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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