Character education is inherently a multidisciplinary endeavour, which requires its adherents to ask

1

• Welcome

2

• Character education is inherently a
  multidisciplinary endeavour, which requires its
  adherents to ask divergent questions and employ
  disparate methods in approaching the subject.
• Arthur (2003)

3

• There is no magic solution
• What is Character Education ?
• (How) can we create character?
• There are no experts (although there are
  academics)
• The Ethos Project wont tell you what to do
• The Ethos Project wont fix your problems

4

• the kind of people we are turning out is more
  important than national supremacy in mathematics
  and science
• Noddings (2002)

5

• Checkpoint
• Personal reflection

6

• Background to the project
• Take a look at the personal narrative document.
• What is different about this context from your
  own?
• What is familiar or equivalent to you?
• What do you think Character Education is about,
  having read this?
• What would you advise this author to do?
• How does this lead to The Ethos Project?

7

• schools should first and foremost be moral
  communities there are no algorithms or recipes
  It is very much a matter of context.
• Lauder, Jamieson Wikeley (1998)

8

• Background to the project (2)
• The document is the opening of a dissertation by
  one of the course team
• The team have worked together in the past and
  found much in common in their approaches
• For the past year they have been working as The
  Ethos Consortium
• Richard and Jons backgrounds
• Your own narratives the RADs

9

• The effectiveness of schools is determined
  increasingly by blueprints and formulas rather
  than the expertise of teachers who are
  responsible for the quality of the pupils
  experiences.
• Lodge Reed (2003)

10

• Have a break

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• Consider the following examples
• What would your emotional response be if you were
  a member of this institution?
• What would your rational response be?
• What behaviours would your responses display as?
• What would you learn from being in this
  institution?

12

• What assumptions do schools make about the ways
  they must be organised?
• When was our education system designed?
• What has all this got to do with character?

13

• History suggests the prescriptive use of
  principles has not been effective.
• Noddings (2002)

14

• Housekeeping
• The three phases
• Phase 1 outline
• Your course dates
• Anticipated attendance
• Flexibility options
• Plenaries and e-fora ideal vs. practical

15
Checkpoint The audit commission
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It is clear that certain aspects of
character building are beyond the realm of
measurement. Arthur (2002)
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• Next three sessions
• We may be able to acquire extended funding if you
  have colleagues (in your own school or other) who
  would be interested
• Well have course books for you shortly and
  todays materials will be on the website before
  next time
• See you next time!

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Ethos anthropos daimon
Heraclitus