Abstract
The proposal of the education of character skills in childhood has and still represents an authoritative experience within the educational landscape with particular regard to the school environment. If the proposal of character education has been so widely accepted to date, how can it be a valid support for the school even after the pandemic? In order to represent a valid support to all intents and purposes, should it maintain the traits that have distinguished it up to now or should it change in some respects? In particular, what skills should then be promoted by character education in schools after the pandemic? Starting from these problematic spaces and in order to work on a reconstruction of possible answers to the questions raised, the present contribution is articulated around three main reflexive nests: the education of character with particular regard to the proposal of character skills by James Josef Heckman; the relationship between conscientiousness (central to the discourses on character) and patience, an educational proposal centered on patience’s skills that should be promoted through character education in schools, especially at primary level, after the pandemic.
Highlights
The proposal of the education of character skills in childhood has and still represents an authoritative experience within the educational landscape with particular regard to the school environment
If the proposal of character education has been so widely accepted to date, how can it be a valid support for the school even after the pandemic? In order to represent a valid support to all intents and purposes, should it maintain the traits that have distinguished it up to now or should it change in some respects? In particular, the skills that are recognized as constitutive to the central aspects of the character itself should be reviewed in the light of the pandemic experience that calls the school to its commitment to contribute to the promotion of resilience in children facing critical events, pandemic or not, that can cross their lives? What skills should be promoted by character education in schools after the pandemic?
The second reflexive node opens a focus on one of the dimensions that in the heckmanian perspective is constitutive of character, conscientiousness, subsequently relating it to a dimension currently not central to the discourses on character, patience
Summary
The proposal of the education of character skills in childhood has and still represents an authoritative experience within the educational landscape with particular regard to the school environment. The first thoughtful node, whose roots lie in a distant and authoritative past, is represented by the education of character with particular regard to interpretation that until now is within the theoretical framework of human capital in relation to the proposal of character skills by James Josef Heckman. The third reflexive node argues a proposal centered on patience and related skills understood as central aspects that should be promoted through character education in schools, especially at primary level, after the pandemic
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