<![CDATA[Recently we have been showing the emergence of character crisis phenomena in this nation that casused the natinal crisis in multy-dimention. Various aspects of life also responsible for the fragility of personality of this nation. Including the school as an institution that essencially as the medium of character builder. Education to borrow a term of Shapiro (2006) already lost the hearts, because the moral and
spiritual dimension has been marginalized. So if the momentum âEducation Dayâ (May 2, 2010), the government declared a ânational movement in the nation of character education,â then it needs to be well received, though still in a search model. This brief paper tries to review how the essence of character education and curriculum design as it should be prepared in the perspective of gender justice. This paper concludes that
character education is different from the of moral education. If moral education tends to teach the ethical dimensions, good and bad in cognitive level, then character education requires a holistic approach. Character education as confirmed (Lickona, 1991) should include three aspects of knowing, feeling and acting of the good. Therefore, in designing the curriculum needs to consider the three-sphere which is supported by intervention efforts and habituation, starting at the class, school, and family environment. In order for the construction of curricula is not
gender-biased, the need to put forward a gender perspective in developing a character education curriculum in all level.
Keywords: character education, gender justice, curriculum development]]>
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