ABSTRACT
Character education is once again a hot topic, and the approaches advocated by different academics, educators, politicians, and policymakers are as plentiful and diverse as they are controversial.2 Anyone considering reading this book will most probably wonderand justifiably so-just what I propose to add to this well-worn dialogue, and what particular philosophical bent I bring to the table. Therefore, I have taken a few pages at the outset to outline the most prominent schools of thought on the subject, placing my own work in context and explaining why I believe the philosophical approach that underlies this book is the one most appropriate to the task of educating for character in secondary schools and more specifically through the teaching of literature.3
