Spring 2016 CONTENTS 1 Narnian Virtues: A Character Education Curriculum excellence 3 12 Narnian Virtues 5 Student Workbook 6 Jack’s Wardrobe 7 What Our Research Found 8 Mark Pike on C.S. Lewis as & ethics Character Educator Center for the 4th and 5th Rs (Respect & Responsibility)
Trinity Academy (UK) 7th-graders reading Prince Caspian Narnian Virtues: A Character Curriculum ith a 1-year pilot project grant from Wthe John Templeton Foundation, Based on C.S. Lewis’ Chronicles of Narnia we designed and tested, in five diverse schools in the North of England, a literature Mark Pike, University of Leeds, UK curriculum that had 11- to 13-year-old Thomas Lickona, State University of NY at Cortland, USA children read and reflect on one of three Narnia novels. Eleven-year-olds read The This project gets you thinking, like, Narnia by C. S. Lewis. To date, this much- Lion, the Witch, and the Wardrobe; 12- “Oh, no—I've probably been doing that loved series has sold 100 million copies in year-olds, Prince Caspian; and 13-year-olds, most of my life,” and it makes you think 47 languages. In 2015, The Lion, the Witch, The Voyage of the ’Dawn Treader.’ and the Wardrobe was included in Time about how you can change it. These three titles form a unit in that they magazine’s 100 best books for young adults. —11-year-old boy all feature children from the Pevensie family Given the extraordinary popularity of the as protagonists. Working with teachers Narnia stories and their strong character oes reading good books and two C.S. Lewis scholars, we identified make us better people? themes, we believe these novels are a rich Many authors have held that resource waiting to be tapped. D “The Fantasy Advantage,” in Scientific I feel like, even though the stories stories play a key part in leading us American (March/April 2016), reviews new were written so many years ago, into the virtues. research indicating that young readers virtues and vices still exist and it’s One particularly promising literary “absorb some lessons better when they are just as important now as it was resource, however, has been overlooked wrapped in magic and imagination.” Fantasy then to show virtues. by character educators: the Chronicles of literature like Lewis’ Narnia novels can be an —12-year-old-girl effective vehicle for character education. excellence & ethics spring 2016 1 Interested in joining the Narnian Virtues project? See p. 8. 12 virtues that are, at various points in summed up, in Lewis’ words, as the stories, exhibited by one or another “the doctrine of objective value, character. (See p. 3 for how we defined the belief that certain attitudes these virtues.) are really true, and others really false, to the kind of thing the esides providing captivating, character- universe is and the kind of things rich stories, Lewis’ Narnia novels offer B we are.” a philosophical grounding for character education in that they depict a universe ur Narnian Virtues project governed by moral laws that he called “the Odraws encouragement from Tao.” In his 1943 book on education, The the recent success of the Knightly Abolition of Man, he explained that the Tao Virtues project of the University is a Chinese term for the moral order of the of Birmingham’s Jubilee Centre universe, “the way life works.” The Tao is for Character and Virtues (www. Project director Mark Pike and Trinity Academy students innate and universal, a law like gravity in the jubileecentre.ac.uk). That project physical sciences but with one important developed a literature-based character Students then explain (in writing) how difference: We have a choice as to whether education curriculum using four well-known the character in question displayed the vice we obey it—and have harmonious and stories—Gareth and Lynette, El Cid, Don or virtue—and write about a time when flourishing lives—or not. Quixote, and The Merchant of Venice— they displayed the same virtue or character and to date has been experienced by nearly flaw. 30,000 9- to 11-year-olds in schools across ur goal in the Narnian Virtues Every act of justice or charity Britain. Its popularity suggests a hunger on involves putting ourselves in Ocurriculum is to foster character the part of schools for high-quality, virtue- development in the full sense: knowledge, the other person’s place. laden materials that can be integrated into feeling, and behavior—”head, heart, and —C.S. Lewis the regular academic curriculum. hand.” We want students to understand the The Narnian Virtues project expands virtues displayed in the stories; care about In The Abolition of Man, Lewis cites previous literature-based character education these virtues (admire them, want to possess the many cross-cultural affirmations of interventions in that it: them, be repelled by their opposing vices); the moral laws comprising the Tao—laws uses stories whose protagonists are similar and, finally, act upon them with increasing commanding