Baehr Jason
Department of Philosophy, Loyola Marymount University, One LMU Drive, Los Angeles, CA, 90045, USA.
J Youth Adolesc. 2017 Jun;46(6):1153-1161. doi: 10.1007/s10964-017-0654-z. Epub 2017 Mar 22.
The moral and civic dimensions of personal character have been widely recognized and explored. Recent work by philosophers, psychologists, and education theorists has drawn attention to two additional dimensions of character: intellectual character and "performance" character. This article sketches a "four-dimensional" conceptual model of personal character and some of the character strengths or "virtues" proper to each dimension. In addition to exploring how the dimensions of character are related to each other, the article also examines the implications of this account for character education undertaken in a youth or adolescent context. It is argued that "intellectual character education," which emphasizes the development of intellectual virtues like curiosity, open-mindedness, and intellectual courage, is an underexplored but especially promising approach in this context. The relationship between intellectual character education and traditional character education, which emphasizes the development of moral and civic virtues like kindness, generosity, and tolerance, is also explored.
个人品格的道德和公民维度已得到广泛认可和探讨。哲学家、心理学家和教育理论家最近的研究将注意力引向了品格的另外两个维度：智力品格和“表现”品格。本文勾勒了一个个人品格的“四维”概念模型，以及每个维度所特有的一些品格优势或“美德”。除了探讨品格的各个维度如何相互关联之外，本文还考察了这一阐述对于在青少年背景下开展品格教育的意义。文章认为，强调培养好奇心、开放性思维和智力勇气等智力美德的“智力品格教育”，在这种背景下是一种尚未充分探索但特别有前景的方法。同时，还探讨了智力品格教育与强调培养善良、慷慨和宽容等道德和公民美德的传统品格教育之间的关系。
