OU - Institute for the Study of Human Flourishing
https://hdl.handle.net/11244/22701
2024-03-29T07:18:00ZThe Self, Motivation & Virtue Project Newsletter 10
https://hdl.handle.net/11244/54442
The Self, Motivation & Virtue Project Newsletter 10
The Self, Motivation & Virtue Project
This is the quarterly electronic publication of the Self, Motivation & Virtue Project. It features a lead article, autobiographical sketches of SMV Project research team members, publication announcements, and updates about the SMV Project leadership team.
2017-11-01T00:00:00ZThe Self, Motivation & Virtue Project Newsletter 09
https://hdl.handle.net/11244/54441
The Self, Motivation & Virtue Project Newsletter 09
The Self, Motivation & Virtue Project
This is the quarterly electronic publication of the Self, Motivation & Virtue Project. It features a lead article, autobiographical sketches of SMV Project research team members, publication announcements, and updates about the SMV Project leadership team.
2017-08-01T00:00:00ZHow to Train a Better Scientist: Intellectual Virtues, Epistemic Reasoning and Science Education
https://hdl.handle.net/11244/54440
How to Train a Better Scientist: Intellectual Virtues, Epistemic Reasoning and Science Education
Lapsley, Daniel; Chaloner, Dominic
This article was originally published in the Self, Motivation & Virtue Project’s e-Newsletter 09, July 2017.
2017-07-01T00:00:00ZTeaching Virtue
https://hdl.handle.net/11244/54308
Teaching Virtue
Snow, Nancy; Beck, Scott
Can virtue be taught? The question is a controversial one, harking back to Confucianism and the Platonic dialogues. We assume that virtue can be taught in the sense that teachers can influence character development in their students and explore the challenges and opportunities of teaching virtue from a variety of perspectives. In part I, Nancy E. Snow surveys a number of theoretical perspectives on teaching virtue which have been or are being implemented in schools. Scott Beck, the principal of Norman High School, describes in part II the grassroots approach to character development recently initiated at his institution. In part III we discuss how features of the Norman High initiative illus-trate aspects of the approaches discussed in part I, and conclude with general observations about roles for askesis, or disciplined practice, in changing school communities and cultivating character.
2018-01-01T00:00:00Z