Abstract:
Morality in church and society is a burning issue. Church leaders know that the challenges are
both formidable and urgent, yet finding solutions is easier said than done. The question this
article asks is how can we educate for character? In the past, deontology or rule ethics reigned
supreme, virtue ethics, however, gradually made a comeback. Currently virtue ethics is an
important part of character education in the United States of America, especially with schools
affiliated with churches. Recent insights provided by researchers focusing on cognitive science
(working from the vantage point of cognitive and social psychology) have managed to prove
the legitimacy of virtue ethics but remind us that virtues must not be drilled into children;
moral deliberation and imagination must be fostered in order to cultivate individuals with
moral character that will be able to reflect on their own received tradition. I provide an example
of such a method of education when I explain Integrative Ethical Education as formulated by
Darcia Narvaez.
INTRADISCIPLINARY AND/OR INTERDISCIPLINARY IMPLICATIONS : This article confirms the validity
of virtue ethics but calls for a change in the standard method of character education that
exclusively emphasises knowledge of the Bible and strict obedience to the morals that the
local community derives from the Bible, to an approach that also encourages teachers to help
foster independent thinkers neither lacking in character nor the ability to reflect critically on
their own tradition. I do believe that such a change is possible as was recently shown by
the implementation of Darcia Narvaez’s Integrative Ethical Education in the United States of
America.
