This article presents a new perspective on character education using spontaneous approaches, suggesting implications for educators.
Character education in schools is implemented using different approaches. The current practices related to character education, though, include educators implementing preplanned lessons and activities from published programs. Yet, these current practices have mixed reviews in large- and small-scale studies. The purpose of this article is to provide a new perspective and approach for character education; one that is based on spontaneity using positive causal attribution training (PCAT). Strategies for implementing spontaneous character education using PCAT are also provided.
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Sarah Hamsher (2018) studied this question.
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