In order for a country to advance in science and art and to shape its own future, it is necessary to raise well-informed, intellectual and enlightened individuals with critical thinking and problem-solving skills. In this context, gifted students are the most important potential of the country in terms of human resources. Gifted students, who can learn faster than their age group and have a higher intelligence, will undoubtedly be the artists and scientists of the future when they receive an education appropriate to their level. These students should be identified by their classroom teachers during their primary school education and directed to Guidance Research Centers in order to maximize their potential in areas such as intelligence, creativity and artistic talent, and then they should be provided to take the Science and Art Centers Student Selection Examination. Key Words: Education, Classroom Teacher, Gifted Children
{"title":"Özel Yetenekli Öğrencilerin Belirlenmesinde Sınıf Öğretmenlerin Rolü","authors":"Burhan Polat","doi":"10.52096/usbd.7.29.13","DOIUrl":"https://doi.org/10.52096/usbd.7.29.13","url":null,"abstract":"In order for a country to advance in science and art and to shape its own future, it is necessary to raise well-informed, intellectual and enlightened individuals with critical thinking and problem-solving skills. In this context, gifted students are the most important potential of the country in terms of human resources. Gifted students, who can learn faster than their age group and have a higher intelligence, will undoubtedly be the artists and scientists of the future when they receive an education appropriate to their level. These students should be identified by their classroom teachers during their primary school education and directed to Guidance Research Centers in order to maximize their potential in areas such as intelligence, creativity and artistic talent, and then they should be provided to take the Science and Art Centers Student Selection Examination. Key Words: Education, Classroom Teacher, Gifted Children","PeriodicalId":30893,"journal":{"name":"International Journal of Social Sciences Educational Studies","volume":"61 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80481433","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aim of this article is to reveal the methodological approaches that deal with the issues of Islam and gender equality in the works of Moroccan sociologist Fatima Mernissi, which is discussed within the scope of Islamic feminist discourse. In this sense, the subjects of "veil" and "women's leadership", which have an important place in Mernissi's works, are discussed as examples. In this context, two distinct methodological approaches stand out. These are the contextualist approach and hadith criticism. Mernissi's use of both methodologies in her work puts her in a special and unique position among Islamic feminist researchers. As a matter of fact, Muslim thinkers working on Islam and gender equality mainly focus on the Qur'an. This causes the field of hadith to remain in the background. In addition, even if the hadiths are discussed, the number of researchers who benefit from the classical methodology is quite limited. In this case, Mernissi's interest in both the fields of the Qur'an and hadith and her use of a methodological approach such as the hadith criticism put forward by the classical ulama in order to refute the validity of the acceptance by the classical ulema that women cannot be a leader brings her to the fore. Key Words: Contextualist Approach, Hadith Criticism, Veil, Women's Leadership
{"title":"Methodological Approaches Used in the Works of Fatima Mernissi on Issues of Islam and Gender Equality","authors":"H. Ayaz","doi":"10.52096/usbd.7.29.14","DOIUrl":"https://doi.org/10.52096/usbd.7.29.14","url":null,"abstract":"The aim of this article is to reveal the methodological approaches that deal with the issues of Islam and gender equality in the works of Moroccan sociologist Fatima Mernissi, which is discussed within the scope of Islamic feminist discourse. In this sense, the subjects of \"veil\" and \"women's leadership\", which have an important place in Mernissi's works, are discussed as examples. In this context, two distinct methodological approaches stand out. These are the contextualist approach and hadith criticism. Mernissi's use of both methodologies in her work puts her in a special and unique position among Islamic feminist researchers. As a matter of fact, Muslim thinkers working on Islam and gender equality mainly focus on the Qur'an. This causes the field of hadith to remain in the background. In addition, even if the hadiths are discussed, the number of researchers who benefit from the classical methodology is quite limited. In this case, Mernissi's interest in both the fields of the Qur'an and hadith and her use of a methodological approach such as the hadith criticism put forward by the classical ulama in order to refute the validity of the acceptance by the classical ulema that women cannot be a leader brings her to the fore. Key Words: Contextualist Approach, Hadith Criticism, Veil, Women's