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Moral and Character Education. William G. Huitt, Ph.D. Valdosta State University. Last revised: August 2000. Moral and Character Education. Three major issues in the education of young people today. - PowerPoint PPT Presentation
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Moral and Character Education
William G. Huitt, Ph.D.
Valdosta State University
Last revised: August 2000
Moral and Character Education
Three major issues in the education of young people today
Vision
Identification of what is possible for both self and society; includes the discovery and/or defining of one's life mission and desired lifestyle
Moral and Character Education
Three major issues in the education of young people today
Competence
Development of the knowledge, values, attitudes, and skills necessary for success in a given society or culture
Moral and Character Education
Three major issues in the education of young people today
CharacterThe moral quality and direction of one’s decisions and behavior
Definitions of Character
The following two definitions provide examples of a normative view of character:
“engaging in morally relevant conduct or words, or refraining from certain conduct or words”
Wynne, E., & Walberg, H. (Eds.). (1984). Developing
character: Transmitting knowledge. Posen, IL: ARL.
Definitions of Character
The following two definitions provide examples of a normative view of character:
“a complex set of relatively persistent qualities of the individual person, and generally has a positive connotation when used in discussions of moral education”
Pritchard, I. (1988). Character education: Research prospects
and problems. American Journal of Education, 96(4), 469-495.
Importance of Character
Scholarly debate on moral development and character formation extends to ancient times
• Aristotle's Nichomacean Ethics
• Socrates' Meno
Importance of Character
Major thinkers in Western Civilization have been concerned with moral and character development
• John Locke, 17th century English philosopher
• John Stuart Mill and Herbert Spencer, 19th century English philosophers
• John Dewey, 20th century American philosopher and educator
Importance of Character
Both educators and American public believe character education should be an important part of schooling
• Educators -- competence in basic skills, feelings of self-worth, and moral development should be priorities in schools (Spears, 1973)
Spears, H. (1973, September). Kappans ponder the goals of education. Phi Delta
Kappan, 29-32.
Importance of Character
Both educators and American public believe character education should be an important part of schooling
• Public -- competence in basic skills and instruction in schools that would deal with morals and moral behavior (Gallup, 1980)
Gallup, G. (1980, September). The twelfth annual Gallup Poll of public attitudes
toward public schools. Phi Delta Kappan, 62, 39.
Character versus Competence
Modern educators have placed more emphasis on competence than character
However, competence and character are not mutually exclusive (Wynne & Walberg, 1985)
Wynne, E., & Walberg, H. (1985). The complementary goals of character
development and academic excellence. Educational Leadership, 43(4), 15-18.
Character versus Competence
Modern educators have placed more emphasis on competence than character
Stallings (1978) found a positive impact of attempts to improve student achievement on independence, task persistence, cooperation, and question-asking
Stallings, J. (1978). What teachers do does make a difference. In A. Newman (Ed.), In defense of the American public school. Berkeley, CA: McCutchan
Character versus Competence
Modern educators have placed more emphasis on competence than character
Etzioni (1984) and Ginsburg and Hanson (1986) reported that students who were self-disciplined or more religious, hard working, or valued learning scored higher on achievement tests
Etzioni, A. (1984). Self-discipline, schools, and the business community. Washington, DC: National Chamber Foundation.
Ginsburg, A., & Hanson, S. (1986). Gaining ground: Values and high school success. Washington, DC: U. S. Department of Education.
Character versus Competence
Modern educators have placed more emphasis on competence than character
Kagan (1981) and Wynne and Walberg (1985) argue that good character ought to be the more primary focus as it is a goal in reach of more children than is high academic achievement and can result in less alienation from the school
Kagan, J. (1981). The moral function of the school. Daedalus, 110(3), 151-165.
Wynne, E., & Walberg, H. (1985). The complementary goals of character development and academic excellence. Educational Leadership, 43(4), 15-18.
Character versus Competence
Emphasis on Character Education has begun to change
National School Boards Association proposed a project designed to enhance character development
National School Boards Association (1987) Building character in the public schools. Strategies for success. NSBA Leadership Reports, 1987-2. Alexandria,
VA: Author.
