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• 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