Promoción de la Educación del Carácter mediante el CAS del Bachillerato Internacional
DOI:
https://doi.org/10.24310/IJNE.8.2021.13664Palabras clave:
Educación Internacional; Educación Ciudadana; Desarrollo Moral; Educación Religiosa.Resumen
Este artículo analiza el componente CAS (Creatividad, Actividad y Servicio) del Bachillerato Internacional, y su relación con la Educación del Carácter. El CAS promueve fortalezas del carácter planteadas en distintos programas de Educación del Carácter. No obstante, en la bibliografía existente no se han identificado de manera explícita estas relaciones entre CAS y carácter. Con el objetivo de hallar los tipos de Educación del Carácter que se trabajan en el CAS, este trabajo presenta una revisión sistemática de la literatura (SLR) siguiendo el método PRISMA. Se encontraron 99 trabajos, de los cuales finalmente se incluyeron 17 en el análisis, tras aplicar los criterios de inclusión y exclusión. Distintas tipologías de Educación del Carácter aparecen reflejadas en todos ellos. La Educación del Carácter se encuentra inmersa en el programa CAS de diversos modos, tales como Educación en habilidades para la vida, Aprendizaje-servicio o Educación moral, entre otros. Por tanto, existe una dificultad en la literatura para definir carácter y Educación del Carácter, dado que es un concepto elástico y controvertido o, como algunos autores apuntan, un concepto paraguas.
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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
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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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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
Publicado
2021-12-31
Cómo citar
Balaguer, Álvaro, Sepúlveda, M., Naval, C., & Dabdoub, J. P. (2021). Promoción de la Educación del Carácter mediante el CAS del Bachillerato Internacional. International Journal of New Education, (8), 115–135. https://doi.org/10.24310/IJNE.8.2021.13664
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