Leadership","PeriodicalId":30893,"journal":{"name":"International Journal of Social Sciences Educational Studies","volume":"6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84376804","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aim of this study is to evaluate the factors affecting the performance of educational administrators. Performance is a phenomenon and process that integrates people's achievements in their tasks, attitudes, behaviors, moral status and qualities at work and reveals employees contributions to organizational success. In the phenomenon of performance, the purpose is to prepare people for the possibility of rewarding their achievements and eliminating glitches by treating them with all aspects as a whole. Managers in organizations naturally want to know about the abilities of employees involved in their current management and their success status at the job they are required to do. For this reason, it does not monitor the working status of working people with a close and strict follow-up in accordance with the determined goals and objectives. In performance, it is very important to be able to improve the relationship styles and communication process between subordinate and superior people, the job satisfaction of working people, the goal of specialization and personal Deceleration. Evaluations carried out in organizational processes to determine the degree and extent to which people, groups or organizations engaged in a certain job can achieve the intended goal and goal with the current work, in other words, to achieve the goal and goal, constitute the basic dynamics of performance evaluation. The most important share of the responsibilities for measuring the productivity, competence or ineffectiveness of employees falls to managers, management power. Key Words: Educational Management, Performance, Educational Performance
{"title":"Eğitim Yöneticilerinin Performansını Etkileyen Faktörlerin Değerlendirilmesi","authors":"Tuncer Avcı","doi":"10.52096/usbd.7.29.07","DOIUrl":"https://doi.org/10.52096/usbd.7.29.07","url":null,"abstract":"The aim of this study is to evaluate the factors affecting the performance of educational administrators. Performance is a phenomenon and process that integrates people's achievements in their tasks, attitudes, behaviors, moral status and qualities at work and reveals employees contributions to organizational success. In the phenomenon of performance, the purpose is to prepare people for the possibility of rewarding their achievements and eliminating glitches by treating them with all aspects as a whole. Managers in organizations naturally want to know about the abilities of employees involved in their current management and their success status at the job they are required to do. For this reason, it does not monitor the working status of working people with a close and strict follow-up in accordance with the determined goals and objectives. In performance, it is very important to be able to improve the relationship styles and communication process between subordinate and superior people, the job satisfaction of working people, the goal of specialization and personal Deceleration. Evaluations carried out in organizational processes to determine the degree and extent to which people, groups or organizations engaged in a certain job can achieve the intended goal and goal with the current work, in other words, to achieve the goal and goal, constitute the basic dynamics of performance evaluation. The most important share of the responsibilities for measuring the productivity, competence or ineffectiveness of employees falls to managers, management power. Key Words: Educational Management, Performance, Educational Performance","PeriodicalId":30893,"journal":{"name":"International Journal of Social Sciences Educational Studies","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85013574","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article aims to discuss the dialectical relationship between Hegel and Marx, based on the Marxist-humanist thought of which Raya Dunayevskaya is the founder, through the concept of "alienated labor", which is one of the fundamental phenomena of Marxism. For Dunayevskaya, Marx's emphasis on humanism in Economic and Philosophical Manuscripts of 1844, is directly linked to his discovery of the revolutionary aspect of the dialectics of negativity, which was at the heart of Hegel's absolute idealism. Thus, from the moment when workers' movements discover the dialectic of absolute negativity, they are transformed into freedom struggles capable of human self-determination. Thus, the dialectical law formulated by Hegel as the ‘negation of the negation’ is read by Marx as the first negative, the sublate of alienated labor. For Dunayevskaya, Marx is the only one who, unlike traditional Marxism, can save the Hegelian dialectic from its mystic aura by transforming it into a philosophy of liberation. For Dunayevskaya, the dialectical boundaries between Marx and Hegel are determined by the absolute negativity/ dialectic of negativity that Marx thinks he depts to Hegel. Keywords: Raya Dunayevskaya, Karl Marx, Hegelian Dialectics, Alienated Labor, Marxist- Humanism.
