Moral Education at School: The Character Education Approach

Abstract

From the twin perspectives of pedagogy and didactics, the article presents the Anglo-American movement of Character education. Following some lexical and conceptual clarifications on the term "character", the ethical, axiological, anthropological, and educational assumptions of this movement are critically discussed, and several experiences of curricular design and school implementation are analysed. From this examination some elements of reflection emerge regarding the possibilities and perspectives of moral education in contemporary schools.