Stories and the development of virtue

Willows, Adam M.

doi:10.1080/17449642.2017.1356664

Cited by 5 publications

(5 citation statements)

References 22 publications

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“…Our conclusions support the results of the research by David Carr (2019), Adam M. Willows (2017), K. Maja Krakowiak and Mina Tsay-Vogel (2013) and Haesung Jung et al (2020). Carr (2017) posits that literature contains many models and icons of virtue and vice and that such paradigms turn out to be essential for the ethical-moral upbringing of an individual.…”

Section: Discussionsupporting

confidence: 87%

“…Carr (2017) posits that literature contains many models and icons of virtue and vice and that such paradigms turn out to be essential for the ethical-moral upbringing of an individual. Willows (2017) similarly states that stories increase the information conveyed in terms of virtue, and aid the growth of prudence. Stories can provide virtuous exemplars, inform learners of the nature of virtues, and offer practice in developing situational judgement.…”

Section: Discussionmentioning

confidence: 99%

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Reception of Prosocial Literary Role Models by Children of Younger School Age

Odža

2022

Libri liberi (Online)

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The aim of the study is to clarify how a younger school-aged child perceives literary heroes who represent prosocial literary role models, and thus provide evidence for the positive trace of prosocial literary role models in the (prosocial) development of the child reader. The research was conducted on a sample of 24 participants (average age 9.04 years) using research methods such as product content analysis, projective interview and writing techniques. Empirical research gave a positive clue, which the specific literary text with the prosocial literary role model “printed” into the notion of prosociality in the child. The prosocial literary role model may perhaps therefore be used in education as an effective tool in the (prosocial) upbringing of the child of younger school age.

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Section: Discussionsupporting

confidence: 87%

Section: Discussionmentioning

confidence: 99%

Reception of Prosocial Literary Role Models by Children of Younger School Age

Odža

2022

Libri liberi (Online)

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“…Most significantly, literature gives the reader access to the internal monologue and motives of the exemplar. 9 While motives may not be essential for the emulation of exemplars' actions, many character theorists claim that an action is only virtuous if it comes from a virtuous motive. 10 In this way, literature offers an ideal method through which to engage with exemplars, aligning one's behaviors with proper motive.…”

Section: Moral Formation and Exemplar Narratives In Theatrementioning

confidence: 99%

Exemplars Embodied: Can Acting Form Moral Character?

Phelps,

Brown

2023

Educational Theory

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Theatre practitioners use empathy formation techniques within their acting methodology to develop particular characters for the stage. Here, Ann Phelps and Dylan Brown argue that, when Constantin Stanislavski's seminal dramatic method is placed in conversation with exemplarist moral theory, acting can become a tool for moral formation. To illustrate this claim, they describe their work with the Program for Leadership and Character at Wake Forest University, where a neo‐Aristotelian virtue ethics framework is embodied and expanded using this dramatic method. By using acting exercises to help students rehearse how their moral exemplars would respond to situations, Phelps and Brown challenge students to embody their exemplars instead of merely engaging with them as a passive intellectual exercise. Moral educators can achieve their pedagogical aim by expanding Stanislavski's dramatic “super‐objective” to encompass a “moral meta‐objective.” This neo‐Aristotelian modification to Stanislavski's method might extend beyond the stage in ways that facilitate the embodiment of morally exemplary behavior, even after the curtain falls.

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“…Sophocles' Antigone (Sophocles 1984) serves as a fitting example to help illuminate how the simple act of reading and discussing a great text can develop parts of the virtue of prudence. As students read Antigone, they witness a complex, life-and-death conflict and contemplate the questions it raises without its high-stakes risks.…”

Section: Prudence As a Contextual Framementioning

confidence: 99%

Wisdom’s Guiding Compass: Lady Prudence as a Pedagogical Model

Davis

2020

Religions

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Many educators desire to cultivate wisdom in their students but feel this goal is too vague to be clearly articulated and encouraged. One possible way around this problem is to learn from classical and medieval depictions of wisdom and particular virtues, which were often personified. I will examine one highly illustrative artistic depiction of Prudence, which gives wisdom a face and form and thus provides students with an imaginative entryway into better understanding and practicing this virtue in the classroom. After providing a brief overview of the role of images and the imagination in learning, I explain how personifications of the virtues—and of Prudence, in particular—may be a useful pedagogical guide in helping students cultivate those virtues.

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Stories and the development of virtue

Cited by 5 publications

References 22 publications

Reception of Prosocial Literary Role Models by Children of Younger School Age

Reception of Prosocial Literary Role Models by Children of Younger School Age

Exemplars Embodied: Can Acting Form Moral Character?

Wisdom’s Guiding Compass: Lady Prudence as a Pedagogical Model

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