Promotion of Character Education through the CAS of the International Baccalaureate
DOI:
https://doi.org/10.24310/IJNE.8.2021.13664Keywords:
International Education; Citizenship Education; Moral Development; Religious Education.Abstract
This article analyzes the CAS component (Creativity, Activity and Service) of the International Baccalaureate, and its relationship with Character Education. The CAS promotes character strengths raised in different Character Education programs. However, these relationships between CAS and character have not been explicitly identified in the existing literature. In order to find the types of Character Education that are worked on in the CAS, this work presents a systematic review of the literature (SLR) following the PRISMA method. 99 works were found, of which 17 were finally included in the analysis, after applying the inclusion and exclusion criteria. Different typologies of Character Education are reflected in all of them. Character Education is immersed in the CAS program in various ways, such as Life Skills Education, Service-Learning or Moral Education, among others. Therefore, there is a difficulty in the literature to define character and Character Education, since it is an elastic and controversial concept or, as some authors point out, an umbrella concept.
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References
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Arthur, J. (2017). Convergence on policy goals: Character education in East Asia and England. Journal of International and Comparative Education (JICE), 5(2), 59-71. https://doi.org/10.14425/jice.2016.5.2.59
Bailey, L., & Cooker, L. (2018). Who Cares? Pro-social education within the programmes of the International Baccalaureate. Journal of Research in International Education, 17(3), 228-239. https://doi.org/10.1177/1475240918816405
Billig, S. H. (2017). Service and Service-Learning in IB High Schools. International Journal of Research on Service-Learning and Community Engagement, 5(1).
Billig, S. H., & Good, B. M. (2013). International Baccalaureate Diploma Programme: Study of North and South American students’ civic-mindedness. RMC Research Corporation.
Bolívar, A. (2020). En la reapertura de las escuelas: Reconstruir la comunidad. Cuadernos de Pedagogía, 512, 112-116.
Bolívar, A., & Luengo, F. (2020). El currículo global de la sostenibilidad desde el eje escuela-familia-comunidad (cap. 4). En Moya, J. y Valle, J.M. (Coords.): La reforma del currículo escolar: ideas y propuestas, 35-52. ANELE-REDE.
Brodie, T. (2014). The perception and practice of Creativity, Action, Service in the International Baccalaureate Diploma Programme for students, teachers and schools. http://www.ibo.org/contentassets/4ccc99665bc04f3686957ee197c13855/finalexecutivesummaryandappendices.pdf
Cannings, J., Piaggio, M. I., Brodie, T. & Muir, P. (2015). Creativity, Activity, Service (CAS) for the IB Diploma: an essential guide for students. Cambridge University Press.
Darham, C. M., & Araujo, L. (2016). Underdeveloped African Education: The root of its poverty. Sci Insigt Edu. https://doi.org/10.15354/sie.16.re008
Dickson, A., Perry, L. B., & Ledger, S. (2018). Impacts of International Baccalaureate programmes on teaching and learning: A review of the literature. Journal of Research in International Education, 17(3), 240-261. https://doi.org/10.1177/1475240918815801
DiGiorgio, C. (2010). Choices of students, parents, and teachers and their effects on schools and communities: A case study of a new enriched high school program. Journal of School Choice, 4(3), 278-292. https://doi.org/10.1080/15582159.2010.504107
Gardner-McTaggart, A. (2016). International elite, or global citizens? Equity, distinction and power: the International Baccalaureate and the rise of the South. Globalisation, Societies and Education, 14(1), 1-29. https://doi.org/10.1080/14767724.2014.959475
Gardner-McTaggart, A. (2019). International schools’ leadership and Christianity. Globalisation, Societies and Education, 17(4), 458-473. https://doi.org/10.1080/14767724.2018.1558047
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Hayden, M., Hemmens, A., McIntosh, S., Sandoval-Herna?ndez, A., & Thompson, J. (2017). The impact of creativity, action, service (CAS) on students and communities. International Baccalaureate Organization
Hayden, M., & McIntosh, S. (2018). International education: the transformative potential of experiential learning. Oxford Review of Education, 44(4), 403-413. https://doi.org/10.1080/03054985.2017.1402757
Hatziconstantis, C., & Kolympari, T. (2016). Student perceptions of Academic Service Learning: Using mixed content analysis to examine the effectiveness of the International Baccalaureate Creativity, Action, Service programme. Journal of Research in International Education, 15(3), 181-195. https://doi.org/10.1177/1475240916668074
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Jamison, C. (2013). ‘God has created me to do him some definite service’ (Cardinal Newman): vocation at the heart of the Catholic curriculum. International Studies in Catholic Education, 5(1), 10-22. https://doi.org/10.1080/19422539.2012.754593
Journal of Research in International Education (2020). Retrieved from https://journals.sagepub.com/aims-scope/JRI
Kristjánsson, K. (2015). Aristotelian character education. Routledge. pp. 20, 45.
