The aim of the My Character project was to develop a better understanding of how interventions designed to develop character might enhance moral formation and futuremindedness in young people. Futuremindedness can be defined as an individual’s capacity to set goals and make plans to achieve them. Establishing goals requires considerable moral reflection, and the achievement of worthwhile aims requires character traits such as courage and the capacity to delay gratification. The research team developed two new educational interventions – a website (...) and a hard-copy journal – with the specific aim of developing future-mindedness. After development, the website and journal were piloted over a one-year period by over 1,000 11–14 year olds in six schools across England. Various research methods, including group interviews and case studies, were implemented to assess impact. In addition, a pilot RCT was conducted to assess the feasibility of using experimental methods to measure character. The main findings from the research are that: - Students benefit from opportunities in school to think about future-mindedness; this can be successfully taught through character education. - Harnessing new technology, such as the Internet, offers exciting opportunities for character education. - It is beneficial to investigate the impact of new character education resources in order to bring greater clarity about ‘what works’. The most useful approach is a mixed methods one that allows for triangulation of evidence. - It is possible to run RCTs and other experimental research in schools to assess developmental projects of this kind, but applying the method in schools and creating suitable outcome measures present challenges for researchers. - A positive indicator of the success is that five out of the six pilot schools have embedded My Character into their curriculum. In addition, many new schools, both in Britain and internationally, have started to use the website and / or journal. This report describes the research, analyses the impact of My Character and concludes with recommendations for policy makers, practitioners and researchers embarking on similar projects. These recommendations include: i) advocating that schools create space in the curriculum to teach future-mindedness through character education; ii) enhancing traditional character education teaching methods with opportunities brought by Internet technologies; iii) evaluating character education interventions using triangulated evidence drawn from a mixture of research methods. (shrink)

There is a growing consensus in Britain on the importance of character, and on the belief that the virtues that contribute to good character are part of the solution to many of the challenges facing modern society. Parents, teachers and schools understand the need to teach basic moral virtues to pupils, such as honesty, self-control, fairness, and respect, while fostering behaviour associated with such virtues today. However, until recently, the materials required to help deliver this ambition have been missing in (...) Britain. The Knightly Virtues Programme, devised by the Jubilee Centre for Character and Virtues, aims to help solve this challenge. The programme, designed for 9 to 11 year olds, draws on selected classic stories to help teach moral character in schools. This approach has proved to be popular with children and teachers, with more than 5,000 pupils from one hundred schools having participated in the programme so far. Fifty-five of these schools and 3,272 pupils were directly involved in different stages of the research. Based at the University of Birmingham, the Jubilee Centre houses leading academics dedicated to researching the various ways in which good character, which underpins the building blocks of society, can be developed. Recent research from the Centre has shown that the qualities that make up character can be learnt and taught, and suggests that we need a new emphasis on their importance in schools and in professional education. This report from the Centre into the use of classic literature within schools sets out the ways in which the Knightly Virtues Programme is able to develop the virtue literacy of school pupils, and the extent to which an understanding and awareness of good moral character can make positive changes to behaviour. The impact of the programme has been tested using several rigorous research methods, detailed in this report alongside their findings, which provide substantial empirical evidence for the effectiveness of using stories to develop virtue literacy. (shrink)

A lack of consensus persists as to whom exactly the dialogues of Wittgenstein's Philosophical Investigations are between: Wittgenstein and an interlocutor? Or perhaps a variety of interlocutors, none of whom can be identified with Wittgenstein himself? I argue here that this lack of consensus is possibly due to an ambiguity in the ordinary concept of “talking to oneself,” and that a new concept of “talking to oneself” appropriate to Wittgenstein's dialogues is needed to properly understand them. Wittgenstein is talking to (...) himself—but he is doing so in the way we talk to other people. (shrink)

