjusted to life in society. It also enables us, with the help of the construction analysis, to pin-point the image young people have of themselves and of those who make up their phenomenal or experimental universe. These instruments, tested on adjusted or maladjusted adolescents from different socio-economic milieux, will enable us to verify certain hypothesis resulting from psycho-cultural analysis.

В статье представлен опыт применения активных методов обучения в профессиональной подготовке бакалавров в вузе по направлению 44.03.02 «Психолого-педагогическое образование», направленность «Психология и социальная педагогика». Актуальность исследования обусловлена возрастающим интересом к использованию активных методов обучения в компетентностно-ориентированном образовательном процессе, на что указывает ряд действующих федеральных государственных образовательных стандартов высшего образования. Данный аргумент подтверждает востребованность изучения проблемы активных методов обучения как фактора повышения эффективности учебного процесса. Осуществлено теоретическое обоснование понятия активных методов обучения, описаны их виды, представлен опыт их применения в учебном процессе по направлению подготовки 44.03.02 «Психолого-педагогическое образование», направленность «Психология и социальная педагогика», что вносит определенный вклад в теорию профессиональной педагогики. Ключевые выводы: активные методы обучения ориентированы на пробуждение поисковой мыслительной активности обучающихся, усиление проявления познавательных интересов, творчества и креативности. Основная цель использования активных методов обучения состоит в эффективной организации учебного процесса в контексте компетентностной парадигмы современного образования. Спектр активных методов обучения дифференцирован на две категории: неимитационные и имитационные. Эффективными методами активного обучения по направлению подготовки 44.03.02 «Психолого-педагогическое образование» выступили лекция-визуализация, коммуникативный автопортрет, интервью, эссе, проекты, деловая игра. Практическое использование активных методов обучения позволяет повысить заинтересованность и вовлеченность обучающихся в учебную, научно-исследовательскую, проектную и практическую деятельность, что соответствует требованиям федеральных государственных образовательных стандартов высшего образования. The article reveals the experience of using active teaching methods for the professional development of bachelors in higher education (specialty 44.03.02 “Psychological and pedagogical education”, specialization “Psychology and social pedagogy”). The relevance of the study is based on the rising interest in the use of active teaching methods in the competence-oriented educational process. The usage of such methods is indicated by a number of federal state educational standards of higher education. This argument confirms the relevance of studying the active teaching methods problem as a factor in improving the educational process effectiveness. The theoretical substantiation of the concept “active teaching methods” is carried out, their types are described. The article presents the experience of application of active teaching methods in the educational process (for specialty 44.03.02 “Psychological and pedagogical education”, specialization “Psychology and social pedagogy”), what makes a certain contribution to the professional pedagogy theory. The key conclusion is the following: active teaching methods are focused on awakening the explorative mental activity in students, strengthening the manifestation of their cognitive interests, and creativity. The main purpose of using active teaching methods is to effectively organize the educational process in the context of the modern education competence paradigm. The range of active teaching methods is divided into two categories: non-imitative and imitative. The following effective active teaching methods for the professional training in specialty 44.03.02 “Psychological and pedagogical education” were used: lecture-visualization, communicative self-portrait, interviews, essays, projects, business game. The practical use of active teaching methods allows stimulating the interest and involvement of students in educational, project and research activities; and so meets the requirements of the federal state educational standards of higher education. Ключевые слова: обучающиеся, бакалавры, профессиональная подготовка, вуз, образовательные услуги, активные методы обучения, помогающие профессии, критерии оценки, социальные педагоги, психологи.

Social studies education in elementary schools plays an important role in shaping the younger generation, who are not only intellectually intelligent but also care about others and the environment. The purpose of this research is to describe the transformative social studies learning model that aims to shift the focus from mere cognitive mastery to value internalization and real action. Through a collaborative, reflective, and contextual approach, this model is expected to be a bridge from knowledge to care. This research integrates the theoretical thinking of social constructivism, character education, and transformative pedagogy as the main foundation. The method used in this research is the qualitative method. The results show that meaningful social studies learning not only answers the demands of the curriculum but also humanizes students in the learning process. This research opens up opportunities for further development of transformative social studies learning models involving cross-subject collaboration or a more contextualized project-based approach. In-depth studies with quantitative or mixed approaches are also recommended to measure the direct effect of this model on student character building in a more measurable and sustainable manner.

The cost of education is a common problem for students, especially in the era of the Covid-19 pandemic. In addition, the free time that parents use to earn a living for the family during the Covid-19 pandemic has made a minimal role in social education and character guidance for children at home. For this reason, the role of the community is needed in helping to finance education and character building for underprivileged families. This study attempts to describe the role of the Al Ma'ruf Orphans Education Fund Management Team (TPD PAY) in the education of orphans and poor people around the al-Ma'ruf mosque. This type of research is based on a qualitative approach paradigm with a case study method. Data were obtained through interviews, observation, and document review. Then, it is analyzed through data sorting techniques, data presentation, and drawing conclusions. The results of this study indicate that the role of TPD PAY Al Ma'ruf for orphans and poor people around the al Ma'ruf mosque is very beneficial. This is marked by 3 aspects, namely (1) providing educational scholarships for orphans and poor people around the al Ma'ruf mosque, (2) fostering children's character based on the Koran, and (3) supporting children's talents and creativity.

Social Values and Value Education