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Character Inquiry Cover 4/19/11 9:17 PM Page 1 Character Inquiry cover 4/19/11 9:17 PM Page 1 In the policy world there is growing interest in the The Character Inquiry | importance of a set of personal attributes that might be “Character should be summarised as ‘character’. Capabilities such as empathy, resilience and application that describe aspects of our character are strongly related to a range of beneficial at the heart of our outcomes. This collection draws together emerging research from the social sciences about the formation and development of character across the life course, in order to responses to social inform debates around public policy and the role of civil society. Edited by Jen Lexmond and Matt Grist | The Inquiry itself comprises a set of expert members from problems…” a range of backgrounds – journalists and practitioners, academics and policymakers – all of whom took part in conducting research or contributing essays to this collection. Through reviewing existing research, conducting new THE CHARACTER INQUIRY analysis and taking part in public engagement work, members arrived at conclusions – and lots of further questions – about the nature of character and its relevance to Edited by Jen Lexmond and Matt Grist current policy debates. In so doing, The Character Inquiry gives contemporary resonance to a debate that dates back to Aristotle. It sets out a vision for how developing individual and collective character can lead to social goods like a sustainable economy, active citizenship, greater wellbeing and stronger communities. Jen Lexmond and Matt Grist are Senior Researchers at COLLECTION Demos. 30 ISBN 978-1-906693-69-5 £10 © Demos 2011 COLLECTION 30 Character Inquiry cover 4/19/11 9:17 PM Page 2 Inquiry members This project was supported by: Anthony Seldon, Master of Wellington College Camila Batmanghelidjh, Founder and Director, Kids Company Ed Mayo, Secretary General, Co-operatives UK Emma-Jane Cross, Chief Executive, Beatbullying James Arthur, Professor of Education and Civic Engagement, University of Birmingham Jean Gross, writer and architect of the SEAL school-based approach to building character Jen Lexmond, Senior Researcher, Demos Julian Baggini, writer and editor-in-chief of The Philosophers’ Magazine Matt Grist, Senior Researcher, Demos Sebastian Kraemer, Consultant Child and Adolescent Psychiatrist, Whittington Hospital Stephen Scott, Professor of Child Health and Behaviour, Institute of Psychiatry, King's College London Terry Ryall, Chief Executive, v – the National Young Volunteers’ Service Yvonne Roberts, journalist and broadcaster, and Senior Associate of The Young Foundation Demos is a think-tank focused on power and politics. Our unique approach challenges the traditional, ‘ivory tower’ model of policy making by giving a voice to people and communities. We work together with the groups and individuals who are the focus of our research, including them in citizens’ juries, deliberative workshops, focus groups and ethnographic research. Through our high quality and socially responsible research, Demos has established itself as the leading independent think-tank in British politics. In 2011, our work is focused on four programmes: Family and Society; Violence and Extremism; Public Interest and Political Economy. We also have two political research programmes: the Progressive Conservatism Project and Open Left, investigating the future of the centre-Right and centre-Left. Our work is driven by the goal of a society populated by free, capable, secure and powerful citizens. Find out more at www.demos.co.uk. First published in 2011 © Demos. Some rights reserved Magdalen House, 136 Tooley Street, London, SE1 2TU, UK ISBN 978 1 906693 69 5 Series design by modernactivity Typeset by Chat Noir Design, Charente Printed by Lecturis, Eindhoven Set in Gotham Rounded and Baskerville 10 Cover paper: Flora Gardenia Text paper: Munken Premium White THE CHARACTER INQUIRY Jen Lexmond Matt Grist Open access. Some rights reserved. As the publisher of this work, Demos wants to encourage the circulation of our work as widely as possible while retaining the copyright. We therefore have an open access policy which enables anyone to access our content online without charge. Anyone can download, save, perform or distribute this work in any format, including translation, without written permission. This is subject to the terms of the Demos licence found at the back of this publication. Its main conditions are: · Demos and the author(s) are credited · This summary and the address www.demos.co.uk are displayed · The text is not altered and is used in full · The work is not resold · A copy of the work or link to its use online is sent to Demos You are welcome to ask for permission to use this work for purposes other than those covered by the licence. Demos gratefully acknowledges the work of Creative Commons in inspiring our approach to copyright. To find out more go to www.creativecommons.org Contents Acknowledgements 7 Introduction 9 1 Defining character in the twenty-first century 29 Does character exist? By Julian Baggini 35 Do bad environments equal