Jonathan Edwards and Ralph Waldo Emerson remain central voices in North American spiritual traditions. This article is an attempt to contextualize a major vein of the north American theological and spiritual tradition concerning the intersection of aesthetics and the human experience of God. As will be argued below, both Edwards and Emerson were deeply involved in these conversations and to a large extent offer novel approaches to the tensions between the individual and community as it relates to the experience of (...) God. To that end, this essay begins with an analysis of Edwards's view of religious experience and its normative relation to human experience as a whole. I will argue that... (shrink)

The form of argument used by Popper and Miller to attack the concept of probabilistic induction is applied to the slightly different situation in which some evidence undermines a hypothesis. The result is seemingly absurd, thus bringing the form of argument under suspicion.

Review of Mark Wynn's book, Renewing the Senses: A Study of the Philosophy and Theology of the Spiritual Life.

This study examined the relationships among moral foundations, political ideology, and controversial social issues in an Asian culture. The study sample included 835 participants who completed a moral foundations questionnaire and three questions regarding attitudes toward social issues, and a political ideology questionnaire. Results indicated that binding foundations were associated conservative tendencies, and individualizing foundations were associated liberal tendencies. Also, participants who scored higher on Authority showed higher approval of the death penalty, and those scored higher on Purity showed lower (...) approval of the euthanasia. These results may provide a better understanding of the underlying differences for variations in opinions on social issues. Results also have implications for cultural differences in the associations among political ideology, social issues, and moral foundations. (shrink)

Good expresses agreement that the controversy between Bayesian and non-Bayesian statistics is more fundamental than that between Carnap and Popper, and points out that his own position is a Bayes/non-Bayes compromise.

At the start of the 21st century, Corporate Social Responsibility (CSR) seems to have great potential for innovating business practices with a positive impact on People, Planet and Profit. In this article the differences between the management systems approach of the nineties, and Corporate Social Responsibility are analysed.An analysis is structured around three business principles that are relevant for CSR and management systems: (1) doing things right the first time, (2) doing the right things, and (3) continuous improvement and innovation. (...) Basically CSR is focussing on the second principle, and management systems focus on the first. However, CSR is very likely to build on the management systems as well.From a CSR point of view, the existing generation of management systems with their focus on rational control (= doing things right) can only be of limited use in the development of CSR. However, the preventive rationalities of management systems are important. Values and the principle doing the right things is extremely relevant for CSR. This goes far beyond the present generation of ISO type management systems; opportunities stem from building on TQM approaches like the EFQM Business Excellence model. Continuous improvement and innovation is a permanent challenge underlying the two other business principles, and requires both individual and organisational learning processes. In the present generation of management systems, continuous improvement mainly addresses rational prevention, barely the value aspects of business.For the further development and implementation of CSR, each of the three business management principles are vital. There is a need for a new generation of management systems that addresses the values at stake in strategic decision-making, both at company level and in the behaviour of individuals, while the rationalities of prevention and anticipation are still relevant. In both directions more emphasis for continuous learning and innovation will be needed.CSR is likely to trigger the development of management systems in the directions mentioned. This will support companies to be credible and transparent in improving the performance with respect to people, planet and profit. (shrink)

It is shown by means of a simple example that a good explanation of an event is not necessarily corroborated by the occurrence of that event. It is also shown that this contention follows symbolically if an explanation having higher "explicativity" than another is regarded as better.

Developments and turning points in the interpretation of the parables of Jesus.Research into and interpretation of the parables of Jesus have in recent years attracted a tremendous amount of attention. In this article a survey is presented of the developments and the most important turning-points in the history of the interpretation of Jesus’ parables through all the ages of Christianity. A picture is drawn of the different stages of parable interpretation, starting with the allegorical method of interpretation, through the historical, (...) the moralistic, the eschatological and existential approach and up to the literary and pragmatic approaches of the last decade or so. Most attention has been given to the most recent developments, including some outstanding work amongst South African New Testament scholars. (shrink)