Teaching virtues through literature: learning from the ‘Narnian Virtues’ character education research
Character education through curriculum subjects has taken increasing political importance in England after its inclusion in the school inspection framework. Here we present a pedagogical approach to developing virtue literacy through English Literature. As part of a longitudinal, mixed-methods resea...
| Autores principales: | ; ; |
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| Tipo de documento: | Electrónico Artículo |
| Lenguaje: | Inglés |
| Verificar disponibilidad: | HBZ Gateway |
| Interlibrary Loan: | Interlibrary Loan for the Fachinformationsdienste (Specialized Information Services in Germany) |
| Publicado: |
[2020]
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| En: |
Journal of beliefs and values
Año: 2020, Volumen: 41, Número: 4, Páginas: 474-488 |
| (Cadenas de) Palabra clave estándar: | B
Lewis, C. S. 1898-1963, The chronicles of Narnia
/ Großbritannien
/ Enseñanza
/ Ética de valores
|
| Clasificaciones IxTheo: | KBF Islas Británicas NCA Ética NCB Ética individual ZF Pedagogía |
| Otras palabras clave: | B
Narnia
B Literature B Virtue B Character education |
| Acceso en línea: |
Presumably Free Access Volltext (Resolving-System) |
| Sumario: | Character education through curriculum subjects has taken increasing political importance in England after its inclusion in the school inspection framework. Here we present a pedagogical approach to developing virtue literacy through English Literature. As part of a longitudinal, mixed-methods research project, this article uses empirical evidence from interviews with 26 students to identify and discuss the processes students used in the development of virtue literacy. The authors argue that the study of literature has a unique and valuable place in helping students develop virtue, and present areas for development in literature-based character education in the future. |
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| ISSN: | 1469-9362 |
| Obras secundarias: | Enthalten in: Journal of beliefs and values
|
| Persistent identifiers: | DOI: 10.1080/13617672.2019.1689544 |
