This book champions care education in early childhood school contexts, addressing the critical need for an effective and meaningful ethics education grounded in Platonic and Aristotelian reflections on virtues, and ultimately positing a theory of ethics education that connects ancient philosophy to contemporary care thinking.

This theory is supported by the empirical findings of the MelArete Project, a 10-year research project in care and virtues education that guides children’s attention to the concepts of care and virtues. Unique amongst contemporary virtue and character approaches, Mortari and her colleagues have developed a rich research base that combines recent educational theories with ancient and continental philosophy.

Ultimately arguing for an ethics education centered on care in the wake of our current ethical crisis, the book contributes to a growing body of literature on prominent virtue and character education programs around the world and will therefore appeal to scholars, researchers, and postgraduate students working in moral and values education, ethics education, and educational theory more broadly. Care ethicists and early childhood educators will also benefit from this volume.

This book champions care education in early childhood school contexts, addressing the critical need for an effective and meaningful ethics education grounded in Platonic and Aristotelian reflections on virtues, and ultimately positing a theory of ethics education that connects ancient philosophy to contemporary care thinking.

This theory is supported by the empirical findings of the MelArete Project, a 10-year research project in care and virtues education that guides children’s attention to the concepts of care and virtues. Unique amongst contemporary virtue and character approaches, Mortari and her colleagues have developed a rich research base that combines recent educational theories with ancient and continental philosophy.

Ultimately arguing for an ethics education centered on care in the wake of our current ethical crisis, the book contributes to a growing body of literature on prominent virtue and character education programs around the world and will therefore appeal to scholars, researchers, and postgraduate students working in moral and values education, ethics education, and educational theory more broadly. Care ethicists and early childhood educators will also benefit from this volume.

Care is the most important thing for life, since to model life we need to care for ourselves, for the others, and for the human institutions. Care is the most important ontological phenomenon because we are what we care for. It is essential to care for life in order to maintain it along time, to make it flourish and to repair the wounds of being-there.

This book develops a philosophy of care not only by considering the contemporary literature, but above all by basing the argumentations on the ancient Greek philosophy. Moreover, the argumentations are grounded in a phenomenological analysis of the experience of care.

This book champions care education in early childhood school contexts, addressing the critical need for an effective and meaningful ethics education grounded in Platonic and Aristotelian reflections on virtues, and ultimately positing a theory of ethics education that connects ancient philosophy to contemporary care thinking.

This theory is supported by the empirical findings of the MelArete Project, a 10-year research project in care and virtues education that guides children’s attention to the concepts of care and virtues. Unique amongst contemporary virtue and character approaches, Mortari and her colleagues have developed a rich research base that combines recent educational theories with ancient and continental philosophy.

Ultimately arguing for an ethics education centered on care in the wake of our current ethical crisis, the book contributes to a growing body of literature on prominent virtue and character education programs around the world and will therefore appeal to scholars, researchers, and postgraduate students working in moral and values education, ethics education, and educational theory more broadly. Care ethicists and early childhood educators will also benefit from this volume.

This book champions care education in early childhood school contexts, addressing the critical need for an effective and meaningful ethics education grounded in Platonic and Aristotelian reflections on virtues, and ultimately positing a theory of ethics education that connects ancient philosophy to contemporary care thinking.

This theory is supported by the empirical findings of the MelArete Project, a 10-year research project in care and virtues education that guides children’s attention to the concepts of care and virtues. Unique amongst contemporary virtue and character approaches, Mortari and her colleagues have developed a rich research base that combines recent educational theories with ancient and continental philosophy.

Ultimately arguing for an ethics education centered on care in the wake of our current ethical crisis, the book contributes to a growing body of literature on prominent virtue and character education programs around the world and will therefore appeal to scholars, researchers, and postgraduate students working in moral and values education, ethics education, and educational theory more broadly. Care ethicists and early childhood educators will also benefit from this volume.

Care is the most important thing for life, since to model life we need to care for ourselves, for the others, and for the human institutions. Care is the most important ontological phenomenon because we are what we care for. It is essential to care for life in order to maintain it along time, to make it flourish and to repair the wounds of being-there.

This book develops a philosophy of care not only by considering the contemporary literature, but above all by basing the argumentations on the ancient Greek philosophy. Moreover, the argumentations are grounded in a phenomenological analysis of the experience of care.