{"title":"Raya Dunayevskaya: Hegel ve Marx Arasındaki Diyalektik Sınırlar","authors":"Dilan ERGÜN TEKİNGÜNDÜZ","doi":"10.52096/usbd.7.29.01","DOIUrl":"https://doi.org/10.52096/usbd.7.29.01","url":null,"abstract":"This article aims to discuss the dialectical relationship between Hegel and Marx, based on the Marxist-humanist thought of which Raya Dunayevskaya is the founder, through the concept of \"alienated labor\", which is one of the fundamental phenomena of Marxism. For Dunayevskaya, Marx's emphasis on humanism in Economic and Philosophical Manuscripts of 1844, is directly linked to his discovery of the revolutionary aspect of the dialectics of negativity, which was at the heart of Hegel's absolute idealism. Thus, from the moment when workers' movements discover the dialectic of absolute negativity, they are transformed into freedom struggles capable of human self-determination. Thus, the dialectical law formulated by Hegel as the ‘negation of the negation’ is read by Marx as the first negative, the sublate of alienated labor. For Dunayevskaya, Marx is the only one who, unlike traditional Marxism, can save the Hegelian dialectic from its mystic aura by transforming it into a philosophy of liberation. For Dunayevskaya, the dialectical boundaries between Marx and Hegel are determined by the absolute negativity/ dialectic of negativity that Marx thinks he depts to Hegel. Keywords: Raya Dunayevskaya, Karl Marx, Hegelian Dialectics, Alienated Labor, Marxist- Humanism.","PeriodicalId":30893,"journal":{"name":"International Journal of Social Sciences Educational Studies","volume":"118 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74969383","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The term "reverse syntagm" is used to describe the arrangement starting from the last letters of words rather than the first letters, and it holds an important place in language studies. Reverse syntagm allows for the grouping of words that end with the same sounds or suffixes. In addition to providing insights into the affixation culture, it also saves time for researchers. Numerous studies have been conducted on reverse syntagm in our language as well as in different languages. “Tarama Dictionary”, which is constantly used by researchers due to its significant linguistic material, has an index prepared by adhering to the alphabet used in Ottoman Turkish and its ordering. With this study, in which we have conducted the reverse syntagm of the “Tarama Dictionary”, our aim is to provide benefits to researchers in many fields. Keywords: Dictionary, reverse syntagm, word, index
{"title":"Tarama Sözlüğü’nün Ters Dizimi","authors":"Yusuf Aydin","doi":"10.52096/usbd.7.29.08","DOIUrl":"https://doi.org/10.52096/usbd.7.29.08","url":null,"abstract":"The term \"reverse syntagm\" is used to describe the arrangement starting from the last letters of words rather than the first letters, and it holds an important place in language studies. Reverse syntagm allows for the grouping of words that end with the same sounds or suffixes. In addition to providing insights into the affixation culture, it also saves time for researchers. Numerous studies have been conducted on reverse syntagm in our language as well as in different languages. “Tarama Dictionary”, which is constantly used by researchers due to its significant linguistic material, has an index prepared by adhering to the alphabet used in Ottoman Turkish and its ordering. With this study, in which we have conducted the reverse syntagm of the “Tarama Dictionary”, our aim is to provide benefits to researchers in many fields. Keywords: Dictionary, reverse syntagm, word, index","PeriodicalId":30893,"journal":{"name":"International Journal of Social Sciences Educational Studies","volume":"13 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82003268","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this article, the effects of values on society and the individual, values education in schools, the impact and importance of values education on the personal and social development of young people are examined. The article focuses on the effects of values on society and the individual. It is emphasized that values play an important role in shaping the social structure and culture of society. The correct adoption of values ensures that society can maintain a functioning order based on values. In addition, the behavior of individuals in accordance with their values is effective in ensuring social harmony and peace. The article refers to the importance of values education in schools. It is stated that schools provide a suitable environment to support young people's understanding, internalization and practice of values. Values education helps young people learn moral and ethical values, develop their character and strengthen their social skills. This enables young people to individually make stronger, responsible and ethical decisions. The article also examines the impact of values education on the personal and social development of young people in detail. Teaching and internalizing values increases young people's self-confidence, enables them to know themselves better, and helps them find meaning in their lives. Values education also contributes to the development of social skills such as empathy, tolerance and respect, and to establish healthy relationships. Thus, young people grow up as active and socially responsible individuals in society. Keywords: Values education, values education in schools, personal and social development
