Education is the key of the developing country. Education makes someone did not know thing knew new thing. Education has done explained in the article before. Here, the writer will explain the character education. Now, Indonesia is building the character education to make better young generation with high intellectual and character in their self. Based on Lickona (1991) states that character are the sum of continuously developing moral and ethical qualities and the demonstration of those qualities in people’s emotional responses, thinking, reasoning, and behavior. The contemporary approach to character education in schools has been to accord the students say in their own moral education, a degree of self-direction, an approach that has been largely influenced by the cognitive development theorists. At the sometime adult direction and authority has suffered a great deal of criticism. Since the 1960s progressive teaching methods have emphasized child centered learning, learning through experience, neutrality, and cooperative learning and have consistently been opposed to more traditional method, often describing them as authoritarian and indoctrinatory. This idea of education views the teacher as an adult who should not attempt deliberately to stamp character on pupils.
Arthur (2003) states that teachers will commonly argue that there is little room in the school curriculum for the education of moral character. Many will say that moral character is the responsibility of parents together with faith communities and that in any case in a multicultural society there is no agreed way to determine what is good and bad character. There also appears to be a growing ‘moral correctness’ mindset in education, as teachers do not say things are ‘immoral’ for fear of being branded discriminatory. In fact, teachers are generally non-judgmental in official language about children. However, it may be that talk of indoctrination and brainwashing often excuses the teacher from the difficult task of thinking what values they might consciously inculcate. Teachers who are increasingly ‘trained’ to employ practical teaching skill and methods in the classroom can easily become technicians who simply look for the techniques that work. They are less interested in themes of human development and social policy.
Bohlin (2005) states that instead of deciding what should be taught, concern is voiced about values and controversial issues. Whilst the virtue ethics approaches have made inroads in mainstream education, few teachers have been prepared to deal with their complexity. Current teacher training courses in England have mostly abandoned disciplines such as history and philosophy of education in favors of a more technical approach, which retains many elements of behavioral psychology. Teachers are, with few exceptions, equipped to discuss, far less consciously adopt, a virtue ethics approach to character education. Suzanne (1996) in Riyan (2012) notes that increasingly, schools are being held responsible for the development of good character among students. The school constitutes only a part of children’s environment, and the other environments in which they participate will bear on the development of character.
The explanation before are some explanation about Education Character. By character education, the Indonesian government hopes that their young generation have good character and high intellectual to force the west character in Indonesia.