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- W3204359909 abstract "Aristotelianism has exerted a powerful influence on moral education during the last quarter of a century. So pervasive has this influence been that two of the most popular trends succeeding Kohlberg’s developmentalism are avowedly Aristotelian in origin: character education, based broadly on the tenets of virtue ethics, and social and emotional learning, derived from the concept of emotional intelligence. Devout Aristotelians, and I include myself among them, may grumble that those trends have rushed off too quickly in their own home-made directions. Character educationists seem at times to be overly concerned with the inculcation of a body of set traits, but too little concerned with the development of critical moral wisdom (phronesis), and EQ (emotional intelligence) theorists typically fail to heed Aristotle’s warning that emotional competence without moral depth is the mere calculated cleverness of a knave. Nevertheless those two approaches have unleashed an unprecedented interest in practical methods of moral education that clearly deserve to be labelled ‘Aristotelian’: moral habituation, sentimental education, service learning and the emulation of moral exemplars (see Kristjansson, 2007)." @default.
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- W3204359909 date "2016-02-24" @default.
- W3204359909 modified "2023-10-14" @default.
- W3204359909 title "Some Aristotelian Reflections on Teachers’ Professional Identities and the Emotional Practice of Teaching" @default.
- W3204359909 doi "https://doi.org/10.4324/9781315550534-17" @default.
- W3204359909 hasPublicationYear "2016" @default.
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