ABSTRACT
Adequate attention to the full range of these questions is clearly beyond the scope of this chapter. However, it will address a number of these issues with the aim of illuminating those respects in which the formation of character is a defensible goal, exploring how far certain widely advocated strategies of character education are acceptable from an educational perspective, and identifying the considerations that require sustained investigation if the task of educating in character and virtue is to be brought into sharper focus.
