Teaching character: Cultivating virtue perception and virtue reasoning through the curriculum

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@article{a7d6ad756a204eefbf8967a1e2ea92af,
title = "Teaching character: Cultivating virtue perception and virtue reasoning through the curriculum ",
abstract = "Given the increased interest in character education across the world, educators are seeking guidance for their practice. This paper seeks to add to the evidence base about if and how character can be taught by discussing the results of a pilot evaluation (n 527) of a curriculum intervention designed to enhance two components of character: virtue perception and virtue reasoning. After the intervention the participants had improved virtue perception and reasoning scores compared to the control group. Further, female students scored higher in the pilot than their male counterparts. The results demonstrate how educating these components of character might be possible, providing evidence for a debate that goes back to Aristotle and today is keenly debated in academic, policy and practice circles. The findings are significant as they provide evidence as to how character might be taught through and within the programmes of study of existing curriculum subjects. ",
keywords = "Character; V, Virtue, Reasoning, Curriculum",
author = "Tom Harrison and Emily Burn and Francisco Moller",
year = "2018",
month = nov,
day = "9",
doi = "10.1080/00131911.2018.1538937",
language = "English",
journal = "Educational Review",
issn = "0013-1911",
publisher = "Taylor & Francis",

}

RIS

TY - JOUR

T1 - Teaching character

T2 - Cultivating virtue perception and virtue reasoning through the curriculum

AU - Harrison, Tom

AU - Burn, Emily

AU - Moller, Francisco

PY - 2018/11/9

Y1 - 2018/11/9

N2 - Given the increased interest in character education across the world, educators are seeking guidance for their practice. This paper seeks to add to the evidence base about if and how character can be taught by discussing the results of a pilot evaluation (n 527) of a curriculum intervention designed to enhance two components of character: virtue perception and virtue reasoning. After the intervention the participants had improved virtue perception and reasoning scores compared to the control group. Further, female students scored higher in the pilot than their male counterparts. The results demonstrate how educating these components of character might be possible, providing evidence for a debate that goes back to Aristotle and today is keenly debated in academic, policy and practice circles. The findings are significant as they provide evidence as to how character might be taught through and within the programmes of study of existing curriculum subjects.

AB - Given the increased interest in character education across the world, educators are seeking guidance for their practice. This paper seeks to add to the evidence base about if and how character can be taught by discussing the results of a pilot evaluation (n 527) of a curriculum intervention designed to enhance two components of character: virtue perception and virtue reasoning. After the intervention the participants had improved virtue perception and reasoning scores compared to the control group. Further, female students scored higher in the pilot than their male counterparts. The results demonstrate how educating these components of character might be possible, providing evidence for a debate that goes back to Aristotle and today is keenly debated in academic, policy and practice circles. The findings are significant as they provide evidence as to how character might be taught through and within the programmes of study of existing curriculum subjects.

KW - Character; V

KW - Virtue

KW - Reasoning

KW - Curriculum

U2 - 10.1080/00131911.2018.1538937

DO - 10.1080/00131911.2018.1538937

M3 - Article

JO - Educational Review

JF - Educational Review

SN - 0013-1911

ER -