{"title":"Değerler Eğitimine Genel Bir Bakış","authors":"Melih Yildiz","doi":"10.52096/usbd.7.29.04","DOIUrl":"https://doi.org/10.52096/usbd.7.29.04","url":null,"abstract":"In this article, the effects of values on society and the individual, values education in schools, the impact and importance of values education on the personal and social development of young people are examined. The article focuses on the effects of values on society and the individual. It is emphasized that values play an important role in shaping the social structure and culture of society. The correct adoption of values ensures that society can maintain a functioning order based on values. In addition, the behavior of individuals in accordance with their values is effective in ensuring social harmony and peace. The article refers to the importance of values education in schools. It is stated that schools provide a suitable environment to support young people's understanding, internalization and practice of values. Values education helps young people learn moral and ethical values, develop their character and strengthen their social skills. This enables young people to individually make stronger, responsible and ethical decisions. The article also examines the impact of values education on the personal and social development of young people in detail. Teaching and internalizing values increases young people's self-confidence, enables them to know themselves better, and helps them find meaning in their lives. Values education also contributes to the development of social skills such as empathy, tolerance and respect, and to establish healthy relationships. Thus, young people grow up as active and socially responsible individuals in society. Keywords: Values education, values education in schools, personal and social development","PeriodicalId":30893,"journal":{"name":"International Journal of Social Sciences Educational Studies","volume":"14 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74798015","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Children's rights is a branch of law that deals with issues such as the protection, provisions, upbringing and defense of children. This branch of law makes legal arrangements to protect the legal rights of children and to observe their removal. Children's rights, on the other hand, are the fundamental rights of all Europeans and protected by states. These rights include the right to life, the right to education, the right to health, the right not to be used, and the right to a fair trial. The right to education is also an important part of childbearing. Children's right to education is in the protection of states and society. The right to education includes people's right to go to school, the right to reproductive education, and their share of not experiencing any breadth in school. Education is important for the individual and social development of individuals and every child should have an equal level of education. But unfortunately, the world average still many children, being denied the right to education. This situation negatively affects the lives of Europeans. Children who are deprived of education may face problems such as bedding, poverty and social exclusion. Therefore, the actions taken on children's rights and the right to education are very important. Children and society need to do more to protect the growth and education of young people. In this way, his children can have equal opportunities and complete their individual and social development. Keywords: Child law, children's rights, right to education
{"title":"Çocuk Hukuku ve Çocuk Haklarının Önemi Üzerine","authors":"Jale Cesuroğlu","doi":"10.52096/usbd.7.29.02","DOIUrl":"https://doi.org/10.52096/usbd.7.29.02","url":null,"abstract":"Children's rights is a branch of law that deals with issues such as the protection, provisions, upbringing and defense of children. This branch of law makes legal arrangements to protect the legal rights of children and to observe their removal. Children's rights, on the other hand, are the fundamental rights of all Europeans and protected by states. These rights include the right to life, the right to education, the right to health, the right not to be used, and the right to a fair trial. The right to education is also an important part of childbearing. Children's right to education is in the protection of states and society. The right to education includes people's right to go to school, the right to reproductive education, and their share of not experiencing any breadth in school. Education is important for the individual and social development of individuals and every child should have an equal level of education. But unfortunately, the world average still many children, being denied the right to education. This situation negatively affects the lives of Europeans. Children who are deprived of education may face problems such as bedding, poverty and social exclusion. Therefore, the actions taken on children's rights and the right to education are very important. Children and society need to do more to protect the growth and education of young people. In this way, his children can have equal opportunities and complete their individual and social development. Keywords: Child law, children's rights, right to education","PeriodicalId":30893,"journal":{"name":"International Journal of Social Sciences Educational Studies","volume":"31 