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 theo- ries from which CE is approached, how friend- ship is understood in the studies, and what specific relationship is built between friend- ship 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 un- derstanding friendship and character stands out within this approach. The relationship be- tween 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.

Please, cite this article as follows: Espinosa Zárate, Z., Ahedo Ruiz, J., & Rumayor, M. (2023). Amistad y educación del carácter: una revisión sistemática | Friendship and character education: A systematic review. Revista Española de Pedagogía, 81 (284), 143-169. 10.22550/REP81-1-2023-08

Referencias | References

Arendt, H. (2013). Sobre la revolución [On revolution]. Alianza.

Aristotle. (1985). Ética a Nicómaco [Nicomachean Ethics] (J. Pallí Bonet, Trans.). Gredos. (Original work published ca. 350 B.C.E.)

Berkowitz, M. W. (1995). Educar la persona moral en su totalidad [Educating the whole moral person]. Revista Iberoamericana de Educación, 8, 73-102.

Berkowitz, M. W., & Bier M. C. (2005). What works in character education [Qué funciona en educación del carácter]. Character Education Partnership.

Berkowitz, M. W., & Bier, M.C. (2017). Toward a science of character education. Journal of Character Education, 13 (1), 33-51.

Bernal, A., González-Torres, M. C., & Naval, C. (2015). La EC. Perspectivas internacionales [The CE. International perspectives]. Participación educativa, 4 (6), 35-45.

Brooks, E., Brant, J., & Lamb, M. (2019). How can universities cultivate leaders of character? Insights from a leadership and character development program at the University of Oxford. International Journal of Ethics Education, 4 (5). 10.1007/s40889-019-00075-x

Buber, M. (1970). I and Thou. Charles Scribners. Buber, M. (2018). ¿Qué es el hombre? [What is Man?]. FCE.

Cabada, M. (1994). La vigencia del amor [The validity of love]. San Pablo.

Carr, D. (2018). Spirituality, spiritual sensibility and human growth. International Journal for Philosophy of Religion, 83, 245-260. https://doi. org/10.1007/s11153-017-9638-x

Davidson, M., Lickona, T., & Khmelkov, V. (2008). Smart & good schools: A new paradigm for high school character education. In L. P. Nucci, & D. Narvaez (Eds.), Handbook of moral and character education (pp. 370-390). Routledge.

Flick, U. (2018). An introduction to qualitative research. Sage.

Fromm, E. (2014). El arte de amar [The art of loving]. Paidós.

Gibbs, G.R. (2018). Analyzing qualitative data. Sage. Higgins, J., & Thomas, J. (2021). Cochrane hand-book for systematic reviews of interventions.

https://training.cochrane.org/handbook Hurtado, A. (2013). La educación del carácter moral [Moral character education]. Franciscanum, 55 (159), 155-197.

Ibáñez-Martín, J. A. (2015). La acción educativa como compromiso ético [Educational action as an ethical commitment]. Participación educa- tiva, 6, 18-27.

Kristjánsson, K. (2022). Friendship for virtue. Oxford University Press.

McGrath, R. E. (2015). Character strengths in 75 nations. The Journal of Positive Psychology, 10 (1), 41-52.

Noddings, N. (2010). Moral education in an age of globalization [La educación moral en la era de la globalización]. Educational Philosophy and Theory, 42 (4), 390-396.

Nussbaum, M. (2014). El cultivo de la humanidad [The cultivation of humanity]. Paidós.

Ortega,P.(2013).La pedagogía de la alteridad como paradigma de la educación intercultural [Pedagogy of alterity as paradigm of intercultural education]. revista española de pedagogía, 71 (256), 401-421.

Page, M. J., McKenzie J. E., Bossuyt P. M., Boutron I., Hoffmann T. C., Mulrow C. D., Shamseer, L., Tetzlaff, J. M., Akl,, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hrób- jartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., McGuinness, A., ... Moher, D. (2021). The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. BMJ, 372 (71), 1-9. http://dx.doi.org/10.1136/bmj.n71

Panikkar, R. (1993). La nueva inocencia [The new innocence]. Verbo Divino.

Platón. (2015). Banquete. Obras completas, vol.V [The Symposium. Collected Works, vol.V.]. Gredos.

Regmi, K. D. (2015). Lifelong learning: Founda- tional models, underlying assumptions and critiques. International Review of Education, 61 (2), 133-151. 10.1007/s11159-

015-9480-2

Rosa, H. (2019). Resonance: A sociology of our relationship to the world. Polity Press.

Rumayor, M. (2015). El Yo y la intimidad en Ortega y Gasset [Self and Intimacy in Ortega y Gasset]. Anales del Seminario de Historia de la Filosofía, 32 (1), 161-182. 10.5209/rev_ASHF.2015.v32.n1.48684

Shields, D. L. (2011). Character as the aim of education. Phi Delta Kappan, 92, 8-53.

Taylor, Ch. (2016). La ética de la autenticidad [The ethics of authenticity]. Paidós.

Author Biography

Zaida Espinosa Zarate has a Doctorate in philosophy from the Universidad Complutense de Madrid. She has been a Visiting Professor at the University of Ox- ford (2022), and is the author of the book Percepción, pensamiento y lenguaje. El rea- lismo radical de Reinhardt Grossman y el realismo moderado de Fernando Inciarte [Perception, thought and language: The radical realism of Reinhardt Grossman and the moderate realism of Fernando In- ciarte]. Her most recent articles include “Problem-Based Service Learning (PB-SL): Constructing a pedagogy of poverty based on Ignacio Ellacuría” (Educational Philosophy and Theory, 2022). Her research is in the fields of ethics and character education.

https://orcid.org/0000-0002-5217-2731

Josu Ahedo. Licentiate degree in Phi- losophy, Political Science, and Law. Com- munication graduate. Doctor of Philos- ophy. He was a secondary education and baccalaureate Teacher for 16 years. He has been an Associate Professor at the UNIR since 2011. He is Director of the Master’s in Teaching Methods in Personalised Edu- cation and Coordinator of the Master’s in Character Education and Emotional Edu- cation. He is Director of the El quehacer educativo en acción (Educational work in action) research group (EDUCACCION).

https://orcid.org/0000-0002-2480-5423

Miguel Rumayor is a researcher at the Universidad Panamericana (Guadala- jara, Mexico) and Associate Professor of Theory and History of Education at the Universidad Villanueva (Madrid, Spain). Two six-year research periods recognised by CNEAI (Spain’s national research ac- tivity assessment council). Visiting Schol- ar at Oxford, Notre Dame University, Catholic University, Duquesne University. His most recent work is Vida académica y formación personal: la universidad hoy a la luz del pensamiento de John Henry Newman [Academic life and personal formation: The university today in light of the thought of John Henry Newman] (Eunsa, 2021).

https://orcid.org/0000-0002-0450-4842

Citación recomendada | Recommended citation

Espinosa Zárate, Z., Ahedo Ruiz, J., & Rumayor, M. (2023). Amistad y educación del carácter: una revisión sistemática | Friendship and character education: a systematic review. Revista Española de Pedagogía, 81 (284), 143-169. 10.22550/REP81-1-2023-08