Título Friendship and character education: A systematic review
Autores ESPINOSA ZÁRATE, ZAIDA, Ahedo Ruiz J. , Rumayor M.
Publicación externa No
Medio REVISTA ESPANOLA DE PEDAGOGIA
Alcance Article
Naturaleza Científica
Cuartil JCR 4
Cuartil SJR 2
Web https://www.scopus.com/inward/record.uri?eid=2-s2.0-85149142194&doi=10.22550%2fREP81-1-2023-08&partnerID=40&md5=ccef02d475099c1cb3a0582611f145c0
Fecha de publicacion 01/01/2023
ISI 954696900009
Scopus Id 2-s2.0-85149142194
DOI 10.22550/REP81-1-2023-08
Abstract This paper presents a systematic review of scientific articles on friendship and character education (CE) published between 2007 and 2021. It seeks to identify the dominant theories from which CE is approached, how friendship is understood in the studies, and what specific relationship is built between friendship and character; in other words, the extent to which it is posited that friendship can be harnessed to acquire virtues. Results indicate a prevalence of a psychological approach to CE, linked to an instrumentalist perspective on friendship, which associates it with certain benefits. However, this approach is closely followed by a philosophical–moral view that understands friendship as a good in itself and, consequently, highlights its humanizing potential. The Aristotelian framework for understanding friendship and character stands out within this approach. The relationship between friendship and character in the selected articles is explored through 5 categories that emerged in the analysis: 1) friendship for char-acter; 2) character for friendship; 3) friendship and transgressions; 4) teachers’ and students’ perceptions of the influence of friendship; and 5) analysis of programmes that include friendship in the curriculum. © 2023, Universidad Internacional de la Rioja. All rights reserved.
Palabras clave character education; character strengths; friendship; moral education; systematic review; virtue
Miembros de la Universidad Loyola

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