Character Education : Developing Moral Identity through Narrativity and Reflection

Abstract

In the debate on character education, broadly speaking, it is necessary to distinguish two sets of thoughts: the Aristotelian tradition and the Kantian tradition. These two perspectives have great merits but also have their limitations. Educational approaches referring to these perspectives are often based on a very fragile relationship: in the first case, between habit and behaviour, and the second case, between cognition and behaviour. According to Blasi, moral action does not depend only on reasoning or on virtuous habits, but it depends on the organization of the self and on a person’s identity. This paper argues that the integration of the perspective of identity into the theory of character education can point to further development of both theory and educational practices. To address this issue, the author explores the significant role of narrativity in the development of moral identity, drawing on the philosophical perspectives of Alasdair MacIntyre and Paul Ricoeur. The central thesis is that developing a sense of moral identity and moral character is deeply intertwined with the ability to reflect on one’s own life narrative. From this perspective, the author argues that in order to “self­‑regulate one’s life” in the MacIntyrean sense and to “re‑configure the emplotment of one’s life story” as suggested by Ricoeur, individuals must engage in a continuous process of reflection, including a critical examination of their moral values and life experiences. The implications of this narrative and reflexive approach for educational practices are discussed, with a focus on how educators can facilitate identity formation and moral development.