Moral Emotions and Human Interdependence in Character Education: Beyond the One-Dimensional Self

I Character education: a critiqueI Diverse disciplinary perspectives underpinning Social and Emotional Learning and character educationThe emergence of emotions work in Social and Emotional Learning and character educationA moral emotions approach to character education‘Emotions’ and ‘character’ in diverse disciplinary discoursesThe structure of the bookReferencesPositive psychology and the triumph of techniqueMoral emotions in social psychology: compassion, happiness and angerPositive psychology, the ‘positive school’ and ‘happiness exercises’The ‘emotionally intelligent school’ and techniques for managing emotionsThe ‘compassionate school’: assorted techniques for ‘Acts for Love’ConclusionReferencesFaith in therapy: the teacher as ‘therapist’The emergence of the therapy culture: a cultural sociology perspectiveThe shifting boundary between health and pathologyNature/culture and the harmful effects of classificationThe teacher as a ‘therapist’ConclusionReferencesBeyond therapy and technique: learning about virtues and vicesThe Jubilee Centre approach to ‘teaching character and virtues’The atomized individual and the ‘potentially human’ child‘Hard sentimentalists’, ‘mavericks’ and (post)modern sensibilitiesConclusionReferencesThe politics of character education: a loss of virtue?Character education ‘fit for the 21st century’Character policy assemblage and ‘psychodata’: a policy sociology perspectiveSuffering, success and surveillance in the ‘competition state’UK boarding schools: a very ‘British’ loss of virtue?ConclusionReferencesII Phenomenological understandings of moral emotions and character formationA phenomenology of moral emotionsPhenomenology and the ‘canvas underneath the picture’Shame, guilt and pride as moral emotions of self-givennessTrust, loving and humility as moral emotions of othernessRepentance, hope and despair as moral emotions of possibilityMoral emotions in social psychology, virtue ethics and phenomenologyConclusionReferencesMerleau-Ponty’s lectures on Child Psychology and PedagogyResearching the lived experience of the child‘Classical’ science, ‘foreign problematics’ and ‘methodological precautions’The lived body and the emergence of ‘selfPedagogy as a moral practiceConclusionReferencesReclaiming ‘spaces which the heart feels’Transition from childhood to adolescence and the dialectics of individuationThe ‘hormonal’ teenager, puberty, Relationships and Sex EducationThe social character, a twenty-first century brain and a ‘stone-age’ heart?The anonymous authority of ‘essential virtues’ and the static science of character‘Spaces which the heart feels’ in the classroomConclusionReferencesCharacter education and a ‘thousand contingencies’Workshop I: The familyWorkshop 2: Moral aloneness in the age of social mediaWorkshop 3: OptimismWorkshop 4: SharingWorkshop 5: AuthorityWorkshop 6: ExclusionWorkshop 7: IndoctrinationConclusionReferencesA pedagogy of interdependenceEmotions work and the ontology of separationA pedagogy of interdependence and the ontology of existenceThe dynamics of childhood and adolescence: ‘from the start outside myself and open to the world’ConclusionReferences