justice, condemning greed in age to that of the students reading the consistency in their own lives, both inside and cruelty, specifying duties to children novels and outside of school. and elders, and the like—that can be found focuses on helping students translate That meant we had a three-fold in the great texts of different religions, educational challenge: Through interactive cultures, and traditions as diverse as the better understanding of virtues into more consistent virtuous behavior discussion of the novels and corresponding ancient Egyptian, Babylonian, Old Norse, class activities, we needed to: (1) instruct Chinese, Indian, Roman, Greek, Australian investigates the difference parents make students in what the virtues are; (2) inspire Aboriginal, and American Indian. when they work with their child on foster- them to want to possess and practice these This empirical evidence of a universal ing the Narnian virtues in family life. virtues; and (3) guide them in translating moral law provides important support for a their understanding and desire into The Pilot Project central tenet of character education: There effective strategies for applying the virtues are “core ethical values” that all persons n the Narnia classroom, the teacher in their behavior. are obliged to recognize and respect. That explains to students that virtues are good I I’m more aware of when I’m principle stands in opposition to the moral moral habits and vices are bad moral habits. relativism of the age that regards morality This emphasis on the role of habits in the showing fortitude and as just a matter of opinion. The Tao can be life of character is consistent with classical determination. I can use them thinking going back to Aristotle, who in my life more because now SUNY Cortland taught that a virtue is not a mere capacity I know what they are. or ability, but a disposition—a tendency to School of Education —12-year-old boy Cortland, NY 13045 act in a good way. excellence & ethics is published with sup- Every teacher receives a Teacher’s Guide. To try to achieve depth of impact, we port from Dr. Hal Urban and the Sanford Every student gets a Student Workbook, asked every student to choose, from the McDonnell Foundation. Student Journal, and a copy of the Narnia 12 Narnian virtues, the 3 virtues in which novel under study. As children read their they “most wanted to improve.” Then, in Editors: novel, they do a “virtue analysis” in their their journals, students were to write out a Tom Lickona specific plan for improving in each of their & Marthe Seales workbook of selected extracts from the story (see p. 5). They highlight in green the chosen virtues and, over the weeks of the To subscribe, get back issues, or access virtues shown by the story characters in a project, record their efforts and progress. electronic copies with hot links, go to given passage, and highlight in yellow the As children took responsibility for their www.cortland.edu/character. vices shown. own character growth in this way, the Qs? Email: [email protected]. teacher encouraged them to persevere in 2 excellence & ethics (cont.,spring p.2016 4) 12 Narnian Virtues
1. Wi s d o m . The habit of making good judgments; discerning what is true and good and choosing the best course of action. We need courage to change what we can, the patience to endure what we cannot change, and the wisdom to know the difference.
2. Lo v e . The habit of acting selflessly for the good of another, without seeking recogni- tion or reward; willingness to sacrifice for another; being kind, caring, generous, and loyal. There is no greater love than to lay down one’s life for another.
3. Fo r t i t u d e . The habit of doing what is right in the face of difficulty; the mental and emotional strength to handle hardship, overcome obstacles, and endure suffering; showing confidence, courage, patience, perseverance, endurance, or resilience in challenging circumstances. They would need fortitude to endure the difficult journey ahead.
4. Co u r a g e . The habit of overcoming fear when confronting physical danger or facing social pressure to do what’s wrong. Moral courage—standing up for what’s right when it’s unpopular to do so—is rarer than bravery in battle.
5. Se lf -Co n t r o l . The habit of controlling one’s desires, emotions, and impulses; being able to resist temptation; waiting longer for something better. In the absence of self-control, our desires control us.
6. Ju s t i c e . The habit of treating all persons with respect and fairness; giving people what they are due; not playing favorites. A good ruler governs with justice toward all.
7. Fo r g i v e n e s s . The habit of letting go of angry feelings toward another person, even while holding wrongdoers accountable for their actions. Many people find forgiveness difficult when someone has hurt them deeply. She forgave his crime but felt he should still suffer a just punishment.
