ABSTRACT As neo-Aristotelian character education approaches have become more popular, the list of objections has increased too. This paper focuses on the objection that while character education proponents claim to be ‘progressive’ and ‘reformative’ they seem to maintain the educational status quo. This paper examines what happens to neo-Aristotelian character education approaches when they are implemented in schools. First, a range of authors is consulted that has critically followed character education approaches, in particular the one advocated by the Jubilee Centre for Character and Virtues. Second, the Bildung tradition is discussed, which was also intended as a progressive and cosmopolitan project, but was used by German governments in the 19th century to fashion the nation state. Finally, a comparison between the two approaches is made, raising the question whether it is possible for states to run an education system that does not distort ideals of what it means to be human.

中文翻译：

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新亚里士多德的品格教育是否维持教育现状？19世纪Bildung传统的教训

摘要随着新亚里士多德的品格教育方法越来越流行，反对的清单也越来越多。本文关注的异议是，尽管品格教育的支持者声称自己是“进步的”和“改革的”，但他们似乎维持了教育现状。本文研究了在学校实施新亚里士多德性格教育方法时发生了什么。首先，咨询了一系列严格遵循品格教育方法的作者，特别是禧年品格和美德中心所倡导的方法。其次，讨论了Bildung传统，该传统也旨在作为一个进步和国际化的项目，但在19世纪被德国政府用来塑造民族国家。最后，对两种方法进行了比较，