What could be the point of teaching such works of bygone cultural and literary inheritance as Cervantes' _Don Quixote_ and Shakespeare’s _The Merchant of Venic_e in schools today? This book argues that the narratives and stories of such works are of neglected significance and value for contemporary understanding of human moral association and character. However, in addition to offering detailed analysis of the moral educational potential of these and other texts, the present work reports on a pioneering project, recently pursued (...) by the Jubilee Centre for Character and Virtues, concerned precisely with the use of these and other stories for moral and character education in schools. The success of the 'Knightly Virtues’ project is an inspiring story in its own right and should therefore be of enormous interest to all schools, teachers and parents rightly concerned with this all-important aspect of their children’s educational development. (shrink)

This article draws on a study investigating how 11–14 year olds growing up in England understand cyber-bullying as a moral concern. Three prominent moral theories: deontology, utilitarianism and virtue ethics, informed the development of a semi-structured interview schedule which enabled young people, in their own words, to describe their experiences of online and offline bullying. Sixty 11–14 year olds from six schools across England were involved with the research. Themes emerging from the interviews included anonymity; the absence of rules, monitoring (...) and guidance and, the challenges associated with determining the consequences of online actions. The findings demonstrate the advantages of adopting a character-based moral theory to compliment rules and/or consequence based moral theories as the basis for future research into cyber-bullying. The findings evoke some wider implications for future research into cyber-bullying that might equally be applied to investigations into other Internet related moral concerns. (shrink)

There is a growing consensus in Britain on the importance of character, and on the belief that the virtues that contribute to good character are part of the solution to many of the challenges facing modern society. Parents, teachers and schools understand the need to teach basic moral virtues to pupils, such as honesty, self-control, fairness, and respect, while fostering behaviour associated with such virtues today. However, until recently, the materials required to help deliver this ambition have been missing in (...) Britain. The Knightly Virtues Programme, devised by the Jubilee Centre for Character and Virtues, aims to help solve this challenge. The programme, designed for 9 to 11 year olds, draws on selected classic stories to help teach moral character in schools. This approach has proved to be popular with children and teachers, with more than 5,000 pupils from one hundred schools having participated in the programme so far. Fifty-five of these schools and 3,272 pupils were directly involved in different stages of the research. Based at the University of Birmingham, the Jubilee Centre houses leading academics dedicated to researching the various ways in which good character, which underpins the building blocks of society, can be developed. Recent research from the Centre has shown that the qualities that make up character can be learnt and taught, and suggests that we need a new emphasis on their importance in schools and in professional education. This report from the Centre into the use of classic literature within schools sets out the ways in which the Knightly Virtues Programme is able to develop the virtue literacy of school pupils, and the extent to which an understanding and awareness of good moral character can make positive changes to behaviour. The impact of the programme has been tested using several rigorous research methods, detailed in this report alongside their findings, which provide substantial empirical evidence for the effectiveness of using stories to develop virtue literacy. (shrink)

This paper draws upon analogy with better documented slave societies to argue, first, that the institution of slavery was a major factor in fostering a discourse on the differences among foreign peoples; and secondly, that Greek ethnographic writing was informed by the experience of slavery, containing implicit justifications of slavery as an institution. It then considers the implications of these conclusions for our understanding of Greek representations of the barbarian world and for Greek contact with non-Greeks.

Georg Simmel’s essay on Rome gives paradigmatic expression to an imponderable method that the philosopher practices for years, symbolized by the idea of a plumb line cast from the unstable waters of a sea to its firm foundations. Here Simmel shows how a complex and transhistorical city receives meaning through its multiply tense urban relations, constituting nonetheless a strangely coherent whole. Only circular thinking can adequately grasp this form of coherence. It requires seeing beyond conflicting facts as well as the (...) reader’s own subject positions, in navigation of a space between inner and outer features of perceptual experience. The fragmented and variegated layout of Rome allegorizes that complex space of historical and cultural relations into which interpreting selves must venture to experience totalities that are neither self-evident in things nor in minds that seek their order. (shrink)