1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78796809","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In the first period of humanity, women were hunting and gathering with men. After the invention of agriculture and people's settled life, women started to work more inside the house and men started to work outside. With the increase in infant mortality rates, women's lives began to take shape more in the home. This situation continued until after the industrial revolution and the decline in male participation of women in the post-war workforce. In these processes, women started to work in society and participate in social life again. However, most women continued to work in their home lives. With the technological developments and the entry of television into the houses, people started to get information about the life outside the home, with television, which is the reflector of the outside world, without leaving the house. Afterwards, these images watched by individuals began to be quite effective in shaping their lives. From this point of view, this study was carried out to determine the representation of women and the impact of television series on society. The study, which was carried out with the phenomenological research method from the qualitative research method, was based on the comparison of the thoughts of two different generations between the ages of 40-45 (middle adults) and 20-25 (young adults) using a semi-structured interview form. Within the scope of the research, in-depth interviews were conducted with 30 people in total. The data of the research were analyzed by descriptive analysis method. Within the scope of the study, three themes emerged: the display of violence against women, the presentation of gender inequality in TV series and the symbolization of patriarchy in TV series. As a result of the research, it is seen that there is a lot of violence against women in television series, TV series show women weaker, and patriarchy is heavily covered. In line with these results, considering the effect of television on individuals, it is suggested that there should be TV series aimed at raising awareness of the society in television series, and that the series in which women are more powerful rather than those in which they are shown as helpless and weak. Key Words: Gender Roles, TV Series, Violence Against Women
{"title":"Televizyon Dizilerinde Kadına Yönelik Şiddet ve Ataerkilliğin Temsili","authors":"R. Akgün","doi":"10.52096/usbd.7.29.03","DOIUrl":"https://doi.org/10.52096/usbd.7.29.03","url":null,"abstract":"In the first period of humanity, women were hunting and gathering with men. After the invention of agriculture and people's settled life, women started to work more inside the house and men started to work outside. With the increase in infant mortality rates, women's lives began to take shape more in the home. This situation continued until after the industrial revolution and the decline in male participation of women in the post-war workforce. In these processes, women started to work in society and participate in social life again. However, most women continued to work in their home lives. With the technological developments and the entry of television into the houses, people started to get information about the life outside the home, with television, which is the reflector of the outside world, without leaving the house. Afterwards, these images watched by individuals began to be quite effective in shaping their lives. From this point of view, this study was carried out to determine the representation of women and the impact of television series on society. The study, which was carried out with the phenomenological research method from the qualitative research method, was based on the comparison of the thoughts of two different generations between the ages of 40-45 (middle adults) and 20-25 (young adults) using a semi-structured interview form. Within the scope of the research, in-depth interviews were conducted with 30 people in total. The data of the research were analyzed by descriptive analysis method. Within the scope of the study, three themes emerged: the display of violence against women, the presentation of gender inequality in TV series and the symbolization of patriarchy in TV series. As a result of the research, it is seen that there is a lot of violence against women in television series, TV series show women weaker, and patriarchy is heavily covered. In line with these results, considering the effect of television on individuals, it is suggested that there should be TV series aimed at raising awareness of the society in television series, and that the series in which women are more powerful rather than those in which they are shown as helpless and weak. Key Words: Gender Roles, TV Series, Violence Against Women","PeriodicalId":30893,"journal":{"name":"International Journal of Social Sciences Educational Studies","volume":"40 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73843682","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Character and values education has gained importance in many societies since the first moments of the emergence of the phenomenon of education, and moreover, it has formed the basis and ultimate goal of educational processes. While values education focuses more on the adoption of the current values in society, character education focuses on universal virtues such as wisdom, justice, love, courage, honesty, etc. Character education is a sociological process by nature. Character development in students is under the influence of family, school and social environment as well as individual characteristics. Character education is based on the socialization of the individual. In this respect, a good individual is a sufficiently socialized individual. School and family constitute the basis for the formation and transmission of moral codes in the individual. In this respect, while some educational sociologists consider this socialization process as an automatic process outside the individual’s preferences, some contemporary sociologists have put forward the concept of individual character with a less deterministic perspective. Keyword: Character, character education, sociological foundations of character
