Does Neo-Aristotelian Character Education Maintain the Educational Status Quo? Lessons from the 19th-Century "Bildung" Tradition

Autor/in	Sanderse, Wouter
Titel	Does Neo-Aristotelian Character Education Maintain the Educational Status Quo? Lessons from the 19th-Century "Bildung" Tradition
Quelle	In: Ethics and Education, 14 (2019) 4, S.399-414 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sanderse, Wouter)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1744-9642
DOI	10.1080/17449642.2019.1660456
Schlagwörter	Educational Philosophy; Values Education; Teaching Methods; Ethics; Progressive Education; Program Descriptions; Educational History; Foreign Countries; Educational Policy; Well Being; Social Attitudes; Political Attitudes; Comparative Analysis; Individual Development; Germany; United Kingdom + Suchen Sie Ihr Suchwort? Bildungsphilosophie; Erziehungsphilosophie; Werterziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Ethik; Reformpädagogik; Progressive Erziehung; History of education; Bildungsgeschichte; Ausland; Politics of education; Bildungspolitik; Well-being; Wellness; Wohlbefinden; Social attidude; Soziale Einstellung; Political attitude; Politische Einstellung; Individuelle Entwicklung; Deutschland; Großbritannien
Abstract	As neo-Aristotelian character education approaches have become more popular, the list of objections has increased too. This paper focuses on the objection that while character education proponents claim to be 'progressive' and 'reformative' they seem to maintain the educational status quo. This paper examines what happens to neo-Aristotelian character education approaches when they are implemented in schools. First, a range of authors is consulted that has critically followed character education approaches, in particular the one advocated by the Jubilee Centre for Character and Virtues. Second, the "Bildung" tradition is discussed, which was also intended as a progressive and cosmopolitan project, but was used by German governments in the 19th century to fashion the nation state. Finally, a comparison between the two approaches is made, raising the question whether it is possible for states to run an education system that does not distort ideals of what it means to be human. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01