Teaching Character and Virtue in Schools
Lýsing:
Teaching Character and Virtue in Schools addresses the contemporary issues of quantification and measurement in educational settings. The authors draw on the research of the Jubilee Centre at the University of Birmingham in order to investigate the concern that the conventional wisdom, sound judgement and professional discretion of teachers is being diminished and control mistakenly given over to administrators, policymakers and inspectors which in turn is negatively effecting pupils’ character development.
The books calls for subject competence to be complemented by practical wisdom and good character in teaching staff. It posits that the constituent virtues of good character can be learned and taught, that education is an intrinsically moral enterprise and that character education should be intentional, organised and reflective. The book draws on the Jubilee Centre’s expertise in support of its claims and successfully integrates the fields of educational studies, psychology, sociology, philosophy and theology in its examination of contemporary educational practices and their wider effect on society as a whole.
It offers sample lessons as well as a framework for character education in schools. The book encourages the view that character education is about helping students grasp what is ethically important and how to act for the right reasons so that they can become more autonomous and reflective individuals within the framework of a democratic society. Particularly interested readers will be educational leaders, teachers, those undertaking research in the field of education as well as policy analysts with a keen interest in developing the character and good sense of learners today.
Annað
- Höfundar: James Arthur, Kristján Kristjánsson, Tom Harrison, Wouter Sanderse, Daniel Wright
- Útgáfa:1
- Útgáfudagur: 2016-07-15
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- Format:ePub
- ISBN 13: 9781317441304
- Print ISBN: 9780815360919
- ISBN 10: 1317441303
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
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- Gerð : 208
- Höfundur : 17106
- Útgáfuár : 2016
- Leyfi : 380