ABSTRACT
This chapter expresses that the persistent myths are based on conceptual, historical, moral, political, epistemological and psychological misunderstandings or misinterpretations of character and virtue. It focuses on the objections underlying the ten myths are not serious stumbling blocks to the aim of character education, at least not of the Aristotelian kind. That qualification is apt, for most of the myths in question are indiscriminately aimed at all forms of character education and do not take into account the subtle differences between them. Yet various negative conceptions about the notions of character, virtue and character education do remain in some academic circles, especially outside the specific fields of moral education, who still cling fiercely to some of the old misconceptions. Aristotelian character education still has a public relations (PR) problem; The chapter explores various well-known and often-repeated anti-virtue catechisms, stating that the notions of character, virtue and character education are unclear, redundant, old-fashioned, religious, paternalistic, antidemocratic, conservative, individualistic, relative and situation-dependent.
