Teaching Character and Virtue in Schools

Description

Efnisyfirlit

Cover Page
Half Title page
Series Page
Title Page
Copyright Page
Contents
Acknowledgements
Introduction
1 Wisdom in the craft of teaching
The nature of teaching and learning
Who the teacher is matters
The competency agenda
Contractual versus relational incentives
The virtues and practical wisdom
The moral dimension of teaching
Teaching as virtue in action
Conclusions
Objectives reached
Questions for reflection
Note
2 What is ‘character education’?
Introduction
Definition of character education and its relationship to values education
Why prioritise character education?
The problem of a conceptual labyrinth and the need for a GPS
Historical background and policy developments
What is distinctive about an Aristotelian approach to character education?
Aristotelian character education compared with other variants
Objectives reached
Questions for reflection
3 Digging deeper into the purpose and meaning of character and character education
Introduction
Character and human psychology
Different types of virtue
Why ‘character’ and ‘virtue’ are not redundant or old-fashioned
A brief detour into moral philosophy: virtue ethics and moral naturalism
Conservatism, individualism and broader social concerns
Paternalistic intervention – or what children and parents want?
But is good character not culturally relative?
But is there such a thing as character? The situationist challenge
Virtue attuned to individual dispositions – and a reminder of the invaluable role of phronesis
The need for further integrative work
Objectives reached
Questions for reflection
4 How does children’s moral character develop?
Introduction
Moral psychology and development
Kohlberg’s model of moral development
Towards an alternative model of moral development
A virtue ethical account of character development
The advantage of a virtue ethical approach
The Character Development Ladder
Case: gossiping about Florence
Stage 1: moral indifference
Stage 2: emerging self-control
Stage 3: self-control
Stage 4: virtue
Conclusion
Objectives reached
Questions for reflection
5 Classroom-based approaches to character education
A taught course in character education
Pedagogy
Approach 1
Approach 2
Approach 3
Aristotelian elements
Evaluating character development
Evaluating and assessing a taught course in character education
Teaching character through curriculum subjects
Citizenship education
Computer Science
Design and technology
English and English Literature
Geography
History
Mathematics
Science
Physical education
Non-statutory subjects: PSHE and RE
Personal Social Health Education
Religious Education
Conclusion
Objectives reached
Questions for reflection
6 Whole school approaches to character education
Developing virtue literacy
Co- and extra-curricular activities
Case study: King’s Leadership Academy, Warrington
Case study: Eton College
Civic engagement: service learning, youth social action and volunteering
Case study: East Norfolk Sixth Form College
Partnering with parents on character education
Role modelling
Dialogue
Conclusion
Objectives reached
Questions for reflection
7 How can we measure virtue and evaluate programmes of character education?
Introduction
Two methodological problems
Self-reporting instruments
Triangulation
Moral dilemma tests
Observations
Implicit testing and biological measures
Concluding remarks
Objectives reached
Questions for reflection
Note
8 Character education books, papers and resources
1. Academic papers on character education
2. Books on character education
3. Character education teaching resources
4. Research reports on character education
9 Primary and secondary sample lessons
Secondary lesson plans
Sample lesson 1: the emotions
Session 1: understanding the emotions (performance virtue)1
Session 2: managing the system (performance virtue)
Session 3: using emotions to help us decide (the moral virtues)
Session 4: using emotions to help us engage (the civic virtues)
Session 5: reflection
Sample lesson 2: an intelligent virtue – good sense
Session 1: virtue knowledge
Session 2: virtue reasoning
Session 3: virtue practice
Sample lesson 3: using the tools of virtue
Session 1: something is not as it should be
Session 2: something is not as it should be, and I need to pause
Session 3: look: what do emotions tell me?
Session 4: listen: giving and taking reasons
Session 5: caterpillar
Sample lesson 4: the virtue of courage
Session 1: virtue knowledge
Session 2: virtue reasoning
Primary lesson plans
Reception: picture journals – session A
Learning objectives:
Reception: picture journals – session B
Learning objectives:
Year 1: thank you cards – designing
Synonyms:
Learning objectives:
Year 1: thank you cards – writing
Description:
Synonyms:
Learning objectives:
Year 2: a visit from a school staff member
Learning objectives:
Year 2: thanking the classroom visitor
Learning objectives:
Year 3: a visit from a school staff member
Description:
Synonyms:
Learning objectives:
Year 3: thanking the classroom visitor
Learning objectives:
Year 4: a visit from the school cook
Synonyms:
Learning objectives:
Year 4: writing a class thank you letter
Learning objectives:
Year 5: where did that come from? – session A
Description:
Synonyms:
Learning objectives:
Year 5: where did that come from? – session B
Learning objectives:
Year 6: reflecting on gratitude – session A
Description:
Synonyms:
Learning objectives:
Year 6: reflecting on gratitude – session B
Learning objectives:
Notes
Appendix A
A framework for character education in schools
Introduction
What character education is
What character education is not
Key principles
What virtues constitute good character?
The goals of character education
School ethos based on character
Teachers as character educators
Appendix B
Statement on teacher education and character education1
Virtues and teaching
Teacher education and character education
Evidence
Recommendations for teacher education
Conclusion
Note
References
Index