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  1.  83
    The Meaning of Role Modelling in Moral and Character Education.Wouter Sanderse - 2013 - Journal of Moral Education 42 (1):28-42.
    Character education considers teachers to be role models, but it is unclear what this means in practice. Do teachers model admirable character traits? And do they do so effectively? In this article the relevant pedagogical and psychological literature is reviewed in order to shed light on these questions. First, the use of role modelling as a teaching method in secondary education is assessed. Second, adolescents? role models and their moral qualities are identified. Third, the psychology of moral learners is critically (...)
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  2.  52
    An Aristotelian Model of Moral Development.Wouter Sanderse - 2015 - Journal of Philosophy of Education 49 (3):382-398.
    Despite the Aristotelian renaissance in the philosophy of education, the development of virtue has not received much attention. This is unfortunate, because an attempt to draft an Aristotelian model of moral development can help philosophers to evaluate the contribution Aristotelian virtue ethics can make to our understanding of moral development, provide psychologists with a potentially richer account of morality and its development, and help educators to understand the developmental phase people are in. In the article, it is argued that the (...)
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  3.  11
    Does Aristotle Believe That Habituation is Only for Children?Wouter Sanderse - 2020 - Journal of Moral Education 49 (1):98-110.
    ABSTRACTFull virtue and practical wisdom comprise the end of neo-Aristotelian moral development, but wisdom cannot be cultivated straight away through arguments and teaching. Wisdom is integrated with, and builds upon, habituation: the acquisition of virtuous character traits through the repeated practice of corresponding virtuous actions. Habit formation equips people with a taste for, and commitment to, the good life; furthermore it provides one with discriminatory and reflective capacities to know how to act in particular circumstances. Unfortunately, habituation is often understood (...)
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  4.  24
    Does Aristotle Believe That Habituation is Only for Children?Wouter Sanderse - 2018 - Journal of Moral Education:1-13.
  5.  62
    Character Education in UK Schools: Research Report.James Arthur, Kristján Kristjánsson, David Walker, Wouter Sanderse & Chantel Jones - unknown
    The research project described in this report represents one of the most extensive studies of character education ever undertaken, including over 10,000 students and 255 teachers in schools across England, Scotland, Northern Ireland and Wales. Research techniques consisted of a mixture of surveys, moral dilemmas and semi-structured interviews. This report explores: - The current situation in character education, both in the UK and internationally - How developed British students are with respect to moral character and the extent to which they (...)
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  6.  11
    ‘Equipping Students with an Ethical Compass.’ What Does It Mean, and What Does It Imply?Lieke H. Van Stekelenburg, Doret De Ruyter & Wouter Sanderse - 2021 - Ethics and Education 16 (1):91-107.
    ABSTRACT The expression that professionals should be led by their moral or ethical compass is increasingly used by academics, policy makers, professionals, and educational institutes. Dutch universities of applied sciences, for example, explicitly aim to educate their students to become professionals equipped with a moral compass. This moral or ethical compass is a metaphor of which people intuitively grasp its meaning, but our literature review also shows that various interpretations are possible. We found three clusters of proposed ethical compasses expressing (...)
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  7.  37
    Paul Bloomfield: The Virtues of Happiness. A Theory of the Good Life: Oxford / New York: Oxford University Press 2014, 272 Pages, ISBN: 978-0-19-982736-7, £41.99.Wouter Sanderse - 2015 - Ethical Theory and Moral Practice 18 (4):881-882.
    “Aristotle is the father of virtue ethics, and virtue ethics is hot”, Howard Curzer states in the introduction of his Aristotle and the virtues . Aristotelian virtue ethics has attracted so much attention that it has become one of the three major approaches in normative ethics since its revival in post-war Anglo-Saxon philosophy. In his new book, Paul Bloomfield is, like these virtue ethicists, not so much interested in the modern ethical question of how to treat others, but in the (...)
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  8. Keeney, P., Liberalism, Communitarianism and Education.Wouter Sanderse - 2008 - Tijdschrift Voor Filosofie 70 (1):165.
     
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  9. Recensie-Diagnose En Therapie.Wouter Sanderse - 2009 - Filosofie En Praktijk 30 (6):64.
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  10. Tiberius, Valerie, The Reflective Life.Wouter Sanderse - 2009 - Tijdschrift Voor Filosofie 71 (2):425.
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  11.  11
    Does Neo-Aristotelian Character Education Maintain the Educational Status Quo? Lessons From the 19th-Century Bildung Tradition.Wouter Sanderse - 2019 - Ethics and Education 14 (4):399-414.
    ABSTRACTAs neo-Aristotelian character education approaches have become more popular, the list of objections has increased too. This paper focuses on the objection that while character education proponents claim to be ‘progressive’ and ‘reformative’ they seem to maintain the educational status quo. This paper examines what happens to neo-Aristotelian character education approaches when they are implemented in schools. First, a range of authors is consulted that has critically followed character education approaches, in particular the one advocated by the Jubilee Centre for (...)
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  12.  8
    A Philosophy of Schooling. Care and Curiosity in Community.Wouter Sanderse - 2019 - British Journal of Educational Studies 67 (2):275-277.