What Chinese moral educators can possibly learn from western character education: A Neo-Aristotelian case.
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| Title: | What Chinese moral educators can possibly learn from western character education: A Neo-Aristotelian case. |
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| Authors: | Huo, Yan1 (AUTHOR) Yan.Huo@xjtlu.edu.cn, Xie, Jin2 (AUTHOR), Shi, Jun3 (AUTHOR) |
| Source: | Journal of Moral Education. Jun2026, Vol. 55 Issue 2, p504-524. 21p. |
| Subject Terms: | *Moral education, *Holistic education, *Ethics education, Phronesis, Positive psychology |
| Geographic Terms: | China |
| Abstract: | This is the second paper in a series of papers on juxtapositions between Chinese moral education and Western character education; the first paper analysed the reasons why the Western character education approach represented by neo-Aristotelian character education (neo-ACE) is not popular in China. However, the authors do not deem neo-ACE to be entirely incompatible with Chinese moral education and, in fact, identifying misalignments between neo-ACE and Chinese moral education helps identify which aspects of neo-ACE are potentially beneficial for introduction and application in China. The present paper thus extends the remit of the previous paper by looking ahead and focusing on what Chinese moral educators can learn from neo-ACE, represented especially by the Jubilee Centre's work. Four aspects are proposed: promoting the idea of the 'flourishing student', highlighting the importance of 'virtue literacy', absorbing wisdom from 'positive psychology/education', and teaching phronesis or practical wisdom. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | This is the second paper in a series of papers on juxtapositions between Chinese moral education and Western character education; the first paper analysed the reasons why the Western character education approach represented by neo-Aristotelian character education (neo-ACE) is not popular in China. However, the authors do not deem neo-ACE to be entirely incompatible with Chinese moral education and, in fact, identifying misalignments between neo-ACE and Chinese moral education helps identify which aspects of neo-ACE are potentially beneficial for introduction and application in China. The present paper thus extends the remit of the previous paper by looking ahead and focusing on what Chinese moral educators can learn from neo-ACE, represented especially by the Jubilee Centre's work. Four aspects are proposed: promoting the idea of the 'flourishing student', highlighting the importance of 'virtue literacy', absorbing wisdom from 'positive psychology/education', and teaching phronesis or practical wisdom. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 03057240 |
| DOI: | 10.1080/03057240.2025.2499619 |
