What Chinese moral educators can possibly learn from western character education: A Neo-Aristotelian case

This is the second paper in a series of papers on juxtapositions
between Chinese moral education and Western character education; the first paper analysed the reasons why the Western character
education approach represented by neo-Aristotelian character education (neo-ACE) is not popular in China. However, the authors do
not deem neo-ACE to be entirely incompatible with Chinese moral
education and, in fact, identifying misalignments between neo-ACE
and Chinese moral education helps identify which aspects of neoACE are potentially beneficial for introduction and application in
China. The present paper thus extends the remit of the previous
paper by looking ahead and focusing on what Chinese moral
educators can learn from neo-ACE, represented especially by the
Jubilee Centre’s work. Four aspects are proposed: promoting the
idea of the ‘flourishing student’, highlighting the importance of
‘virtue literacy’, absorbing wisdom from ‘positive psychology/education’, and teaching phronesis or practical wisdom.