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학술저널

A Humanistic Approach of Development through the Cultivation of Values

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Purpose: Through the lens of I Ching, this article expounds on a humanistic approach on lifespan development in relation to how values are inculcated and cultivated in the three key stages of a person’s life in Singapore: 1) the growing stage, 2) the maturing stage, and 3) the work-life stage. Through the journey from early childhood to adulthood, there are government initiatives and national frameworks that direct the trajectory of such education and enculturation. Method: This conceptual paper analyses the national curriculum frameworks for early childhood education and Character and Citizenship Education at the primary, secondary and pre-university levels. Results: It demonstrate the government’s efforts in inculcating values and developing students’ character and sense of citizenship to their nation. Character and Citizenship Education is underpinned by the framework for 21st Century Competencies and Student Outcomes. Upon the completion of formal education, the government continues to promote and advocate for lifelong learning through a national movement, Skillsfuture. These efforts work towards cultivating desirable values from young that in turn contribute towards the desired outcomes of education and a purposeful and meaningful life for all citizens. Conclusion: This article explores how the Singapore government seek to produce good and useful citizens through an interpretation of I Ching and Confucian teachings.

1. Introduction

2. Stages of Lifespan Development and Education in Singapore

3. Humanistic Development towards a Fulfilling and Meaningful Life

4. References

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