8. Gr a t i t u d e . The habit of feeling and expressing thanks. Gratitude leads us to count our blessings.
9. Hu m i l i t y . The habit of being aware of our strengths and weaknesses; admitting and correcting flaws and failures; being free from pride and arrogance. Without humility, we remain blind to our faults.
10. I n t e g r i t y . The habit of sticking to our moral values; following our conscience; being honest with ourselves and others. As a leader with integrity, he listened to the voice of conscience, not the voice of the crowd.
11. Ha r d Wo r k . The habit of making a strong or determined effort to get a job done or achieve a goal. Nothing worthwhile was ever accomplished without a lot of hard work.
12. C u r i o s i t y . The habit of being inquisitive; wanting to learn or know something. Curiosity is the mark of an active mind. excellence & ethics spring 2016 3 their efforts, understanding that the quest character educators are increasingly for character is a humbling journey, one calling for greater collaboration with which we are all traveling: parents. James Arthur, director of the UK’s Jubilee Centre for Character and No one is perfect. We all make mistakes; we all often act in ways that don’t reflect Virtues, states: our best self. Developing good character Character education should be means trying to be our best self more viewed as a joint responsibility. It of the time. Most of us possess these is more effective when teachers and virtues to some degree. Our challenge parents talk the same language of is to make progress—to practice the virtue to children. virtues more consistently, acknowledge when we don’t, and keep on trying to In the pilot project, students’ journals improve. Everyone’s character is a work included space for parents’ or guardians’ in progress. comments. One mother wrote: Evidence of Student Growth This project has been a good opportunity for my daughter to reflect Project co-director Tom Lickona with Jo Wray, In their workbooks and journals, and in on the virtues and vices in the books Head Teacher at Featherstone Academy, one interviews and focus groups, a number of she is studying but also on how they of the UK’s Narnian Virtues schools. students provided evidence that they were relate to her own character traits. taking this challenge to heart: The Next Stage of the Project n principle, the character education e are currently seeking schools to join movement has always recognized the My friends don’t really respect I us in the expansion of the Narnian importance of parents. In practice, how- W people and it’s like peer pressure Virtues project from 200 students in the pilot ever, the character education initiatives of year to 5,000 during the upcoming 3-year —they’re trying to push me into schools have often neglected to involve phase (fall 2016-2018). (See Invitation, p. 8.) it. Usually I would go with it, but parents in a meaningful way. when we started the virtues, I We have five goals: (1) to demonstrate knew wisdom meant, like, right Schools often ask, “How do you reach how to integrate Narnian Virtues into a school’s regular English classes; (2) to or wrong—and now I have to unengaged parents?” Our answer is, “If you can’t get the parents to the program, get refine the curriculum through continued think, “Is it right or is it wrong?” field-testing; (3) to continue to study the the program to the parents.” (See Tom —12-year-old boy Lickona’s Character Matters for ways impact of Narnian Virtues on students’ schools have done this.) To get the Narnian understanding and behavioral application This project has taught us what Virtues curriculum to the parents, we are of the virtues; (4) to assess the extent to kind of person we are. It’s actually designing “family homework,” activities which involving parents improves students’ helped us to realize what we do. that students will do with their parents at acquisition of the virtues; and (5) to include home. as implementation sites, high-need schools —11-year-old boy where parent involvement and educational Character education researchers to date outcomes have been historically low. g I never used to read at home. But have not attempted to assess the extent to after we read this book together, which involving parents makes a measurable I took it home and read it. It was difference in student character outcomes. In Wi s d o m o f C.S. Le w i s different, wasn’t it? our project, we will compare students whose —11-year-old girl parents work with them at home on project- related activities, with students in other schools that are not implementing parent Parents as Partners involvement. ust as C. S. Lewis has been overlooked in e hope our school-parent character education, so have parents. J W partnership in the Narnian Virtues The family is