Virtues and values education in schools: a study in an international sample
There is a deficit in character education research in Latin America and a lack of clarity about conceptual issues relevant to values and virtues. This lack of conceptual clarity has practical importance. The research sought to investigate empirically how school managers and teachers understand and p...
| Authors: | ; |
|---|---|
| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Routledge
2024
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| In: |
Journal of beliefs and values
Year: 2024, Volume: 45, Issue: 1, Pages: 69-85 |
| Further subjects: | B
Education
B Values B Schools B Virtues |
| Online Access: |
Volltext (kostenfrei) |
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| 520 | |a There is a deficit in character education research in Latin America and a lack of clarity about conceptual issues relevant to values and virtues. This lack of conceptual clarity has practical importance. The research sought to investigate empirically how school managers and teachers understand and practice character education, with particular attention to the distinction between educating values and virtues. The study was carried out during the first semester of 2022 on a sample of 160 schools in 17 countries, mainly in Christian schools in Spain and Mexico. The results show that there are differences according to the type of school and country. There are important findings regarding the concept of virtue and its relation to the concept of value, which virtues and values are most relevant for schools to teach, and which are the most used strategies in character education programmes. The research points to moral education as a central theme in schools, which considers both virtue and values education. There is a genuine interest on training teachers in virtue education. The study contributes to a better comprehension of moral education (particularly in character education) in Spain and Latin America. It provides an understanding of the differences and similarities between virtue and values education in the minds of educators. It offers information on the main practical strategies linked to character education as well as reflections on how to carry out character education in Latin America. Finally, the study offers a comparison between the paradigm of virtue education and the paradigm of values education that can be inferred from the responses of school managers and teachers. These are two competing but compatible paradigms of moral education. Our proposal is that there should be a constructive dialogue between paradigms and even a synthesis. | ||
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