<![CDATA[This study examines how family, school, and society function as interconnected educational spaces in the reproduction of moral order in contemporary Indonesia. Existing studies tend to examine these spaces separately, thus limiting understanding of how moral values are transmitted, negotiated, and transformed across various social contexts. Using a qualitative desk research approach, this study analyzes theoretical and empirical literature on the sociology of education, social reproduction, moral education, and the relationship between family, school, and society. Data were collected through documentation and analyzed using thematic analysis and critical literature synthesis. This analysis integrates Pierre Bourdieu's concepts of habitus and field, Berger and Luckmann's social construction of reality, and the perspectives of Émile Durkheim's moral education. The findings suggest that the family serves as the primary space for developing moral dispositions through daily habits and interactions; schools operate as institutional fields that legitimize, reinforce, and negotiate moral values; while society and the digital space provide broader arenas for the testing, reinterpretation, and transformation of these values. Therefore, moral order emerges through the nonlinear circulation of values across interconnected spaces, rather than through one-way transmission. This study proposes a framework of interconnected educational spaces that shifts character education from a school-centered model to an integrated family-school-community ecosystem.]]>
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