bad character? By Camila Batmanghelidjh 42 2 The early development of character 47 How does insecure attachment impair character development? By Sebastian Kraemer 54 Is character formed by nature or nurture? By Stephen Scott 60 3 Gendered identities 67 How have stereotypes shaped women’s character? By Yvonne Roberts 73 Is the crisis of masculinity really a crisis of character? By Jen Lexmond 80 4 Character in education 87 Should character be ‘taught’ through the curriculum or ‘caught’ through a school’s ethos? By Jean Gross 90 How do we build educational institutions of character? By Anthony Seldon 97 Is it appropriate to teach students about morality and values? By James Arthur 100 5 Collective character 107 Are we naturally cooperative? By Ed Mayo 115 How do we build character in our communities? By Matt Grist 120 What environments support young people’s character development? By Terry Ryall 127 Conclusion: principles and practice 133 Notes 141 References 163 7 Acknowledgements This inquiry could not have been completed without the ideas, support and commitment of many individuals and organisations. First and foremost, thank you to our funders, the Wates Foundation and Big Lottery Fund, particularly Sally Taylor and Sarah Mistry for their helpful comments and insights throughout the project, and to the Helen Hamlyn Trust for their generous core sponsorship of Demos’s Family and Society Programme. Thank you to the members of the inquiry who brought endless ideas, inspiration, networks and expertise to the table, and who gave their time generously to contribute to and comment on the report itself. Thanks also, and in equal measure, to the committed research support at Demos from Harry Hoare, Sam Kiss, Jumoke Akintola, Ian Patel and Alex Canfor-Dumas on literature reviews, evidence gathering, field work and early drafts. Thanks to Dominique Longford for his support on the quantitative and longitudinal analysis of the British and Millennium Cohort Studies. Thank you to Professor Edward Harcourt for joining us as a guest inquiry member. Thank you also to Chris Sollis at Southend Council for arranging interviews with coaches and coachees from the Motivate the Estate project, and thank you to the coaches and coachees themselves. Thank you to Ellie Garraway and the rest of the operations team at Youth at Risk for sparing us the time to explain their philosophy and methodology. Thank you to David Gustave and all the young people we met at Kids Company. At Demos, thank you to Sarah Kennedy and Ralph Scott for coordinating the production and launch of the report. As always, all errors and omissions remain our own. Jen Lexmond Matt Grist April 2011 9 Introduction GNP measures everything, in short, except that which makes life worthwhile. Robert Kennedy Until recently, every generation expected to improve the material wealth of their offspring. The task of industrialisation was primarily to improve people’s material quality of life. This was accomplished in two ways: through the production of goods that could be purchased and shared by the vast majority of a population (eg reliable power supplies, nutritious food, automobiles, household appliances), and through increases in productivity creating growth that could also be shared, in the form of higher wages, by most of the population. This is the story of the first three-quarters of the twentieth century in developed countries. But times are changing. Most of the growth in the last 25 years in the UK and the USA has been in high-tech industries and financial services. The former do produce goods from which the majority can benefit but the latter (arguably) do not. Moreover, neither the goods nor the growth produced in these sectors has provided income and wealth that benefits most of the population. It is well documented that median wages as a percentage of GDP have fallen dramatically over the last 30 years, just as it is well known that gaps in wealth and income between the top and the bottom have grown larger and larger.1 Problems with maintaining growth and sharing its proceeds fairly can be mitigated by policy. But if growth is very low, there are limits to the redistributive impact of tax cuts and/or credits. The West has bulked up economic growth over the last 30 years in part through massive increases in borrowing. This has temporarily put off our reckoning with lower and less Introduction publicly beneficial growth. But as global recession and rising debt reduces the state’s ability to subsidise the economy in this way, questions about the practicality and desirability of sustaining high levels of growth have been raised. As well as the sheer difficulty of maintaining economic growth, there are other reasons to look beyond it. There is a large body of evidence suggesting that increases in GDP only increase general wellbeing up to a certain level, at which point they make no difference.2 Moreover, many of the challenges that the current generation faces – global warming, living and getting along in a liberal and diverse society, political apathy and anti-social behaviour – require resources of a different kind to tackle.
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