CFLM - 1

Character Formation, Nationalism and Patriotism

Prepared by: Lerma P. Mañalac, RCrim, CCS

Introduction to Character Formation
Character
• The inherent complex of attributes that determine a person’s moral and ethical actions
and reactions.

• The combination of qualities distinguishing any person or class of persons; any

distinctive trait or mark, or such marks or traits collectively belonging to any person,
class or race.

• The mental and moral qualities distinctive to an individual sometimes used

interchangeably with the word “personality.”
Character
• Is a Greek word which means “engraved mark” impressed upon a coin or seal, a
kind of stamp impressed by nature or education which marks out individuality.

• is a multi-faceted aggregate of ideas and qualities that significantly vary between

individuals – it is what makes us different from each other, and like ‘personality’ it
constitutes our distinguishing attributes.

• is often conflated with personality or personal growth.

(Gaps in character formation clearly correlate to gaps in income, family function,
education and employment. )

• is also an evaluative concept for its use can be of a commendable or culpable

nature.
Characteristics of Character
Character Formation
Herbert Spencer - ‘education has for its object the formation of character’.

Character Formation has become an overarching concept that is concerned with

anything that involves a continuing learning process and that enables young people and
adults to become good, healthy responsible citizens.

Aristotle’s focus is on the ethics of someone’s character rather than on their

actions and the best way to know what we should do is to think about how to behave
virtuously as opposed to simply following moral rules.
Formation
o Is a purposive and conscious process that brings about the development of an
individual into a particular thing or shape.

o formation means ‘to lead out’, to form, to fashion, to forge

True formation is a planned continuous process that involves the interplay between
both knowledge and experience and is conducive to the good of the individual and
society.
Models of Character Formation
Hegemonic - reinforces the existing elites, character formation understood as a class
concept, reproduction of compliant or socially acceptable human beings which can
relate to the Marxist idea of the ruling class that manipulates the value system and
mores of a society so that their views become the worldview.

Theological - character formation in this model is dependent on and inseparable from

religion.

Liberal - This Enlightenment liberalism has deeply permeated our ideas of education
and schooling. Liberal virtues, such as civility, tolerance and open-mindedness, are
essential for self-governing citizens and for a healthy Western democracy.
Models of Character Formation
Republican-liberal - As Peterson argues, the civic virtues are central to
understanding this model as they were understood as those dispositions and character
traits which, in their social expression, enabled citizens to participate in the public
affairs of their communities. (Democracy)

Neo-liberal - Harvey (2005: 2) defines neo-liberalism as a theory of political

economic practices ‘that propose that human well-being can best be advanced by
liberating individual entrepreneurial freedoms and skills.

Conservative - Conservative virtues maintain and promote traditions, traditional

societal institutions and longstanding values.
Models of Character Formation
Psychological - The psychological model involves various theories that describe
behaviour and make predictions about future behaviour from cognitive develop
mentalists, behaviour modifications to neuroscience.

Radical - Radical ideological models range widely from militaristic to progressive

expressions of character education, it is about examining the ideological orientations of
character education.

Virtue Ethics - Virtue ethics concerns the classical emphasis on an individual’s

character as the key element of ethical thinking rather than on a concern for rules and
consequences – an Aristotelian theoretical lens.
Key Intellectual Figures
Thomas Hobbes (1588–1679)
He believed that scientific discovery could reduce the study of character to reason alone.
Even the Golden Rule is reduced to enlightened self-interest – “I am good to you in
order that you be good to me in return. “

John Locke (1632–1704)

Like Hobbes, believed that mathematics could be used as a model to guide moral
decision-making. Locke suggested a theory of tabula rasa which proposed that the
human infant is comparable to a blank slate and that the infant’s life experiences would
be written onto the slate.
Key Intellectual Figures
John Locke (1632–1704)
Tabula rasa is the theory that individuals
are born without built-in mental content, and
therefore all knowledge comes from
experience or perception.
Key Intellectual Figures
Jean-Jacques Rousseau (1712–78)
He believed that to recover our innate goodness and cultivate our conscience depends
on us returning to nature and its simplicity.

Immanuel Kant (1724–1804)

Believed that people’s circumstances, their nature, parents, human inclination, social
roles and background made character development difficult, but not impossible. Despite
being a devout Christian, “he argued that moral law does not derive from God, but from
ourselves.”
Key Intellectual Figures
Jeremy Bentham (1748–1832)
“Theory of utilitarianism”. What he meant by this was that an action is right or wrong
depending on whether it promoted or diminished the greatest happiness overall.