The aim of the My Character project was to develop a better understanding of how interventions designed to develop character might enhance moral formation and futuremindedness in young people. Futuremindedness can be defined as an individual’s capacity to set goals and make plans to achieve them. Establishing goals requires considerable moral reflection, and the achievement of worthwhile aims requires character traits such as courage and the capacity to delay gratification. The research team developed two new educational interventions – a website (...) and a hard-copy journal – with the specific aim of developing future-mindedness. After development, the website and journal were piloted over a one-year period by over 1,000 11–14 year olds in six schools across England. Various research methods, including group interviews and case studies, were implemented to assess impact. In addition, a pilot RCT was conducted to assess the feasibility of using experimental methods to measure character. The main findings from the research are that: - Students benefit from opportunities in school to think about future-mindedness; this can be successfully taught through character education. - Harnessing new technology, such as the Internet, offers exciting opportunities for character education. - It is beneficial to investigate the impact of new character education resources in order to bring greater clarity about ‘what works’. The most useful approach is a mixed methods one that allows for triangulation of evidence. - It is possible to run RCTs and other experimental research in schools to assess developmental projects of this kind, but applying the method in schools and creating suitable outcome measures present challenges for researchers. - A positive indicator of the success is that five out of the six pilot schools have embedded My Character into their curriculum. In addition, many new schools, both in Britain and internationally, have started to use the website and / or journal. This report describes the research, analyses the impact of My Character and concludes with recommendations for policy makers, practitioners and researchers embarking on similar projects. These recommendations include: i) advocating that schools create space in the curriculum to teach future-mindedness through character education; ii) enhancing traditional character education teaching methods with opportunities brought by Internet technologies; iii) evaluating character education interventions using triangulated evidence drawn from a mixture of research methods. (shrink)

This study aims to reveal patterns of e-petition co-signing behavior that are indicative of the political mobilization of online “communities”. We discuss the case of We the People, a US national experiment in the use of social media technology to enable users to propose and solicit support for policy suggestions to the White House. We apply Baumgartner and Jones's work on agenda setting and punctuated equilibrium, which suggests that policy issues may lie dormant for periods of time until some event (...) triggers attention from the media, interest groups, and elected representatives. In the case study presented, we focus on 21 petitions initiated during the week after the Sandy Hook shooting in opposition to gun control or in support of policy proposals that are alternatives to gun control, which we view as mobilized efforts to maintain stability and equilibrium in a policy system threatening to change. Using market basket analysis and social network analysis we found a core group of petitions in the “support law-abiding gun owners” theme that were highly connected and four “communities” of e-petitioners mobilizing in opposition to change in gun control policies and in favor of alternative proposals. (shrink)

Herodotus’ fateful tale of the seven Persian emissaries sent to seek Earth and Water from the Macedonian king Amyntes has been the subject of increasingly rich discussion in recent years. Generations of commentators have cumulatively revealed the ironies of Herodotus’ account: its repeated hints, for example, of the Persians’ eventual end; and, crowning all other ironies, the story's ending: that, after resisting the indignity of his female relatives being molested at a banquet, and disposing of all trace of the Persian (...) ambassadors and their party, Alexander of Macedon then arranges his sister's marriage to the leader of the search party sent to investigate his disappeared compatriots (Hdt. 5.21.2). More recent readings have gone further in uncovering the mythological archetypes for thelogos, or in tracing its exploration of a number of themes: revenge, guest-friendship, the equation of sexual and military conquest, or the ‘explosion of violence resulting from the contact of two different cultures’. Most fruitful perhaps have been those readings that have seen thelogosno longer as a detached ‘short story’ but in its wider context in theHistories: David Fearn, for example, has stressed the need to understand the presentation of Alexander I in the light of what the reader knows of his subsequent history. (shrink)

This volume is concerned with the concept of rationality and the interrelations between rationality, belief and desire in the explanation and evaluation of human action. The book is conceived and structured to represent some of the most important general differences of approach to these problems, and also to connect them with problems about the relation of individual to social behaviour which are of central interest to historians, social theorists and economists as well as to philosophers. The essays have all been (...) commissioned for this volume and have not appeared elsewhere. The idea for the book arose from the meetings of philosophers and social scientists sponsored by the Thyssen Foundation, and is therefore a continuation of the informal series begun by C. Hookway and P. Pettit Action and Interpretation. (shrink)

