The Department of Education has introduced funding and awards (£5 million) for the educating of ‘character’ in schools I thought I had seen it all in terms of training’s obsession with ‘C’ phrases – creativity, collaboration, community, contructivism, coding and so forth. Cognitive-developmental theory of moral training and improvement sprang from the work of the Swiss psychologist Jean Piaget and was additional developed by Lawrence Kohlberg Kohlberg rejected the focus on values and virtues, not solely because of the lack of consensus on what virtues are to be taught, but also because of the complicated nature of practising such virtues.
However, in a residential faculty the boundaries between such groups may blur, due largely to the intimate setting; the inability for friends to separate fully as a result of living preparations; the increased construction, supervision, and grownup oversight; and the sturdy emphasis on character constructing that many private faculties encourage.
With character schooling beginning to sound like one thing minor public colleges had tried to whip into their pupils back within the days when young men went off to serve the Empire, objectors were fast to point out that the whole character thing seemed like some proper-wing conspiracy designed to provide buttoned-down, conformist, unimaginative adults.
So, for the report, listed below are some key questions I imagine we urgently need to ask ourselves, if we’re to prevent character schooling from changing into one other faddy academic bandwagon that rolls on by. We need to take the time to assume deeply about them, and we need to recognise that there may well be many good solutions to each of them, not just one.