Psychology

Virtues
Virtues can broadly be said to be the mean between vicious extremes of character traits (Irbe par. 3). Aristotle explains virtues through an analysis of the human soul which makes up and gives life to a living human being. The human soul has two elements The rational element which is distinctly human and the irrational element which is shared with animals. The irrational element harbors the vegetative faculty responsible for growth and nutrition. An organism which excels in this faculty can be said to have a nutritional virtue (IEP par 28). A second faculty that is responsible for our emotions as well as desires such as joy, hope, fear and grief is called the appetitive faculty and this is both irrational, since even animals also experience desires, and also rational because humans have the capacity to control these desires helped with reason. This human to control these desires is what is called moral virtue which is the focus of morality (IEP par 30). The third virtue is called the intellectual virtue. There is a purely rational part of the soul called the calculative, which is charged with the human ability to contemplate, perform logical reasoning as well as perform scientific principles. The mastery of these abilities is what is called intellective virtue (IEP par 30).

Virtues (such as the moral virtue), are acquired through learning, being the result of teaching and practice. Since moral values are character traits, they are developed by creating a balance, or a mean between extreme character traits. For instance, when responding to the natural emotion of fear, one should develop a virtuous character trait of courage which is a middle point between the following extremes (IEP par 32). If one develops an excessive character trait by curbing fear too much, rashness results, which is a vice. On the other hand, if one develops a deficient character trait by curbing fear too little, one is said to be cowardly, which is also a vice (IEP par 32-33).

Aristotelian Ethics in the Current Character Education Programs
Since teachers cannot teach students to be religious, they can instill values and character. This can be achieved through character education (Derek par. 16). The purpose of character education is to help young people appreciate, respect and act upon fundamental ethical values. Certain core virtues are emphasized instead of dwelling on decision making or process which dwell more on moral feeling as opposed to moral knowing and moral action, both of which are essential in creating good character. The realization that society cannot operate effectively without following certain virtues has fuelled the need for character education. Through teaching literature, actual morals can be taught and practical ways of becoming a good person can be presented because literature is a way in which reality can be experienced. (Derek par 30). School communities identify the central values of the school and proceed to teach and incorporate the same into students lives. The character traits, being part of the whole communitys fabric, should seep into the childs learning environment in class, sports, shopping mall, caf or gymnasium. The study of heroes and heroines whereby the students examine character traits personified in them and are encouraged to emulate them. (Holt par 10). Programs which emphasize responsibility, respect, trustworthiness, fairness, caring and citizenship are encouraged and material and training sessions made available (Holt par 12). Students learn to differentiate between celebrity and hero while emphasizing on the latter thereby encouraging them to stick their necks out and develop a caring community (Holt par 13). Service learning, which is a requirement in some states, acts as a vehicle for character education and it involves students addressing actual community needs and while allowing them to experience direct academic ties with the classroom (Holt par 14).

Conclusion
Character development which in past decades had been left out of school curriculums has seen a recent revival due to the deteriorating moral behavior and an increase in vices. The realization of the need for fundamental human values to counter these vices and improve the learning environment in and out of classroom has contributed to the integration of character education in schools. This helps to re-connect the students, deal with conflict and ensure students are on task in the learning environment.