Dewey, situationism, and moral education

Educational Theory 60 (2):147-166 (2010)
Abstract
According to a number of authors, character is dead. On their view, the evidence is in, and all of our attempts to inculcate character in our students have not only failed, but are in fact destined to fail for various reasons. They base their conclusions in part on a number of experimental results that have been obtained since the 1920s, collectively known as situationism. If these authors are right, then the current emphasis on character education in the United States is woefully misplaced. On the contrary, however, Matthew Pamental argues in this essay that situationism's evidence is being misinterpreted. A Deweyan sociocultural approach to the nature and ideals of character both explains the evidence and reveals how character can be reconstructed and revived
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DOI 10.1111/j.1741-5446.2010.00351.x
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