Character Education

Scope

• Understanding Term Character

• Character Education Concepts

• Outcome of Scientific Studies

• Issues and controversies

• Character Values & Design Culture

• Principles and Key Words

• Common Language

• How We Know It Works

 Understanding Term

• Character education is an umbrella term used to describe the teaching of children

to develop them as moral, civic, good, mannered, behaved, non-bullying, healthy,
critical, successful, traditional, compliant or socially acceptable beings

• Character most often refers to how 'good' a person is; who exhibits personal
qualities desired by the society; however, no agreement exists on what "good" is,
or what qualities are desirable

• There is no scientific definition of character

• Concept of character blends personality and behavioral components

 Understanding Term

• Scientists have replaced term "character" with term psychological motivators to

measure the behavioral predispositions of individuals

• Virtually no way to measure if an individual has a deficit of character,

What you say and do when no one else is looking.

 Character Education Concepts

Concepts under this term include social and emotional learning, moral reasoning
and cognitive development, life skills education, health education, violence
prevention, critical thinking, ethical reasoning, and conflict resolution and
mediation
 Scientific Studies

• Largest federal study in USA, a 2010 report released by US Department of

Education found that vast majority of character education programs had failed to
prove their effectiveness, producing no improvements in student behavior

• Research fails to find one peer-reviewed study demonstrating any scientifically

validated need for or result from character education programs.
 Issues and controversies

Functional and Ideological Problems

• Lack of agreement on what constitutes effectiveness

• Differing standards in methods and objectives. Differing standards for assessing need
and evaluating results.

• Supportive "studies" that overwhelmingly rely on subjective feedback (usually surveys)

from vested participants

• Programs instituted towards ideological and/or religious ends

• Pervasive problem of confusing morality with social conformity

 Issues and controversies

Functional and Ideological Problems

• There is no agreement among the competing programs on core values (e.g.,

honesty, stewardship, kindness, generosity, courage, freedom, justice, equality,
and respect) or even how many to list.

• Even there are no common or standard means for assessing, implementing or

evaluating programs.
 Design Culture

We Realized:

• Every institution has an ethos or culture.

• This culture is created by default or design.

• That too often this culture is established and maintained through negative peer
pressure.
 Design Culture

• Promote a positive university environment through a highly organized character

development program.

• That would promote what good parents have taught their children at home.

• That would promote positive peer pressure among students.

• To change this culture we would have to change student behaviors.

• To change behaviors, we would have to change student attitudes.

• To change attitudes, we would have to change what students think about.

 Principles and Key Words

• Destiny : Each of us is gifted with a unique potential that defines a destiny.

• Humility : We trust in a power and purpose beyond ourselves.

• Conscience : We achieve our best by an inner sense of right and wrong.

• Truth : Fact and reality is our primary guide.

• Brother’s Keeper : We help others achieve their best.

• Courage : to accept and face new challenges

• Integrity : to be truly ourselves while acting in sound moral character

 Principles and Key Words

• Concern : for others

• Curiosity : to explore life and learning

• Leadership : in making the school and community a better place

• Respect : for the environment, others, and ourselves

• Responsibility : and accountability for our actions

 Community Service Activities

• Collection for Charitable Organizations

• Food and clothing drives

• Community clean ups

• Create posters for university or community events

• Spirit Days

• Earth Day grocery bags

• Crafts and potted plants for nursing homes

• Visits to nursing homes

 Common Language

• Maintain positive thoughts

• Is this Your Best?

• Truth is our primary guide.

• Are you following the Golden Rule?

• Are you acting as a Brother’s Keeper?

• Are you being a Leader?

• What is your Conscience telling you?

 Common Language

• Our actions affect others!

• You can’t control other people, but you can control yourself.

• What is discussed in the Group, STAYS in the Group. (This is true to a large extent to
protect the feelings of those involved.

• Leave a place better than you found it.

• Are you part of the solution or part of the problem?

• It is natural to feel “fear or anger,” but it is better to respond through “compassion or

concern.”
 Common Language

• Are you part of the solution or part of the problem?

• It is natural to feel “fear or anger,” but it is better to respond through “compassion or

concern.”

• We all have a purpose in life. When we are “on purpose,” our words and actions make
the world a better place.

• All kids want to do the right thing.

• Do what is right, not what is cool.

• Character is what you say and do when no one else is looking.

 How We Know It Works

• Atmosphere of “community” within university

• Students feel more included and have a sense of connection to university and to one
another.

• Students are demonstrating better coping skills in their day-to-day interactions with both
other students and adults.

• There is better understanding between younger and older students.

• Juniors look up to seniors rather than fear them.

• Seniors rise to expectations that they are to be positive role models and leaders.
 How We Know It Works

• Positive peer pressure developed.

• Students hold one another accountable.

• Better understanding between students and teachers

• Early morning contact with Group helps to ground students for the day and gives
them an outlet to resolve problems that may have occurred in university or at
home.

• Students demonstrate greater pride in university.

 How We Know It Works

• Almost no graffiti or damages

• Fewer failures

• Because students are encouraged to share their thoughts and feelings with their
Group, many students are able to use these skills to better communicate with their
parents.

• Fewer discipline referrals for negative behavior

• Zero physical fights since the program began

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