Lickona, T. (1996). Eleven principles of effective character education. Journal of Moral Education, 25(1), 93–100.
Lillo, S. R. (2019). In pursuit of community engagement: Unpacking the knowledge and skills associated with service-learning efforts. Journal of Research in International Education, 18(1), 3-22. https://doi.org/10.1177/1475240919829997
Martin, R. A., Tanyu, M., & Perry, S. (2016). Structures and programme supports for creativity, action, service in the international baccalaureate diploma programme: An implementation study in Turkey. Journal of Research in International Education, 15(2), 120-136. https://doi.org/10.1177/1475240916659722
Mattix Foster, A. A., & Daly, K. (2016). Focus on Elementary: Creating Global Citizens: Using Attitudes and Action to Teach Character Education: Patricia Crawford and April A. Mattix Foster, Editors. Childhood Education, 92(1), 80-85. https://doi.org/10.1080/00094056.2016.1134251
Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., & The PRISMA Group. (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. PLoS Med, 6(7), e1000097. https://doi.org/10.1371/journal.pmed1000097
Palmer, N. (2018). Emergent constellations: Global citizenship education and outrospective fluency. Journal of Research in International Education, 17(2), 134-147. https://journals.sagepub.com/doi/abs/10.1177/1475240918793963
Resnik, J. (2008). The construction of the global worker through international education. In: J. Resnik (ed.). The production of educational knowledge in the global era. Sense Publishers.
Torrijos, P., Martín, J. F., & Rodríguez, M. J. (2018). La educación emocional en la formación permanente del profesorado no universitario. Profesorado, Revista de Currículum y Formación del Profesorado, 22(1), 579-597.
Urrútia, G., & Bonfill, X. (2010). Declaración PRISMA: una propuesta para mejorar la publicación de revisiones sistemáticas y metaanálisis. Medicina clínica, 135(11), 507-511. https://doi.org/10.1016/j.medcli.2010.01.015
Van Oord, L. (2010). Kurt Hahn’s moral equivalent of war. Oxford Review of Education, 36(3), 253-265.
Van Oord, L. (2013). Moral education and the International Baccalaureate learner profile. Educational Studies, 39(2), 208-218. https://doi.org/10.1080/03055698.2012.717260
Wasner, V. (2016). Critical service learning: A participatory pedagogical approach to global citizenship and international mindedness. Journal of Research in International Education, 15(3), 238-252.
Williams, M. M. (2000). Models of character education: Perspectives and developmental issues. The Journal of Humanistic Counseling, Education and Development, 39(1), 32-40.
Wright, E., & Lee, M. (2014). Developing skills for youth in the 21st century: The role of elite International Baccalaureate Diploma Programme schools in China. International Review of Education, 60(2), 199-216. https://doi.org/10.1007/s11159-014-9404-6
Wright, E., & Lee, M. (2014). Elite International Baccalaureate Diploma Programme schools and inter-cultural understanding in China. British Journal of Educational Studies, 62(2), 149-169. https://doi.org/10.1080/00071005.2014.924615
Arthur, J. (2003). Education with Character: The moral economy of schooling. London: Routledge.
