I have read, watched and consumed a fair quantity of values, virtues and character content in the past month. By chance, I stumbleupon an up coming FutureLearn (MOOC) course “What is Character? Virtue Ethics in Education.” Character heavyweights contributing to the course include Professor James Arthur, Professor Kristján Kristjánsson, and Gary Walsh, Headteacher at Kings Langley. Starts Feb 15th.
I uncovered a little more on the “good sense” virtue which the ancient Greeks called phronesis.
The overall quality of knowing what to want and what not to want when the demands of two or more virtues collide, and to integrate such demands into an acceptable course of action.
and
– the development of good sense or practical wisdom: the capacity to choose intelligently between alternatives.
I have noticed the rather frequent use of the word “flourishing” in character literature.
I have read two very different and yet useful approaches to introducing and teaching virtues to students. One far some sophisticated than the other, though I am as yet unsure which is most effective. The first is an arduous journey exploring virtues.
VIRTUE KNOWLEDGE
What can those who have this virtue do particularly well?
What are the benefits of acting out this virtue?
When might I have to practise this virtue?
Which emotions alert me to the need to practise this virtue?
Which dilemmas and scenarios illuminate issues connected with the virtue?
VIRTUE REASONING
What are my basic dispositions and inclinations in the light of this virtue – how do I currently
act in situations that call for it to be exercised?
What are my circumstances, options and choices for practising this specific virtue?
Where is the Golden Mean for me in this situation?
VIRTUE PRACTICE
How did I respond to the call to virtue in the situation I identified?
When and how can I use opportunities to practise and strengthen this virtue?
What do I need to focus on?
One technique I have adopted is to investigate the meaning of my own values is to place them in between the polarised terms. Take the four words connected to this blog.
There have been one or two connections to accountability, however this has been by no mean intentional.
Pupils’ spiritual, moral, social and cultural development equips them to be thoughtful, caring and active citizens in school and in wider society.
Values and virtues education is clearly a positive contributor to the prevent strategy, however I see less and less value in British Values, and more and more value in common, accessible virtues. Virtues that mean something to students and parents. A return to citizenship (civic) education is not sufficient, we need coverage of all four virtuous domains.
Character and flourishing societies are terms readily adopted by politicians.
I learnt that Japan will be introducing a new moral education curriculum in 2018 (primary schools) and 2019 (secondary schools).
Whether Character Education or Value based Education #VbE these are not strategies added to a school vision. These are the school vision, as QEGS, executive headteacher and National Leader of Education, Anne Martin, stresses “for the approach to be woven in to the school’s documentation (such as the self-evaluation form and work with the school improvement partner) and relate to both external and internal policy directives.”
Lastly, given the media climate avoid using Homer Simpson to explain any virtuous behaviour.
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