The Question of Significance: Tall Ship Sailing and Virtue Development

Autor/inn/en	Marshall, Aaron; Allison, Peter; Hearn, Jonathan
Titel	The Question of Significance: Tall Ship Sailing and Virtue Development
Quelle	In: Journal of Moral Education, 49 (2020) 4, S.396-414 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Allison, Peter)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7240
DOI	10.1080/03057240.2019.1650732
Schlagwörter	Social Development; Ethics; Educational Philosophy; Alumni; Experiential Learning; Educational Theories; Values Education; Aquatic Sports; Individual Development; Friendship; Transformative Learning; Outcomes of Education; Outdoor Education + Suchen Sie Ihr Suchwort? Soziale Entwicklung; Ethik; Bildungsphilosophie; Erziehungsphilosophie; Experiental learning; Erfahrungsorientiertes Lernen; Educational theory; Theory of education; Bildungstheorie; Werterziehung; Water sports; Water sport; Wassersport; Individuelle Entwicklung; Freundschaft; Pädagogische Transformation; Lernleistung; Schulerfolg; Freiluftunterricht
Abstract	Notions of 'personal and social development' within experiential learning literature remain philosophically underdeveloped, often identified as something like practical wisdom or practical reasoning. Experiential learning practitioners and theorists make frequent claims regarding the 'life-changing' significance for participants; particularly in terms of character development. Surprisingly rare, however, is a long-range study investigating these claims. This article shares findings from a retrospective study examining perceptions of program alumni from a tall ship sailing study school with a view for personal and social development during the experience and since, understood through an Aristotelian virtue lens. Four themes emerged from data: Significance, practice, values clarification and friendships and community. Themes are examined in relation to virtue theory and implications for practice and future research explored. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01