Verónica Fernández
Professor Verónica Fernández is the Director of the Virtue and
Values Education Centre and Professor at the Faculty of Education and
Psychology at Universidad Francisco de Vitoria. She is a consultant for the
Valued Based Leadership project run by the Oxford Character Project and
collaborates with the European Character and Virtue Association. Her interests
include character education, teaching leadership and value-based leadership
among others.
Sus libros
En vista del fin excelente: La educación del carácter en las universidades
Esta obra propone una reevaluación del propósito de la educación superior contemporánea, cuestionando el modelo pragmático y mercantilista predominante en las universidades actuales. A través de un enfoque basado en la ética de la virtud neoaristotélica, los autores argumentan que la labor docente no debe limitarse a la transmisión de competencias técnicas, sino que debe integrar la formación del carácter y la sabiduría práctica (phronesis). El libro ofrece un marco reflexivo y práctico para que educadores e instituciones fomenten el florecimiento humano, ayudando a los estudiantes a encontrar un sentido profundo a su vocación profesional y a su contribución al bien común.
Character Education in Europe: Challenges and Opportunities
Character Education in Europe: Challenges and Opportunities provides a comprehensive overview of the current landscape of character and virtue education across various European nations. The book explores the theoretical foundations, pedagogical practices, and unique cultural contexts that shape character education in countries such as Austria, the Czech Republic, Germany, Italy, Latvia, Estonia, Portugal, Slovakia, and Spain. By synthesizing insights from academic networks, researchers, and practitioners, the work examines how character education can address contemporary societal issues, including environmental sustainability, digital technology, polarization, and the needs of individuals facing illness. The collection acts as a roadmap for developing holistic, phronesis-based character education, offering recommendations for policymakers, educators, and institutions dedicated to fostering character development in diverse educational environments.