the first school of virtue. project will encourage—in the UK, the US, Parents have the potential to be the most and other countries—a greater emphasis on important influence on their children’s the role of parents in character education. character development. Marvin Berkowitz School-home collaboration is especially and John Gryce, in their article “Fostering important in contexts where, by choice Goodness” in the Journal of Moral or circumstance, parents do not normally Education, emphasize the crucial role show strong involvement in their child’s parents play in developing the “building education. The importance of parents blocks of morality.” Good parenting, they spending time with their children, actively maintain, can be taught and learned. engaged in their interests and activities, has Because parents are so important, been emphasized by the Parenting Matters report of the UK’s Centre Forum. 4 excellence & ethics spring 2016 STUDENT WORKBOOK
Extract 1
From Chapter 1 ‘Lucy looks into a wardrobe’
and Chapter 2 ‘What Lucy foundrobe there’ by C. S. Lewis From The Lion, the Witch and the Ward m ity and wisdo Lucy’s curios grity eceit and inte Mr Tumnus’ d
Context not shutting the and curious character, the youngest of theand Pevensie children. ; Lucy is a brave in judging the best course of action She displays wisdom Mr Tumnus greets Lucy as she enters trickNarnia. Mr wardrobe door as she explores. he is friendly and hospitable and Lucy feels safe with him. This is a Tumnus is under orders to handus follows Lucy over his conscience, to the evil White tells Lucy Witch. the At truth the riskand to his own safety, Mr ,Tumn does the right thing
following the evil orders.delivering her safely back to Narnia’s exit rather than but she felt Lucy shows curiosity Lucy felt a little frightened, . She and excited as well very curious because she goes looked back over her shoulder-trunks and she through the there, between the dark tree wardrobe to learn could still see the open doorway of the what is on the other wardrobe and even catch a glimpse of the empty room from which she had set side. (She had, of course, left the door wisdom out. at it is a very silly Lucy shows open, for she knew th because she is thing to shut oneself into a wardrobe.) careful not to shut can always get back if anything goes the wardrobe door It seemed to be still daylight there. over “I the crunch-crunch walk forward, behind her. wrong,”snow and thought through Lucy. the She wood began towards to
the other light.
because “Oh – – oh!” sobbed Mr Tumnus, “I’m crying ……………………… I’m such a bad Faun.” oh u e s t oi n s because“I don’t think you’re a bad Faun at all,” said Di s c u s s i o n Q Lucy. “I think you are a very good Faun. You are the nicest Faun I’ve ever met.”
“Oh – – you wouldn’t say that if you knew,” •• When have you been adventurous but also exercised “No, I’m a bad Mr Tumnus Faun. I don’t oh suppose there ever was a worse Faun caution/wisdom? sincereplied the Mr beginning Tumnus ofbetween the world.” his sobs. shows integrity
because he is “But what have you done?” asked Lucy? •• When have you had to take risks or do something new “My old father, now,” said Mr Tu honest with mnus; “that’s Lucy about his that was worthwhile? have done a thing like this.” his picture over the mantelpiece. He would never failings. “A thing like what?” said Lucy.
We need to be wise as well as curious. You might be “Like what I’ve done,” said the Faun. “Taken Mr Tumnus curious about train tracks but since children have been service under the White Witch. That’s what I am. I’m .” had been killed on them, it is foolish (unwise) to go on them. in the“The pay ofWhite the White Witch? Witch Who is she?” deceitful,
“Why, it is she that has got all Narnia under because he her thumb. It’s she that makes it always winter. •• When have you thought of doing something wrong was not Always winter and never Christmas; think of that!” and then decided not to? “How awful!” said Lucy. “But what does she truthful with you for?” Lucy; he only “That’s the w pretended •• Was it because of the people/person you would pay orst of it,” said Mr Tumnus with a to deep groan. “ I’m a kidnapper for her, that’s what I hurt? be her friend. that I’m the sort of Faun to meet a poor innocent - am. Look at me, Daughter of Eve. Would you believe •• Did someone talk you out of doing it or did you de child in the wood, one that had never done me any cide for yourself? Explain. harm, andhanding pretend it to over be friendly to the Whitewith it, Witch?” and invite it home to my cave, all for the sake of lulling it asleep and then“No,” said Lucy. “I’m sure you wouldn’t do anything of the sort.” •• Mr Tumnus is really honest with himself. When have “But I have,” said the Faun. you been really honest with yourself?