• heighten national awareness
• encourage establishment and improvement of character development programs in public schools
Character versus Competence
Emphasis on Character Education has begun to change
Georgia Department of Education has implemented program in values and character education
Georgia Department of Education. (1997). Values and character education implementation guide. Atlanta, GA: Office of policy and communications.
Impacting Moral & Character Development
Four major questions need to be addressed when focusing on character development:
1. What is good character?
2. What causes or prevents good character?
3. How can good character be measured ?
4. How can good character best be developed?
Components of Character
Impacting Moral & Character Development
1. What is good character?
Personal
• honest and truthful
• autonomous
• responsible
• self-management and self-discipline
• courageous
• integrity
Impacting Moral & Character Development
1. What is good character?
Social
• sociable
• benevolent
• compassionate
• courteous
• trustworthy
Impacting Moral & Character Development
2. What causes or prevents good character?
1. heredity 2. early childhood experience 3. modeling by important adults & older youth 4. peer influence 5. general physical and social environment 6. communications media 7. content taught in the schools, churches, etc. 8. specific situations and roles
Campbell, V., & Bond, R. (1982). Evaluation of a character education curriculum.
In D. McClelland (ed.), Education for values. New York: Irvington Publishers.
Impacting Moral & Character Development
3. How can good character be measured ?
• Cognitive knowledge• Age appropriate cognitive and moral development• Values expressed• Commitments expressed• Written plans• Personal and social overt behavior
student discipline; student suicide rates; crimes; pregnancy rates of teenage girls; academic effort; prosocial activities
Impacting Moral & Character Development
4. How can good character best be developed?
Effective communication and shared values among families, schools, religious organizations, and communities
Impacting Moral & Character Development
4. How can good character best be developed?
Schools effectively impacting morals and character are:
Wynne, E. (1989). Transmitting traditional values in contemporary schools. In L. Nucci, Moral development and character education: A dialogue (pp. 19-36).
Berkeley, CA: McCutchan.
1. directed by adults who exercise their authority toward faculty and students in a firm, sensitive, and imaginative manner, and who are committed to both academics and pupil character development;
Impacting Moral & Character Development
4. How can good character best be developed?
Schools effectively impacting morals and character are:
Wynne, E. (1989). Transmitting traditional values in contemporary schools. In L. Nucci, Moral development and character education: A dialogue (pp. 19-36).
Berkeley, CA: McCutchan.
2. staffed by dedicated faculty who make vigorous demands on pupils and each other;
Impacting Moral & Character Development
4. How can good character best be developed?
Schools effectively impacting morals and character are:
Wynne, E. (1989). Transmitting traditional values in contemporary schools. In L. Nucci, Moral development and character education: A dialogue (pp. 19-36).
Berkeley, CA: McCutchan.
3. structured so that pupils are surrounded by a variety of opportunities for them to practice helping (prosocial) conduct;
Impacting Moral & Character Development
4. How can good character best be developed?
Schools effectively impacting morals and character are:
Wynne, E. (1989). Transmitting traditional values in contemporary schools. In L. Nucci, Moral development and character education: A dialogue (pp. 19-36).
Berkeley, CA: McCutchan.
4. managed to provide pupils--both individually and collectively--with many forms of recognition for good conduct;
Impacting Moral & Character Development
4. How can good character best be developed?
Schools effectively impacting morals and character are:
Wynne, E. (1989). Transmitting traditional values in contemporary schools. In L. Nucci, Moral development and character education: A dialogue (pp. 19-36).
Berkeley, CA: McCutchan.
5. oriented toward maintaining systems of symbols, slogans, ceremonies, and songs that heighten pupils' collective identities;
Impacting Moral & Character Development
4. How can good character best be developed?
Schools effectively impacting morals and character are:
Wynne, E. (1989). Transmitting traditional values in contemporary schools. In L. Nucci, Moral development and character education: A dialogue (pp. 19-36).
Berkeley, CA: McCutchan.
