By Bill Lucas
There is more work to do in understanding the most reliable signature pedagogies and the most effective co-curricular learning for characterful capability. But it can definitely work, writes a leading educationist
Schools are deeply moral places. First as children then as young people, pupils learn what is right or wrong. In short they learn about character. It has always been so. Parents try to transmit their moralities to their progeny, schools do likewise with their charges. They are, after all, in loco parentis. Over the last few decades words which also have moral connotations such as ‘grit’ have also gained an epistemic one, that is to say one that signals an attitude to knowledge. While I very much welcome a move towards understanding dispositions for learning, I am uncomfortable with the relatively recent shift that suggests schools now have a responsibility for delivering ‘character education’.
Continue reading here