excellence & ethics spring 2016 5 Jack’s Wardrobe Mark Pike, University of Leeds, UK
e all know we should be The very wardrobe Jack had kind, honest, and hard- in his attic bedroom as a boy working. We also know in Belfast, Ireland now resides W in the foyer of the Wade Cen- we should be grateful, forgiving, and ter, 20 miles west of Chicago, Illinois, where Entering through the Right Door self-controlled. the archives of Lewis’ letters and personal iven the importance of stories and We even know the people we library are housed. Gthe world of imagination, we might need to forgive, where we need more ask ourselves if we’re making enough use of The management of the Wade Center, good literature in character education. self-control, and what we should with a wink and a smile, have put a sign on The Chronicles of Narnia are “good be grateful for. But—if we’re being the wardrobe’s door saying that they accept books” in that they provide a moral no responsibility whatsoever for your chil- honest with ourselves—whether we “secondary world” where virtuous action is dren if they go inside the wardrobe . . . actually work to develop such virtues in commended to us. our lives is another matter. In The Chronicles of Narnia, the Pevensie Having to deal with the challenges children, who first entered Narnia through they face in Narnia is a character-building Before Narnia I wouldn’t have had the wardrobe, lived in two worlds. They experience for Peter, Susan, Edmund, and a clue what vices and virtues were. spent time in Narnia and time in England. Lucy. They have to work hard and persevere But reading about the characters, Yet every one of us lives in two worlds. We as they seek to liberate the inhabitants of you’re like, “Oh, what virtue is all live in a “primary world” (where we eat, the land of Narnia and do the right (rather that character showing?” It’s shop, exercise, go to school, etc.). But most than the easy) thing. quite fun to think about it. of us also live in a “secondary world” of the imagination. Some of us spend more time Perhaps it shouldn’t surprise us that Jack,
—11-year-old girl there than others. an Oxford don and a classical scholar, would have the door of his wardrobe swing open Sometimes we even know how we s I write at on its hinge, as it does, to allow the children could improve in a particular character Athe table by to enter Narnia. the bay window quality but still don’t do it. In that case, He would have been aware that the Latin in my Victorian the problem is not the skill but the will. for “hinge” is the word “cardo,” from which office at the Uni- So, the question is, how do we motivate we get the word “cardinal” as in the “car- versity of Leeds, ourselves to be better? dinal virtues” (prudence, temperance, forti- I look out on tude and justice). How Books Build Character the School of English, where That’s why the Narnian virtues (which en- ne way we learn about the virtues— C.S. Lewis, 1898-1963 Lewis’ friend compass the cardinal virtues) are so impor- and develop the desire to practice O and Lord of the tant for children and young people today. them—is through good books (and good Rings author, J.R.R. Tolkien, was Professor The door into the world of Narnia opens movies). In his book on education, The of English before moving to Oxford. on the “hinge” of the cardinal virtues. Our Abolition of Man, C. S. Lewis wrote: whole moral life depends on them. Our ex- We learn the rule of decent behav- According to Tolkien, “A secondary world istence as human beings hangs on them. ior from parents and teachers, and contains an ‘inner consistency of reality’ so he Narnian Virtues character educa- friends and books. that what you find inside is ‘true’ in that it accords with the laws of that world. You Ttion curriculum offers the opportunity You might think it curious that he in- therefore believe it, while you are, as it to develop good character—through the cluded “books” among the sources of good were, inside.” right door. character. How does reading books help Welcome to Jack’s wardrobe. g us become better persons? Consider fic- It is the shuttling back and forth between tion. How can our character and behavior our primary world and the secondary world improve in the real world by reading about of imagination that enables us to learn and Edmund showed deceit by lying to characters who don’t actually exist? grow in ways we couldn’t if we remained in his siblings. I’ve shown deceitful- our primary world. A story enables us to ness when lying about breaking The clue might be in a wardrobe. It might see truths about a fictional character that something—I blamed it on some- even be found in C.S. Lewis’ own wardrobe. then help us see ourselves afresh with a one else. I wouldn’t do that again. We can call it “Jack’s wardrobe” because his greater degree of honesty. friends and family used to call him “Jack.” —12-year-old boy