6. dedicated to maintaining pupil discipline, via clear, widely disseminated discipline codes that are vigorously enforced and backed up with vital consequences;
Impacting Moral & Character Development
4. How can good character best be developed?
Schools effectively impacting morals and character are:
Wynne, E. (1989). Transmitting traditional values in contemporary schools. In L. Nucci, Moral development and character education: A dialogue (pp. 19-36).
Berkeley, CA: McCutchan.
7. committed to academic instruction and assigned pupils significant homework and otherwise stressed appropriate academic rigor;
Impacting Moral & Character Development
4. How can good character best be developed?
Schools effectively impacting morals and character are:
Wynne, E. (1989). Transmitting traditional values in contemporary schools. In L. Nucci, Moral development and character education: A dialogue (pp. 19-36).
Berkeley, CA: McCutchan.
8. sensitive to the need to develop collective pupil loyalties to particular classes, clubs, athletic groups, and other subentities in the school;
Impacting Moral & Character Development
4. How can good character best be developed?
Schools effectively impacting morals and character are:
Wynne, E. (1989). Transmitting traditional values in contemporary schools. In L. Nucci, Moral development and character education: A dialogue (pp. 19-36).
Berkeley, CA: McCutchan.
9. sympathetic to the values of the external adult society, and perceive it as largely supportive and concerned with the problems of the young;
Impacting Moral & Character Development
4. How can good character best be developed?
Schools effectively impacting morals and character are:
Wynne, E. (1989). Transmitting traditional values in contemporary schools. In L. Nucci, Moral development and character education: A dialogue (pp. 19-36).
Berkeley, CA: McCutchan.
10. always able to use more money to improve their programs, but rarely regard lack of money as an excuse for serious program deficiencies;
Impacting Moral & Character Development
4. How can good character best be developed?
Schools effectively impacting morals and character are:
Wynne, E. (1989). Transmitting traditional values in contemporary schools. In L. Nucci, Moral development and character education: A dialogue (pp. 19-36).
Berkeley, CA: McCutchan.
11. open to enlisting the help, counsel, and support of parents and other external adults, but willing to propose important constructive changes in the face of (sometimes) ill-informed parent resistance;
Impacting Moral & Character Development
4. How can good character best be developed?
Schools effectively impacting morals and character are:
Wynne, E. (1989). Transmitting traditional values in contemporary schools. In L. Nucci, Moral development and character education: A dialogue (pp. 19-36).
Berkeley, CA: McCutchan.
12. disposed to define "good character" in relatively immediate and traditional terms.
Exemplary Programs
Child Development Project
Solomon, D., Schaps, E. Watson, M, & Battistich, V. (1992). Creating caring school and classroom communities for all student. In R. Villa, J. Thousand, W. Stainback, & S. Stainback. From restructuring for caring and effective education: An administrative guide to creating heterogeneous schools. Baltimore, MD: Paul H. Brookes Publishing Co.
1. supportive adult-child relationships
2. exposure to societal values3. peer interaction and prosocial action4. think about and discuss moral issues5. experiences that promote understanding of others
Exemplary Programs
Hyde school
Gauld, J. (1993). Character first: The Hyde school difference. San
Francisco: ICS Press.
1. Comprehensive curriculum for growth in four areas: (a) intellectual, (b) physical, (c) spiritual, and (d) emotional
2. Students expected to meet world class standards
3. Students have regular jobs and take responsibility for growth of other students
4. Students commit to continuous improvement towards excellence in all endeavors
Exemplary Programs
City Montessori School
Cottom, C. (1996). A bold experiment in teaching values. Educational Leadership, 53(8), 54-58.
1. Four building blocks or pillars: universal values, excellence, global understanding, and service
2. Human being considered as endowed with spiritual capacities
3. Striving for excellence, especially academic excellence, is a focus
4. Council for Global Education is diffusing the program world wide
Conclusion
It is possible to develop a community consensus around a relatively small number of moral and character traits that can be the focus of a K-12 educational program.
These must be integrated into a curriculum that enjoins young people to strive for excellence in the attainment of vision, character, and competencies.
The End