All dimensions of education are essential if students are to assume their personal role in
society equipped with the personal qualities, dispositions, attitudes, values and virtues to
take responsibility for themselves and to contribute to the common good. Good habits
encouraged in the process of education underpin the ability and inclination to engage in
the necessary business of further lifelong personal development and learning.
For a short literature review of the origins of character education the reader should
consult the previous report - Character Education: The Formation of Virtues and
Dispositions in 16-19 Year Olds with particular reference to the religious and spiritual -
referred in this report as the Bristol report (www.learningforlife.org.uk).
Appendix 9 provides further information on the work that members of the research team
conducted within the six schools in regard to follow-up research and teaching and
learning materials.
Character in the UK Context
A Good Childhood (2009) noted that many children in Britain were not able to develop
within a positive environment. The report cited excessive individualism as the greatest
threat to children. It demonstrated that children’s lives have become more difficult than
they were in the past. They linked this issue to individualism, which produced family
discord and conflict; more pressure to own things; excessive competition in schools; and
unacceptable income inequality.
The authors of the Report observed that excessive individualism needs to be replaced by
a value system where people seek satisfaction more from helping others rather than
pursuing private advantage. Amongst other things the report found that the proportion of
children experiencing significant emotional or behavioural difficulties rose from 8% in
1974 to 16% in 1999, and has remained at that level since. The report found that
increased exposure to TV and to the internet increases materialistic desires and reduces
mental health. Britain and the U.S. are more unequal than other advanced countries and
have lower average well-being among their children. Comparatively Sweden has only 8%
of children living below 60% of median income. In Britain the figure is 22%.
In the introduction to the Report, Lord Richard Layard, noted “our evidence showed
clearly how stressful life has become for many children in all social classes. A common
thread can be identified in these problems, which is the excessive individualism in
English culture. This needs to be reversed and children need to learn that being of use to
others is ultimately more satisfying than an endless struggle for status” (Hughes et al,
2009).
A Unicef publication, An Overview of Child Wellbeing in Rich Countries (2007), reported
that children in the UK are the poorest among 21 rich nations. There are six major
dimensions of child wellbeing outlined in the report Material Wellbeing (poverty,
deprivation and unemployment); Health and Safety (Early Years health, preventative
health and safety against risks,); Educational Wellbeing (achievement at age 15 and
transition to employment); Family and Peer Relationships (including family structure);
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