6 excellence & ethics spring 2016 Assessing Program Impact What Our Research Found Tom Lickona, SUNY Cortland, USA
ow did our Narnian Virtues demanding in that it required students even if I get curriculum impact students’ to generate responses to open-ended called a wimp character? To find out, we “thinking questions” such as: for not doing H what everyone used both quantitative and qualitative •• What is a virtue? else does. (girl, age 12) assessments. •• What is a vice? Our first quantitative survey was designed •• Why is it important to develop good It’s helped me because I used to be by University of Warwick Professor Leslie character? very deceitful with my homework and my brother. (boy, age 11) Francis, a project co-investigator, and was •• Choose a virtue and explain how a administered at the start and end of the person might develop that virtue. Students’ journals also revealed a 6-week pilot. It had two parts: •• Define each of the 12 Narnian virtues. striking similarity in what they chose as 1. Knowledge Index of Narnian Character the 3 virtues they most wanted to improve Quantitative Results: Growth in Virtue in. At every grade level—4th, 5th, 6th, and Virtues. This tested students’ ability to th recognize each of the 12 Narnian virtues Understanding 7 —self-control was first. Children appear by correctly selecting, from six statements n the Knowledge Index of Narnian to correctly intuit how important self- describing different behaviors, the three OCharacter Virtues, which assessed control is in the life of character—and how behaviors that were examples of a specified ability to correctly identify the behaviors difficult it is to achieve. In their bestselling Narnian virtue, e.g., fortitude. that expressed a particular virtue, the 2011 book, Willpower: Rediscovering the pre- and post-test mean scores showed a Greatest Human Strength, psychologist 2. The Narnian Character Virtues Scales. modest, statistically significant increase. Roy Baumeister and science writer John These items asked students to rate, on a Tierney observe that many character- 5-point, agree-disagree Likert scale, the More impressive evidence of improved related problems are failures of self-control: extent to which each of the 12 Narnian student understanding of the virtues came compulsive spending and borrowing, virtues “describes me.” For example, the from the Narnian Virtues Questionnaire impulsive violence, underachievement in items for the virtue of courage were: with its open-ended questions. For school, procrastination at work, alcohol and every class at all four grade levels, there I do not let fear stand in my way. was a substantial increase in students’ I stay calm in the face of danger. understanding: an average gain of 15.9 points I do what I think is right, even out of a possible score of 50. There was, when others make fun of me. however, no statistically significant change I refuse to panic when things look in responses on the Narnian Character bad. Virtues Scales, which assessed student’s self- ratings of the extent to which the 12 virtues I do not let other people’s anger described them. stand in my way. Trinity Academy teacher Katie Hill discusses a Self-ratings on items like these were taken Qualitative Results: Behavior Change Prince Caspian passage with grade 7 students. as one indication of the degree to which ur qualitative data confirmed our drug abuse, unhealthy diet, and explosive students were applying the Narnian virtues. Oquantitative findings that students anger. In a recent global survey, when people The Narnian Virtues Questionnaire grew in their understanding of the Narnian were asked to rank their character failings, was a shorter questionnaire but more virtues. These data also revealed greater lack of self-control topped the list. behavioral application of the virtues than had been evident from students’ e view our Narnia students’ choice self-ratings on the Narnian Character Wof self-control as the virtue most in Virtues Scales. The workbooks, journals, need of their attention, as being evidence and focus groups indicated that at least of their self-knowledge. It also shows the some students were making a serious wisdom of continuing to have children effort to apply the virtues in their own select the virtues on which they most wish g lives. to focus their self-improvement efforts. Center for the Two examples: 4th and 5th Rs I have shown courage when being asked to do bad things and said no, Educating for Characte Tom Lickona visits a Narnian project classroom. Raising Good Children. excellence & ethics spring 2016 7 C. S. Lewis as Character Educator An Interview with Mark Pike
