The Virtue of Good Sense
Students explore, define, and practice the virtue of “good sense,” or having the will and know-how to do the right thing.
Students explore, define, and practice the virtue of “good sense,” or having the will and know-how to do the right thing.
Students will:
This practice can be done on its own, but is best preceded by the practice What is a Flourishing Life?
Secondary Programme of Study was originally developed by the Jubilee Centre for Character and Virtue, in partnership with the John Templeton Foundation.
The Jubilee Centre is a pioneering interdisciplinary research centre focussing on character, virtues and values in the interest of human flourishing, based at the University of Birmingham. The Centre is a leading informant on policy and practice in this area and through its extensive range of projects contributes to a renewal of character virtues in both individuals and societies. In addition to the Secondary Programme of Study linked above, a full suite of free teaching resources can be accessed here: https://www.jubileecentre.ac.uk/432/character-education
Do students respond more thoughtfully when making decisions, whether moral or not, after engaging in this practice? How do you know?
“Practical wisdom”—or “good sense”—is the modern-day scientific term for Aristotle’s phronesis. According to the Jubilee Centre for Character and Virtues, practical wisdom is “the overall quality of knowing what to want and what not to want when the demands of two or more virtues collide, and to integrate such demands into an acceptable course of action.”
In other words, practical wisdom helps us to know and do the good, especially when faced with a moral dilemma. This virtue is developed mainly through experience and reflection, and is considered the overarching virtue because of its role in helping us to know how and when to enact all the other virtues.
In general, no agreed-upon definition for wisdom exists in research, and little empirical research has been done on it. However, some researchers suggest that the central components of wisdom are cognitive (e.g., evaluating, deliberating, foresight), emotional, and reflective—all of which can be taught and potentially measured.
Currently, education focuses primarily on developing students’ thinking skills and knowledge. Yet, as many adults attest, little of what is learned in school actually prepares a person for the school called “life.”
By taking on the challenge of developing students’ wisdom or “good sense,” educators will be equipping students with the skills that will help them to cultivate lives of meaning, happiness, and virtue dedicated to serving the greater good–a flourishing life, indeed.
Do you want to dive deeper into the science behind our GGIE practices? Enroll in one of our online courses for educators!
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