Character Education, the Individual and the Political

Autor/in	Peterson, Andrew
Titel	Character Education, the Individual and the Political
Quelle	In: Journal of Moral Education, 49 (2020) 2, S.143-157 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7240
DOI	10.1080/03057240.2019.1653270
Schlagwörter	Values Education; Political Attitudes; Ethics; Teaching Methods; Educational Philosophy; Social Justice; Moral Values; Criticism; Western Civilization; Democracy; Citizenship Education; Foreign Countries; United Kingdom (England) + Suchen Sie Ihr Suchwort? Werterziehung; Political attitude; Politische Einstellung; Ethik; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsphilosophie; Erziehungsphilosophie; Soziale Gerechtigkeit; Moral value; Ethischer Wert; Kritik; Demokratie; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Ausland
Abstract	Recent critics have suggested that character education (either in and of itself or certain instantiations of it) is overly individualised and, as a result, fails to engage adequately with the political. In this paper, I offer an account of character education which takes issue with such criticisms, and seeks to make clear connections between the moral and the political necessary for character formation and expression. Drawing on an Aristotelian understanding of the political, I argue that individuals are intimately connected with their social associations, which in contemporary plural, westernised democracies include the sort of engagement with the political advocated by critics of character education. Through a focus on civic virtue and deliberative engagement, it is argued that an Aristotelian-inspired account of character addresses the precise concerns, including recognising and challenging social injustices and deliberative engagement with difference, which critics suggest are lacking from character education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01