Journal of Moral Education 51 (2):219-237 (2022)

Having an agreed-upon definition of character education would be useful for both researchers and practitioners in the field. However, even experts in character education disagree on how they would define it. We attempted to achieve greater conceptual clarity on this issue through a prototype analysis in which the features perceived as most central to character education were identified. In Study 1 (N = 77), we asked character education experts to enumerate features of character education. Based on these lists, we identified 30 features. In Study 2 (N = 101), experts assessed which features were central to character education through a categorization task. In Study 3 (N = 166), we assessed the extent of centrality using scalar items. We conclude by offering practical advice for the development of future character education studies and programs rooted in what is deemed central to such programs.
Keywords Character education  Prototype analysis  Moral education  Reaction time
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DOI 10.1080/03057240.2020.1862073
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References found in this work BETA

Educating for Intellectual Virtues: From Theory to Practice.Jason Baehr - 2013 - Journal of Philosophy of Education 47 (2):248-262.
Principles of Categorization.Eleanor Rosch - 1988 - In Allan Collins & Edward E. Smith (eds.), Readings in Cognitive Science, a Perspective From Psychology and Artificial Intelligence. Morgan Kaufmann Publishers. pp. 312-22.
Prototypicality of Emotions: A Reaction Time Study.Beverley Fehr, James A. Russell & Lawrence M. Ward - 1982 - Bulletin of the Psychonomic Society 20 (5):253-254.

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