rofessor Mark Pike (M.Pike@edu- believed schools were not educating the sleep. These students were able to identify cation.leeds.ac.uk) is Dean of the chest. He should have known because he the lack of self-control exhibited by a char- PSchool of Education at the Uni- taught 18-year-olds when they came up to acter in the novel and then to recognize it versity of Leeds, Eng- Oxford University to be his students. In his in their own lives as stemming from peer land; author of Mere view, the chest had wasted away due to a pressure to be online and socially available Education: C.S. Lewis as lack of exercise. This explains his book’s un- at all times. One 12-year-old girl said: Teacher for Our Time usual title, The Abolition of Man. He believed When I admitted my Internet addiction (also available in Dutch); that the neglect of good character leads to to my mum, she limited my time online and director of the Nar- the end of our humanity. for a week. It was the right thing to do. nian Virtues project. Can you give an example of that from one Before, I was so worried I forgot to eat. The Center for the 4th of the Narnia novels? and 5th Rs is a partner Student responses like this have prompted on the project. Tom MP: In The Voyage of the Dawn Treader, us to work more closely with parents in the Lickona interviewed Mark Pike about his Eustace starts out as a thoroughly obnoxious next phase of our research. work. boy. He is argumentative, surly, self-centred, What else stands out from these novels? ungrateful, and lazy. Will Poulter plays the How did you get interested in C.S. Lewis? part in the movie brilliantly. As a result of MP: There is an important social justice Mark Pike: I read Chronicles of Narnia for all these vices, and espe- dimension. In The Lion, the Witch, and the the first time to our children as bedtime cially his greed for gold, Wardrobe, Peter and Susan begin by thinking stories. Before that I had read Lewis’ book Eustace actually turns into only of themselves and their family—they on education, The Abolition of Man, which a dragon. He has a reptil- just want to rescue their brother Edmund was of interest to me because I’d been a high ian skin and even scares and get back home. But they end up ac- school English teacher for ten years. himself when he sees his cepting the challenge of battling against reflection. He starts to injustice and liberating the inhabitants of How did you come to write your own book appreciate what he has Narnia from the Witch’s tyranny so they can on Lewis’ thinking about education? lost and just wants to be thrive and prosper. MP: In 2012, I was having dinner with friends with his cousins Lewis’ Narnia novels depict a universe Michael Ward, who wrote Planet Narnia. I and enjoy human companionship. Eventually, where moral choices shape events and char- mentioned that people often think of Lewis Aslan rescues him. After his ‘unDragoning,’ acter. There are lessons here for us all. g as a children’s author but don’t recognize him we read: as a great educator who helps us think clearly n v i t a t i o n t o o i n t h e about the aims of schooling in our own time. It would be nearly true to say that I J “from that time forth Eustace was a Michael agreed that there should be a book Na r n i a n Vi r t u e s Pr o j e c t different boy.” To be strictly accurate, that calls attention to Lewis’ contributions he began to be a different boy. He had to education. Mere Education pulls together relapses. There were still many days •• his ideas on education from about 30 of his when he could be very tiresome. But books. (For Lewis’ ideas on character educa- the cure had begun. tion, read Ch. 1 of Mere Education here.) That’s a basic principle in character educa- •• So before character education became a tion—we improve gradually with effort and movement in the U.S., Lewis was writing practice. We’re all a work in progress. www.narnianvirtues.leeds.ac.u about it? MP: One of the most memorable character •• MP: Absolutely—but people are only just learning moments from our Narnian Virtues realizing that. In The Abolition of Man, Lewis curriculum project is the episode of Edmund puts his gift for visual imagery to good use and the Turkish Delight. In England, we always in writing about “men without chests.” He have Turkish Delight at Christmas. But the draws a picture for us of a man, a product Turkish Delight in the story is enchanted •• of the schooling sys- by the White Witch and highly addictive. tem he saw in England, Edmund will do just about anything to get with a sunken chest more—even betraying his own siblings. and a huge head. For •• Lewis, human beings We asked middle schoolers in our project, had a head (a brain) and “What is your Turkish Delight?” A response Invitatio Registratio a stomach (appetites), that emerged repeatedly in students’ journals but between the two is was the use of mobile phones, particularly [email protected] a chest (character). He at night and, as a result, not getting enough 8 excellence & ethics spring 2016