The aim of the Educating Democratic Virtues in Europe project is to understand how democratic virtues feature in various forms of civic education in Europe and how democratic virtues can be strengthened in this regard. This aim and the following research questions underpin this project: In terms of key outcomes,
As part of the ‘Virtues in the Professions’ project, a new research report exploring the moral practice of policing has been published. Character Virtues in Policing presents findings from research conducted with pre- and in-service police officers across police forces, and at universities, in the U.K. The project captured which
Character Education and School Improvement All schools should offer explicit and implicit educational activities that help pupils to develop positive personal character strengths called virtues. It is virtues that sustain a well-rounded life, are fundamental to human flourishing and ensure a thriving society. Schools should aim to develop confident and
This report presents the findings of the Teaching Character Education: What Works research project. This project, which began in January 2021, involved reviewing teaching resources and research data from the Jubilee Centre for Character and Virtues. The project then conducted new research to determine which character education teaching strategies work
This report details the findings from a questionnaire that examined the extent to which parents and teachers had shared understandings about the importance of character, and what they perceived to be the barriers and enablers to them working collaboratively on character education. The findings presented form the initial phase of
Parents1 and teachers both have a significant influence on the character development of children and young people, and successful character education requires an effective partnership between them (Jubilee Centre, 2017). The initial report of the Parent-Teacher Partnerships in Character Education project identified a communication gap between teachers and parents (Harrison,
Phronesis (practical wisdom) has come under increased scrutiny of late within neo-Aristotelian moral psychology, character education and virtue-base professional ethics. While great strides have been made within the Jubilee Centre since 2019 in understanding the concept of phronesis and creating a theoretically viable instrument to measure it, the instrument originally
The present report complements a previous report that described findings from a project on phronesis (practical wisdom), conducted in the Jubilee Centre for Character and Virtues in 2018–2020 (Kristjánsson et al., 2020). The previous report explored the conceptual contours of phronesis and proposed a four componential model (Aristotelian Phronesis Model:
According to Aristotelian character developmental theory, young people who have acquired the right moral traits through habituation and role modelling need gradually to develop the intellectual virtue of phronesis, or practical wisdom, to guide their decision making; otherwise, their moral life will be fragmented, uncritical and lacking in intrinsic value.
Cyber-wisdom is defined in this report as the ability to do the right thing at the right time, when using online digital technologies. It is a virtue that helps users to maximise online opportunities and minimise online risks. The task of educating cyber-wisdom in children and adolescence relies on joint