| dc.contributor.author | Snow, Nancy | |
| dc.contributor.author | Beck, Scott | |
| dc.date.accessioned | 2018-01-16T17:24:39Z | |
| dc.date.available | 2018-01-16T17:24:39Z | |
| dc.date.issued | 2018 | |
| dc.identifier.uri | https://hdl.handle.net/11244/54308 | |
| dc.description.abstract | 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. | en_US |
| dc.description.sponsorship | This article was made possible through the support of a grant from the John Templeton Foundation, and by support from The University of Oklahoma. The opinions expressed in this article are those of the authors and do not necessarily reflect the views of the John Templeton Foundation. | en_US |
| dc.language | en_US | en_US |
| dc.subject | Philosophy | en_US |
| dc.subject | Education, General. | en_US |
| dc.title | Teaching Virtue | en_US |
| dc.type | Article | en_US |
| dc.description.peerreview | No | en_US |
| ou.group | Other | en_US |
