Journal of Philosophy of Education 31 (3):395–407 (1997)

Abstract
There is a lot of talking and writing on virtues and education nowadays. In spite of this, a clear and convincing account of the defining characteristics of the virtue approach to moral education is still lacking. This paper suggests and discusses three different definitions of such an approach. With reference to each definition it is examined whether the virtue approach can be distinguished from other main perspectives on moral education, in particular from the so-called cognitive-developmental approach (including the just community approach). It is argued that only the definition that refers to an ethics of virtue will have the required differentiating capacity. (edited)
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DOI 10.1111/1467-9752.00064
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On the Prospects for Aristotelian Character Education.Daniel Lapsley - 2016 - Journal of Moral Education 45 (4):502-515.
The Perceived Personality of Moral Exemplars.Lawrence J. Walker - 1999 - Journal of Moral Education 28 (2):145-162.

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