Character Education and the 'Priority of Recognition'

Autor/in	Bates, Agnieszka
Titel	Character Education and the 'Priority of Recognition'
Quelle	In: Cambridge Journal of Education, 49 (2019) 6, S.695-710 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-764X
DOI	10.1080/0305764X.2019.1590529
Schlagwörter	Values Education; Resilience (Psychology); Recognition (Achievement); Responsibility; Empathy; Self Esteem; Foreign Countries; Interpersonal Relationship; Personality Traits; Philosophy; School Role; Moral Development; Children; United Kingdom (England) + Suchen Sie Ihr Suchwort? Werterziehung; Soziale Anerkennung; Verantwortungsübernahme; Zuständigkeit; Empathie; Self-esteem; Selbstaufmerksamkeit; Ausland; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Philosophie; Moralische Entwicklung; Child; Kind; Kinder
Abstract	As part of a revival of interest in character education, English schools are required to teach the new 'three Rs': resilience; respect for 'fundamental British values'; and responsibility for one's own well-being. School inspectors evaluate children's resilience, whilst the Department for Education has offered financial incentives to schools that 'instil' mental toughness and 'grit'. However, this approach may prove counterproductive because it relies on teaching about desirable character traits and neglects the interpersonal relations within which 'character' develops. This paper argues for an alternative 'fourth R' of character education, based on Honneth's theory of recognition. As an empathetic connection to others arising from their intrinsic worth, recognition precedes cognition and a detached, neutral stance. Recognition of others as a prerequisite for moral action provides a foundation for an approach to character education that takes account of intersubjective relationships in schools and the wider social context within which character is shaped. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01