The internet presents not just opportunities but also risks that range, to name a few, from online abuse and misinformation to the polarisation of public debate. Given the increasingly digital nature of our societies, these risks make it essential for users to learn how to wisely use digital technologies as part of a more holistic approach to promoting human flourishing. However, insofar as they are exacerbated by both the affordances and the political economy of the internet, this article argues that (...) a new understanding of wisdom that is germane to the digital age is needed. As a result, we propose a framework for conceptualising what we call cyber-wisdom, and how this can be cultivated via formal education, in ways that are grounded in neo-Aristotelian virtue ethics and that build on three prominent existing models of wisdom. The framework, according to which cyber-wisdom is crucial to navigating online risks and opportunities through the deployment of character virtues necessary for flourishing online, suggests that cyber-wisdom consists of four components: cyber-wisdom literacy, cyber-wisdom reasoning, cyber-wisdom self-reflection, cyber-wisdom motivation. Unlike the models on which it builds, the framework accounts for the specificity of the digital age and is both conceptual and practical. On the one hand, each component has conceptual implications for what it means to be wise in the digital age. On the other hand, informed by character education literature and practice, it has practical implications for how to cultivate cyber-wisdom in the classroom through teaching methods that match its different components. (shrink)

Young people are increasingly required to demonstrate civic engagement in their communities and help deliver the aspirations of localism and Big Society. Using an ecological systems approach this paper explores the experiences of different groups of young people living in areas of socio-economic disadvantage. Using volunteering as an example of civic engagement it is shown that barriers and motivators for young people stem from within the micro, meso, exo and macrosystems, and that these interact with each other, and with bio-psychological (...) factors within individuals, to bring about differential opportunities and outcomes for young people. Through examining the experiences of three different groups of young people placed within socio-economically disadvantaged communities, considerable variation in levels of civic engagement are identified and it is suggested that some young people's lived experiences are resulting in decisions to civically disengage. It is argued that young people need to benefit from genuine opportunities to develop self-efficacy if they are to respond to the demands of Big Society aspirations for localised decision-making. (shrink)

The need for human touch is universal among critical care patients and is an important component of the nurse–patient relationship. However, multiple barriers to human touch exist in the critical care environment. With little research to guide practice, we argue for the importance of human touch in the provision of holistic nursing care.

Thomas Sheehan, one of the most lucid exegetes of Heidegger in this country, has published the most original collection of essays on the philosopher since Michael Murray's Heidegger and Modern Philosophy. According to Sheehan, the collection aims to address two frequently misunderstood topics: Heidegger's "complex but simple thought and his simple but complex life." His thought is essentially concerned with a single question: the meaning of Being as disclosure. As for his life, it is mainly a matter of furnishing a (...) context to what Sheehan calls "that misguided sally from philosophy" from May, 1933 to February, 1934, during which Heidegger supported the Nazi regime. Yet Sheehan's assessment of the anthology is a bit too modest, for it is actually much more critical and eclectic than that. In addition to the direct treatments of the two topics, the collection contains essays on Heidegger's theories of art and technology, reflections on the political implications of his ontology, recollections by his contemporaries, and comparisons between him and other thinkers. Moreover, it contains the largest bibliography of Heideggerian material in English that has ever appeared. (shrink)

The Larousse defines recoupement as "the verification of a fact by means of information drawn from various sources." Literally, the word carries the idea of one thing cutting into another and thus suggests an overlapping or intersection. What interests Jacques Taminiaux, professor of philosophy at the University of Louvain, is intersecting ideas that provide a new context for constructive thought. As he claims in his preface, the overlapping theme of the seven essays in his book is finitude "and some of (...) the ways that modernity obliterates it." Believing with Heidegger that finitude is the basic characteristic of existence, Taminiaux shows how it can be "concealed where it is most strongly avowed and... announced where it is most casually dismissed." Thus, philosophies such as those of Heidegger and Marx come clearly together with philosophies such as those of Hegel and Plato. And the very overlapping attests to the finitude, or nonfinality, of thinking itself. (shrink)

History, Kern remarks in his introduction, could be written by looking at parliaments, families, or bourgeoisies. Kern chooses rather to focus on the broadest common denominators of historical experience: time and space. Specific understandings of time and space can be identified in any political, artistic, technological, or philosophical practices one may choose to study. This is particularly evident in the period of European history between 1880 and 1918, the age of the airplane, the telephone, and the wireless, of Cubism, cinema, (...) and simultaneous poetry, of Bergson, Einstein, and Joyce, of a war whose dimensions and methods were made possible only through radically new senses of the nature of time and space. (shrink)