In this paper, I argue that focusing on resilience education fails to appropriately reflect the socio-political nature of character. I define protective epistemic character traits (PECTs) as epistemic character traits which aid students in avoiding, limiting or mitigating harm in the classroom. I argue that the relationship between epistemic character and protection in hostile classrooms is importantly influenced by context in two main ways: (1) the exercise and development of some PECTs may carry significant cost for some students, and (2) social and developmental factors may promote or obstruct the development of virtuous PECTs for individual students. I employ two principles from Ian James Kidd's critical character epistemology—aetiological sensitivity and normative contextualism—and propose a revised approach to resilience education. I argue that this revision requires an increased focus on changing underlying structures of oppression and cautions against teaching a standardised list of epistemic virtues.

中文翻译：

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在脆弱性和韧性之间：保护性认知性格特征的情境主义图景

在本文中，我认为关注韧性教育未能恰当地反映性格的社会政治性质。我将保护性认知性格特征 (PECT) 定义为帮助学生避免、限制或减轻课堂伤害的认知性格特征。我认为，敌对课堂中认知特征与保护之间的关系在两个主要方面受到环境的重要影响：（1）一些 PECT 的练习和发展可能会给一些学生带来巨大的成本，以及（2）社会和发展因素可能促进或阻碍个别学生发展良性 PECT。我采用了伊恩·詹姆斯·基德（Ian James Kidd）的批判性性格认识论中的两个原则——病因敏感性和规范情境主义——并提出了一种修订后的韧性教育方法。