NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1111241
Record Type: Journal
Publication Date: 2016
Pages: 15
Abstractor: As Provided
Reference Count: 28
ISBN: N/A
ISSN: ISSN-0305-7240
The CAT-FAWN Connection: Using Metacognition and Indigenous Worldview for More Effective Character Education and Human Survival
Arrows, Four
Journal of Moral Education, v45 n3 p261-275 2016
A number of character (or moral) education researchers rightly point to the importance of metacognition as an essential component for success. Thinking about one's thinking, however, quickly reaches a significant limitation if subconscious beliefs are not included in the reflections--and they seldom are. Concentration-Activated Transformation (CAT) suggests that trance-based learning, intentional or not, is a source for such beliefs. How they relate to Fear, Authority, Words and Nature (FAWN) determines whether learning modifications are positive or negative. Because uninvestigated beliefs about FAWN usually stem from one's worldview, it becomes vital to use metacognition for evaluating the efficacy of our dominant worldview understandings by contrasting them to the Indigenous worldview, the only other significant historically observable existing option. In doing so, honest reflection reveals that Indigenous ways of engaging FAWN yield higher levels of character actualization, especially as relates to courage, generosity, cooperation, respectfulness and honesty. Such Indigenous-based virtues can also better link human culture to Nature rather than continuing an attitude of separation. Such a link may be necessary for curbing the rising destructive momentum of human behaviors.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A