Cultivating virtue through poetry: an exploration of the characterological features of poetry teaching

This paper explores the possibilities of using character education through poetry to cultivate virtue in a secondary-school context. It focuses on philosophical assumptions behind intervention development and some implications intervention. We explore teaching as tool for moral reasoning means method ‘poetic inquiry,’ drawing also insights from Wittgenstein. Character inquiry’ share similar goals, but are not harmonious far theory methodology goes. clearly matters what exactly is be cultivated, this we show that education, if used foster practical reasoning, can ethical-cum-emotional self-cultivation. What makes both these case-specific approaches effective, extent unique, possible employment creative writing, intellectual critical thinking.