Bøker av James (University of Birmingham Arthur

Building on extensive, internationally leading empirical research conducted by the Jubilee Centre for Character and Virtues, this book explores the soldier as a virtuous professional through a close examination of soldiers¿ character and ethical reasoning.

This is a book that teachers can consult when they want to `teach¿ character in their classroom or school. It informs teachers about what it means to teach character and it inspires them to find out how to go ahead with character education in their own context. It provides pointers and advice on how to implement character education, for example through strategies, links to available resources, and case studies, etc. The content will be philosophically and scientifically sound, based on nuanced Aristotelian assumptions, and educationally useful. The book is also accessible to teachers who are not assumed to have any knowledge about ethics.

An introduction to the social purposes and aims contained in the revised National Curriculum. It provides the theory behind the movement for social literacy and information for practitioners on putting the government's ideas into practice.

An examination of the nature of effective mentoring and its contribution to student teacher development. The book has a broad perspective and looks at policy developments and the differing approaches to teacher education, and explores central issues which have emerged in recent research.

'Education with character' is the latest 'buzzphrase', but until now there's been no real concensus on some of the key issues. This book addresses the gap, adopting a cross-disciplinary approach to the matters in hand.

This is a timely book which is of interest to all those working in schools and with children and young people. It is a guide to this important and highly influential movement which is shaping our educational future.

This work shows how the content and the pedagogy of the secondary history curriculum can contribute to the teaching of citizenship in schools. It also examines how the proposed content of the curriculum for citizenship can be addressed through history.