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Additional info for Answering the ''Virtuecrats'': A Moral Conversation on Character Education (Advances in Contemporary Educational Thought Series)
As a longtime teacher of applied ethics and moral education, I, too, oscillate between such outrageous extremes whenever I consider the uses to which morality has been put in recent years, on the one hand, by certain infamous politicians, clergy, and educators, and, on the other hand, by the fine, ordinary people who come to my classes every semester. This book is my attempt to make some sense of the role that moral education plays in people's personal and professional lives, including, not least, in my own.
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Fairy tales and fables allow children to put things in perspectivegreed, trouble, happiness, meanness, and joy. After reading these stories, [students] have something to think over and discuss. Marva Collins, Marva Collins' Way, 1990 While the character-education project in teaching virtue in the schools and colleges is flourishing at this time, educators in the United States have actually had a 300-year tradition of instilling a particular kind of Page 17 moral character, one typified by some of the same qualities mentioned in the excerpts that introduce this chapter.