The possibility of online Aristotelian virtue friendships via social network sites continues to be raised by philosophers, but as yet this has not been positioned within the realm of children or adolescents, who are known to be amongst the largest users of social media Governmental agencies across the globe still struggle to define the boundaries of online usage for children, often depending on school-based curricula highlighting ?safe-guarding? online or some form of character education This, however, often leaves the philosophical thinking behind virtual relationships as incompletely addressed in educational theory, policy and practice, despite there being some very real difficulties for children Utilising the insights of Aristotle on friendship, I offer a view that may hold potential for a philosophically based policy I outline three different ways this philosophical literature could have implications for education and indicate the types of policy that each might entail I will contend that there are three distinct stakeholders here that can be identified as having a significant role to play in what we should do: the schools themselves, educational researchers and policy writers Finally, I suggest ways in which research, policy and practice might link together

中文翻译：

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保持陪伴：在线友谊教育

哲学家们继续提出通过社交网站建立在线亚里士多德美德友谊的可能性，但到目前为止，这还没有定位在儿童或青少年的范围内，他们被认为是社交媒体的最大用户之一 全球政府机构全球仍在努力为儿童定义在线使用的界限，通常取决于强调“安全保护”的学校课程。在线或某种形式的品格教育 然而，这往往使虚拟关系背后的哲学思考无法在教育理论、政策和实践中得到完整解决，尽管对孩子们来说存在一些非常现实的困难 利用亚里士多德关于友谊的见解，