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  1.  78
    An Aristotelian Model of Moral Development.Wouter Sanderse - 2015 - Journal of Philosophy of Education 49 (3):382-398.
    Despite the Aristotelian renaissance in the philosophy of education, the development of virtue has not received much attention. This is unfortunate, because an attempt to draft an Aristotelian model of moral development can help philosophers to evaluate the contribution Aristotelian virtue ethics can make to our understanding of moral development, provide psychologists with a potentially richer account of morality and its development, and help educators to understand the developmental phase people are in. In the article, it is argued that the (...)
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  2.  39
    Does Aristotle believe that habituation is only for children?Wouter Sanderse - 2020 - Journal of Moral Education 49 (1):98-110.
    Full virtue and practical wisdom comprise the end of neo-Aristotelian moral development, but wisdom cannot be cultivated straight away through arguments and teaching. Wisdom is integrated with, and builds upon, habituation: the acquisition of virtuous character traits through the repeated practice of corresponding virtuous actions. Habit formation equips people with a taste for, and commitment to, the good life; furthermore it provides one with discriminatory and reflective capacities to know how to act in particular circumstances. Unfortunately, habituation is often understood (...)
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  3.  18
    Adolescents’ moral self-cultivation through emulation: Implications for modelling in moral education.Wouter Sanderse - 2024 - Journal of Moral Education 53 (1):139-156.
    ABSTRACT This paper aims to offer a new perspective on role modelling by examining adolescents’ own efforts to lead a morally virtuous life. While traditional approaches to moral education emphasize the importance of teachers as role models, this study proposes a shift in focus towards adolescents’ own role models. Drawing on the philosophical concept of moral self-cultivation and psychological insights on identity development and social cognitive learning, it is argued that adolescents have the ability to cultivate their moral character by (...)
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  4.  34
    ‘Equipping students with an ethical compass.’ What does it mean, and what does it imply?Lieke H. Van Stekelenburg, Doret De Ruyter & Wouter Sanderse - 2021 - Ethics and Education 16 (1):91-107.
    The expression that professionals should be led by their moral or ethical compass is increasingly used by academics, policy makers, professionals, and educational institutes. Dutch universities of applied sciences (UAS), for example, explicitly aim to educate their students to become professionals equipped with a moral compass. This moral or ethical compass is a metaphor of which people intuitively grasp its meaning, but our literature review also shows that various interpretations are possible. We found three clusters of proposed ethical compasses expressing (...)
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  5.  17
    How do students use their ethical compasses during internship? An empirical study among students of universities of applied sciences.Lieke Van Stekelenburg, Chris Smerecnik, Wouter Sanderse & Doret J. de Ruyter - 2023 - International Journal of Ethics Education 8 (1):211-240.
    The aim of this empirical study is to understand how bachelor students at universities of applied sciences (UAS) use their ethical compasses during internships. Semi-structured interviews were held with 36 fourth-year bachelor students across four UAS and three different programs in the Netherlands: Initial Teacher Education, Business Services, and Information and Communication Technology. To our knowledge, no studies appear to have investigated and compared students from multiple professional fields, nor identified the dynamics and the sequence of the strategies in the (...)
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  6.  87
    Character education in UK schools: research report.James Arthur, Kristján Kristjánsson, David Walker, Wouter Sanderse & Chantel Jones - unknown
    The research project described in this report represents one of the most extensive studies of character education ever undertaken, including over 10,000 students and 255 teachers in schools across England, Scotland, Northern Ireland and Wales. Research techniques consisted of a mixture of surveys, moral dilemmas and semi-structured interviews. This report explores: - The current situation in character education, both in the UK and internationally - How developed British students are with respect to moral character and the extent to which they (...)
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  7.  37
    Teachers’ Ideas about what and how they Contribute to the Development of Students’ Ethical Compasses. An Empirical Study among Teachers of Dutch Universities of Applied Sciences.Lieke Van Stekelenburg, Chris Smerecnik, Wouter Sanderse & Doret J. De Ruyter - forthcoming - Journal of Academic Ethics:1-22.
    In this empirical study, we investigate _what_ and _how_ teachers in Dutch universities of applied sciences (UAS) think they contribute to the development of students’ ethical compasses. Six focus groups were conducted with teachers across three programmes: Initial Teaching Education, Business Services, and Information and Communication Technology. This study revealed that teachers across the three different professional disciplines shared similar ideas about what should be addressed in the development of students’ ethical compasses. Their contributions were grouped into three core themes: (...)
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  8.  41
    Does neo-Aristotelian character education maintain the educational status quo? Lessons from the 19th-Century Bildung tradition.Wouter Sanderse - 2019 - Ethics and Education 14 (4):399-414.
    ABSTRACTAs neo-Aristotelian character education approaches have become more popular, the list of objections has increased too. This paper focuses on the objection that while character education proponents claim to be ‘progressive’ and ‘reformative’ they seem to maintain the educational status quo. This paper examines what happens to neo-Aristotelian character education approaches when they are implemented in schools. First, a range of authors is consulted that has critically followed character education approaches, in particular the one advocated by the Jubilee Centre for (...)
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  9.  13
    (1 other version)Correction: Teachers’ Ideas about what and how they Contribute to the Development of Students’ Ethical Compasses. An Empirical Study among Teachers of Dutch Universities of Applied Sciences.Lieke Van Stekelenburg, Chris Smerecnik, Wouter Sanderse & Doret J. De Ruyter - forthcoming - Journal of Academic Ethics:1-2.
  10.  25
    Should teachers use Platonic or Aristotelian dialogues for the moral education of young people?Wouter Sanderse - 2023 - Journal of Philosophy of Education 57 (3):748-761.
    Is a neo-Platonic theory of moral education better than a neo-Aristotelian one, because the former offers a dialogue method that teachers can use in universities to induce epiphanies in students, in order to jump-start the moral development of those with a rather vicious character? In this paper, this claim, put forward by Jonas and Nakazawa in their book A Platonic Theory of Moral Education, is evaluated. Admittedly, the Nicomachean Ethics, which came to us in the form of a collection of (...)
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  11.  18
    A philosophy of schooling. Care and curiosity in community.Wouter Sanderse - 2019 - British Journal of Educational Studies 67 (2):275-277.
  12. Keeney, P., Liberalism, Communitarianism and Education.Wouter Sanderse - 2008 - Tijdschrift Voor Filosofie 70 (1):165.
     
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  13.  46
    Paul Bloomfield: The Virtues of Happiness. A Theory of the Good Life: Oxford / New York: Oxford University Press 2014, 272 pages, ISBN: 978-0-19-982736-7, £41.99.Wouter Sanderse - 2015 - Ethical Theory and Moral Practice 18 (4):881-882.
    “Aristotle is the father of virtue ethics, and virtue ethics is hot”, Howard Curzer states in the introduction of his Aristotle and the virtues . Aristotelian virtue ethics has attracted so much attention that it has become one of the three major approaches in normative ethics since its revival in post-war Anglo-Saxon philosophy. In his new book, Paul Bloomfield is, like these virtue ethicists, not so much interested in the modern ethical question of how to treat others, but in the (...)
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  14. Practitioner research, practical wisdom and teaching.Wouter Sanderse - 2018 - In David Carr (ed.), Cultivating Moral Character and Virtue in Professional Practice. New York: Routledge.
     
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  15. Recensie-Diagnose en therapie.Wouter Sanderse - 2009 - Filosofie En Praktijk 30 (6):64.
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  16. Tiberius, Valerie, The Reflective Life.Wouter Sanderse - 2009 - Tijdschrift Voor Filosofie 71 (2):425.
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