New Challenges to Character Education

Abstract

The recent growth of character education worldwide has met with a number of criticisms. This article applies a humanities methodology to investigate three of these criticisms in the belief that a growing movement can only benefit from attention to its critics. The first criticism is that character education depends on flawed or unreliable social science methods. In response, the article recommends more focused attention on the philosophical foundations of empirical research on character. The second criticism is that character education leaves unjust systems unchallenged. In response, the article recommends increased academic dialogue between character education discourse and social justice discourse. The third criticism is that character education violates the purpose of a university. In response, the article denies the objection, appealing to historical and philosophical sources to argue that character has been and should be at the heart of all Higher Education.