ABSTRACT
This chapter outlines some of the debates on the definitions of character traits, or non-cognitive skills as they are more widely known, and offers an account of the empirical basis of why character education matters. Undeniably, popular interest in measuring and developing students’ non-cognitive skills has become prominent in educational discussions. Governments across the world have started to emphasise the role of character, behaviour and skills in schools. The importance of self-knowledge and self-understanding lies at the core of some of the most influential philosophies propounded in both the Eastern and Western traditions. In both traditions, there is a common belief that self-knowledge can lead to wisdom. The increased focus on character skills in employability also makes a strong argument for why schools and education providers should be considering character as an integral part of their mission.
