Journal of Moral Education 42 (1):28-42 (2013)

Character education considers teachers to be role models, but it is unclear what this means in practice. Do teachers model admirable character traits? And do they do so effectively? In this article the relevant pedagogical and psychological literature is reviewed in order to shed light on these questions. First, the use of role modelling as a teaching method in secondary education is assessed. Second, adolescents? role models and their moral qualities are identified. Third, the psychology of moral learners is critically examined, using Bandura?s social learning theory as point of departure. It turns out that role modelling is rarely used as an explicit teaching method and that only a very small percentage of adolescents recognises teachers as role models. If role modelling is to contribute to children?s moral education, teachers are recommended to explain why the modelled traits are morally significant and how students can acquire these qualities for themselves
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DOI 10.1080/03057240.2012.690727
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References found in this work BETA

Intelligent Virtue.Julia Annas - 2011 - Oxford University Press.
Ethics and Education.Richard Stanley Peters - 1966 - London: Allen & Unwin.
Ethics and Education.A. J. D. Porteous - 1967 - British Journal of Educational Studies 15 (1):75.
Virtue Ethics.Michael Slote - 2010 - In John Skorupski (ed.), Tijdschrift Voor Filosofie. Routledge. pp. 325--347.
Virtue Ethics.Roger Crisp & Michael Slote (eds.) - 1997 - Oxford University Press.

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Citations of this work BETA

Exemplarist Moral Theory – Some Pros and Cons.Natasza Szutta - 2019 - Journal of Moral Education 48 (3):280-290.
The Notion of Character Friendship and the Cultivation of Virtue.Diana Hoyos-Valdés - 2018 - Journal for the Theory of Social Behaviour 48 (1):66-82.

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