Arthur, J. (2017). Convergence on policy goals: Character education in East Asia and England. Journal of International and Comparative Education (JICE), 5(2), 59-71. https://doi.org/10.14425/jice.2016.5.2.59
Bailey, L., & Cooker, L. (2018). Who Cares? Pro-social education within the programmes of the International Baccalaureate. Journal of Research in International Education, 17(3), 228-239. https://doi.org/10.1177/1475240918816405
Billig, S. H. (2017). Service and Service-Learning in IB High Schools. International Journal of Research on Service-Learning and Community Engagement, 5(1).
Billig, S. H., & Good, B. M. (2013). International Baccalaureate Diploma Programme: Study of North and South American students’ civic-mindedness. RMC Research Corporation.
Bolívar, A. (2020). En la reapertura de las escuelas: Reconstruir la comunidad. Cuadernos de Pedagogía, 512, 112-116.
Bolívar, A., & Luengo, F. (2020). El currículo global de la sostenibilidad desde el eje escuela-familia-comunidad (cap. 4). En Moya, J. y Valle, J.M. (Coords.): La reforma del currículo escolar: ideas y propuestas, 35-52. ANELE-REDE.
Brodie, T. (2014). The perception and practice of Creativity, Action, Service in the International Baccalaureate Diploma Programme for students, teachers and schools. http://www.ibo.org/contentassets/4ccc99665bc04f3686957ee197c13855/finalexecutivesummaryandappendices.pdf
Cannings, J., Piaggio, M. I., Brodie, T. & Muir, P. (2015). Creativity, Activity, Service (CAS) for the IB Diploma: an essential guide for students. Cambridge University Press.
Darham, C. M., & Araujo, L. (2016). Underdeveloped African Education: The root of its poverty. Sci Insigt Edu. https://doi.org/10.15354/sie.16.re008
Dickson, A., Perry, L. B., & Ledger, S. (2018). Impacts of International Baccalaureate programmes on teaching and learning: A review of the literature. Journal of Research in International Education, 17(3), 240-261. https://doi.org/10.1177/1475240918815801
DiGiorgio, C. (2010). Choices of students, parents, and teachers and their effects on schools and communities: A case study of a new enriched high school program. Journal of School Choice, 4(3), 278-292. https://doi.org/10.1080/15582159.2010.504107
Gardner-McTaggart, A. (2016). International elite, or global citizens? Equity, distinction and power: the International Baccalaureate and the rise of the South. Globalisation, Societies and Education, 14(1), 1-29. https://doi.org/10.1080/14767724.2014.959475
Gardner-McTaggart, A. (2019). International schools’ leadership and Christianity. Globalisation, Societies and Education, 17(4), 458-473. https://doi.org/10.1080/14767724.2018.1558047
Grupo de Investigación en Educación, Ciudadanía y Carácter (2020). https://www.unav.edu/web/facultad-de-educacion-y-psicologia/educacion-y-ciudadania
Hayden, M., Hemmens, A., McIntosh, S., Sandoval-Herna?ndez, A., & Thompson, J. (2017). The impact of creativity, action, service (CAS) on students and communities. International Baccalaureate Organization
Hayden, M., & McIntosh, S. (2018). International education: the transformative potential of experiential learning. Oxford Review of Education, 44(4), 403-413. https://doi.org/10.1080/03054985.2017.1402757
Hatziconstantis, C., & Kolympari, T. (2016). Student perceptions of Academic Service Learning: Using mixed content analysis to examine the effectiveness of the International Baccalaureate Creativity, Action, Service programme. Journal of Research in International Education, 15(3), 181-195. https://doi.org/10.1177/1475240916668074
IBO (2019). ¿Qué es la educación del IB?. IB Publishing, p 11.
