Abstract: Abstract Abstract Some of the character education programmes that were implemented in American public schools during the first three decades of this century are examined. The educational theory underlying these programmes is contrasted to John Dewey's ideas on moral education. Character education programmes reflected a trait‐inspired approach to morality: character was assumed to be a structure of virtues and vices. Dewey's conception of morality was broader; he held that character embraced all the purposes, desires, and habits that affect human conduct. Dewey's recommendations for moral education differed significantly from those put forward by the advocates of character education, as Dewey,'s proposals were basically proposals for school reform. Because character education programmes were aimed at developing specific virtues in students, the programmes were narrowly conceived and were unable to affect major changes in educational practice. Additional informationNotes on contributorsJeanne PietigDr Jeanne Pietig is Assistant Professor, School of Education, University of Colorado, Boulder, Colorado, 80309, USA.
Publication Year: 1977
Publication Date: 1977-05-01
Language: en
Type: article
Indexed In: ['crossref']
Access and Citation
Cited By Count: 20
AI Researcher Chatbot
Get quick answers to your questions about the article from our AI researcher chatbot