On the Role of the Virtues in Character Education

“In Aesop’s fable of the miller, his son, and the donkey, the trio are criticized by passersby as they make their way to town, first for not riding the donkey, then for making the young son walk, then for leaving the elderly father to walk, and then for overburdening the donkey. After each critique, they revise their traveling formation and finally, when the miller and his son tie the donkey’s feet to a pole and carry it between them, it kicks two feet free, falls into a river, and drowns.

“The miller had clearly practiced the virtues of humility and openness to counsel, but he fell miserably short in the more central virtues of prudence and temperance, and because he had emphasized non-central virtues he fell short of excellent living.

“In the character education literature of the past 40 years, one will frequently find imaginative configurations of two to twenty-four or more natural virtues recommended as the foundation of a character education program. It is a good baseline to found a character education program on virtues, admirable moral qualities, rather than on values, the standards, admirable or not, of any given person. Further, the recommended virtues are usually good ones. It is best, though, to cultivate desire for the virtues that are most central to a well-lived life, so that our efforts to live well are both productive and balanced. A misplaced emphasis on a non-central virtue can undermine the whole project of areté.

In a recent commentary, Sam Vanderplas reflected on the importance of prudence and the other cardinal virtues in supporting a vibrant and effective character education.

To access Mr. Vanderplas’ complete post, please visit:

Crisis Magazine: The Role of the Virtues in Character Education (10 DEC 13)