{"title":"Karakter Eğitiminin Sosyolojik Temelleri","authors":"Müjdat Avci, Oğuzhan Göksel","doi":"10.52096/usbd.7.29.12","DOIUrl":"https://doi.org/10.52096/usbd.7.29.12","url":null,"abstract":"Character and values education has gained importance in many societies since the first moments of the emergence of the phenomenon of education, and moreover, it has formed the basis and ultimate goal of educational processes. While values education focuses more on the adoption of the current values in society, character education focuses on universal virtues such as wisdom, justice, love, courage, honesty, etc. Character education is a sociological process by nature. Character development in students is under the influence of family, school and social environment as well as individual characteristics. Character education is based on the socialization of the individual. In this respect, a good individual is a sufficiently socialized individual. School and family constitute the basis for the formation and transmission of moral codes in the individual. In this respect, while some educational sociologists consider this socialization process as an automatic process outside the individual’s preferences, some contemporary sociologists have put forward the concept of individual character with a less deterministic perspective. Keyword: Character, character education, sociological foundations of character","PeriodicalId":30893,"journal":{"name":"International Journal of Social Sciences Educational Studies","volume":"20 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85891037","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research aims at: (i) analyzing the main issue leading to divorce in family; (ii) analyzing the socio-economic factor causing the divorce; and (iii) identifying what the families need to prevent divorce. This research employs the method of qualitative-descriptive survey with 5 respondents, consisting of 20 men and 32 men who are divorced. Data collection was conducted using questionnaires. The quantitative findings were investigated with a qualitative approach by interview, exclusively with the respondents who had given their consent to provide information in a face-to-face setting. Based on the field data, it is found that the main factors leading to divorce are economy (37.04 percent) and extramarital affairs (29.63 percent). Meanwhile, the main socio-economic factors that cause divorce include low family income (29.55 percent), household debt (18.18 percent), distrust in household financial management (11.36 percent), unemployed husband/wife (9.09 percent), and greater concern on the family of origin (9.09 percent). As a measure to avoid divorce, most of the respondents (34.67 percent) feel the need for pre-marital seminar, 22.67 percent of them need marriage counseling services, 22 percent consider marriage age maturation is necessary, and 16.67 percent need household financial management training.
{"title":"Socio-economic factors leading to divorce in Gunungkidul Regency","authors":"Y. Harsoyo, I. Darmawan","doi":"10.21744/ijss.v6n2.2085","DOIUrl":"https://doi.org/10.21744/ijss.v6n2.2085","url":null,"abstract":"This research aims at: (i) analyzing the main issue leading to divorce in family; (ii) analyzing the socio-economic factor causing the divorce; and (iii) identifying what the families need to prevent divorce. This research employs the method of qualitative-descriptive survey with 5 respondents, consisting of 20 men and 32 men who are divorced. Data collection was conducted using questionnaires. The quantitative findings were investigated with a qualitative approach by interview, exclusively with the respondents who had given their consent to provide information in a face-to-face setting. Based on the field data, it is found that the main factors leading to divorce are economy (37.04 percent) and extramarital affairs (29.63 percent). Meanwhile, the main socio-economic factors that cause divorce include low family income (29.55 percent), household debt (18.18 percent), distrust in household financial management (11.36 percent), unemployed husband/wife (9.09 percent), and greater concern on the family of origin (9.09 percent). As a measure to avoid divorce, most of the respondents (34.67 percent) feel the need for pre-marital seminar, 22.67 percent of them need marriage counseling services, 22 percent consider marriage age maturation is necessary, and 16.67 percent need household financial management training.","PeriodicalId":30893,"journal":{"name":"International Journal of Social Sciences Educational Studies","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84294012","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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