Teaching Character and Virtue in Schools

Cover
Half Title
Title Page
Copyright Page
Table of Contents
Acknowledgements
Introduction
Chapter 1 Wisdom in the craft of teaching
	Summary
	The nature of teaching and learning
	Who the teacher is matters
	The competency agenda
	Contractual versus relational incentives
	Teaching as virtue in action
	Conclusions
	Objectives reached
	Questions for reflection
	Note
Chapter 2 What is ‘character education’?
	Summary
	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
Chapter 3 Digging deeper into the purpose and meaning of character and character education
	Summary
	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
Chapter 4 How does children’s moral character develop?
	Summary
	Introduction
	Moral psychology and development
	A virtue ethical account of character development
	Case: gossiping about Florence
	Conclusion
	Objectives reached
	Questions for reflection
Chapter 5 Classroom-based approaches to character education
	Summary
	A taught course in character education
	Pedagogy
	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
Chapter 6 Whole school approaches to character education
	Summary
	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
Chapter 7 How can we measure virtue and evaluate programmes of character education?
	Summary
	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
Chapter 8 Character education books, papers and resources
Chapter 9 Primary and secondary sample lessons
	Summary
	Secondary lesson plans
	Sample lesson 1: the emotions
	Sample lesson 2: an intelligent virtue – good sense
	Sample lesson 3: using the tools of virtue
	Sample lesson 4: the virtue of courage
	Primary lesson plans
	Reception: picture journals – session A
	Reception: picture journals – session B
	Year 1: thank you cards – designing
	Year 1: thank you cards – writing
	Year 2: a visit from a school staff member
	Year 2: thanking the classroom visitor
	Year 3: a visit from a school staff member
	Year 3: thanking the classroom visitor
	Year 4: a visit from the school cook
	Year 4: writing a class thank you letter
	Year 5: where did that come from? – session A
	Year 5: where did that come from? – session B
	Year 6: reflecting on gratitude – session A
	Year 6: reflecting on gratitude – session B
	Notes
Appendix A
	A framework for character education in schools
	Introduction
	What character education is
	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 education
	Virtues and teaching
	Teacher education and character education
	Evidence
	Recommendations for teacher education
	Conclusion
	Note
References
Index