IBO (2015). Programa del Diploma: Guía Creatividad, Actividad y Servicio. IB Publishing, p. 2-13.
IBO (2020). https://www.ibo.org
Jamison, C. (2013). ‘God has created me to do him some definite service’ (Cardinal Newman): vocation at the heart of the Catholic curriculum. International Studies in Catholic Education, 5(1), 10-22. https://doi.org/10.1080/19422539.2012.754593
Journal of Research in International Education (2020). Retrieved from https://journals.sagepub.com/aims-scope/JRI
Kristjánsson, K. (2015). Aristotelian character education. Routledge. pp. 20, 45.
Lickona, T. (1996). Eleven principles of effective character education. Journal of Moral Education, 25(1), 93–100.
Lillo, S. R. (2019). In pursuit of community engagement: Unpacking the knowledge and skills associated with service-learning efforts. Journal of Research in International Education, 18(1), 3-22. https://doi.org/10.1177/1475240919829997
Martin, R. A., Tanyu, M., & Perry, S. (2016). Structures and programme supports for creativity, action, service in the international baccalaureate diploma programme: An implementation study in Turkey. Journal of Research in International Education, 15(2), 120-136. https://doi.org/10.1177/1475240916659722
Mattix Foster, A. A., & Daly, K. (2016). Focus on Elementary: Creating Global Citizens: Using Attitudes and Action to Teach Character Education: Patricia Crawford and April A. Mattix Foster, Editors. Childhood Education, 92(1), 80-85. https://doi.org/10.1080/00094056.2016.1134251
Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., & The PRISMA Group. (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. PLoS Med, 6(7), e1000097. https://doi.org/10.1371/journal.pmed1000097
Palmer, N. (2018). Emergent constellations: Global citizenship education and outrospective fluency. Journal of Research in International Education, 17(2), 134-147. https://journals.sagepub.com/doi/abs/10.1177/1475240918793963
Resnik, J. (2008). The construction of the global worker through international education. In: J. Resnik (ed.). The production of educational knowledge in the global era. Sense Publishers.
Torrijos, P., Martín, J. F., & Rodríguez, M. J. (2018). La educación emocional en la formación permanente del profesorado no universitario. Profesorado, Revista de Currículum y Formación del Profesorado, 22(1), 579-597.
Urrútia, G., & Bonfill, X. (2010). Declaración PRISMA: una propuesta para mejorar la publicación de revisiones sistemáticas y metaanálisis. Medicina clínica, 135(11), 507-511. https://doi.org/10.1016/j.medcli.2010.01.015
Van Oord, L. (2010). Kurt Hahn’s moral equivalent of war. Oxford Review of Education, 36(3), 253-265.
Van Oord, L. (2013). Moral education and the International Baccalaureate learner profile. Educational Studies, 39(2), 208-218. https://doi.org/10.1080/03055698.2012.717260
Wasner, V. (2016). Critical service learning: A participatory pedagogical approach to global citizenship and international mindedness. Journal of Research in International Education, 15(3), 238-252.
Williams, M. M. (2000). Models of character education: Perspectives and developmental issues. The Journal of Humanistic Counseling, Education and Development, 39(1), 32-40.
Wright, E., & Lee, M. (2014). Developing skills for youth in the 21st century: The role of elite International Baccalaureate Diploma Programme schools in China. International Review of Education, 60(2), 199-216. https://doi.org/10.1007/s11159-014-9404-6
Wright, E., & Lee, M. (2014). Elite International Baccalaureate Diploma Programme schools and inter-cultural understanding in China. British Journal of Educational Studies, 62(2), 149-169. https://doi.org/10.1080/00071005.2014.924615
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Published
2021-12-31
How to Cite
Balaguer, Álvaro, Sepúlveda, M., Naval, C., & Dabdoub, J. P. (2021). Promotion of Character Education through the CAS of the International Baccalaureate. International Journal of New Education, (8), 115–135. https://doi.org/10.24310/IJNE.8.2021.13664
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