John Stuart Mill (1806–73)

He believed in character formation as a means to improve society and that ‘the only
freedom which deserves the name is that of pursuing our own good in our own way’.
He meant by this that we should ultimately determine the good through
deliberation and discernment rather than being told what the good is by the politician or
priest.
HELPS IN CHARACTER BUILDING
Morals:
Morals are principles and values based on what a person or society believes are the
right, proper or acceptable ways of behaving.

Values:
Values of a person or group are the moral principles and beliefs that they think are
important in life and that they tend to live their lives by such values as guiding
principles.
Moral Principles or Values that helps in Character Building

Trustworthiness
• Work with little supervision, yet seek guidance as needed.
• Be honest, reliable, and ethical in all dealings.
• Refuse to steal, misuse or abuse company time, property or equipment.
• Refuse to lie, cheat, deceive, manipulate, exploit or take advantage of others.
Respect
• Value and honour all people.
• Respect the dignity, privacy and freedom of all.
• Use good manners. Be courteous and polite.
• Listen to and communicate openly with others.
• Be friendly and cooperative.
Moral Principles or Values that helps in Character Building
Responsibility
• Show initiative. Pay attention to detail. Pursue excellence.
• Be loyal.
• Strive to improve abilities, learn new skills and take on broader
responsibilities.
• Be accountable. Fulfil commitments, persevere and get the job done.

Fairness
• Know your job. Communicate honestly.
• Consider all stakeholders and the possible short and long term consequences
of decisions.
• Be free of bias, just, without favouritism or prejudice.
• Use tact and courtesy.
• Share knowledge, ideas and skills with others.
Moral Principles or Values that helps in Character Building

Caring
• Strive for harmonious, mutually beneficial relationships.
• Show kindness and sensitivity to the feelings of others.
• Express gratitude.
• Show personal concern for others.
• Take time to help others. Be kind.

Citizenship
• Understand and contribute to the organization.
• Take care of equipment and resources.
• Pursue lifelong learning.
• Volunteer without expectation of recognition or reward.
• Be a role model and mentor to others.
Impacting Moral & Character Development
1. What is good character?

Personal Social
• Honest and truthful • Sociable
• Autonomous • Benevolent
• Responsible • Compassionate
• Self-management and self-discipline • Courteous
• Courageous • Trustworthy
• Integrity
Impacting Moral & Character Development
2. What causes or prevents good character?

Heredity
• Early childhood experience
• Modelling by important adults & older youth
• Peer influence
• General physical and social environment
• Communications media
• Content taught in the schools, etc.
• Specific situations and roles
Impacting Moral & Character Development
3. How can good character be measured?

• Age appropriate cognitive and moral development

• Values expressed
• Commitments expressed
• Written plans
• Personal and social overt behaviour
Impacting Moral & Character Development
4. How can good character best be developed?

 Effective communication and shared values among:

• Families
• Schools
• Religious organizations
• Communities
Building a Strong Character
1. Everything that happens to us happens in purpose. And sometimes, one thing leads
to another.

2. Instead of locking yourself up in your cage of fears and crying over past heartaches,
embarrassment and failures, treat them as your teachers and they will become your
tools in both self-improvement and success.
When does self-improvement become synonymous with success? Where do
we start? Take these tips:
1. Stop thinking and feeling as if you’re a failure, because you’re not. How can others accept you
if YOU can’t accept YOU?

2. When people feel so down and low about themselves, help them move up. Don’t go down with
them. They’ll pull you down further and both of you will end up feeling inferior.

3. The world is a large room for lessons, not mistakes. Don’t feel stupid and doomed forever just
because you failed on a science quiz. There’s always a next time. Make rooms for self-
improvement.

4. Take things one at a time. Self-improvement is a one day at a time process.

5. Self-improvement results to inner stability, personality development, and;

SUCCESS
1. It comes from self-confidence self-appreciation and self-esteem.

2. Set meaningful and achievable goals.

3. Little things mean BIG to other people. Sometimes, we don’t realize that the little
things that we do like a pat on the back, saying “hi” or “hello”, greeting someone
“good day” or telling Ms. Lerms something like “hey, I love your smile!” are simple
things that mean so much to other people.

4. When we’re being appreciative about beautiful things around us and other people, we
also become beautiful to them.
A very nice quote says that, “When the student is ready, the teacher will appear.”
We are all here to learn our lessons. Our parents, school teachers, friends,
colleagues, office mates, neighbours… they are our teachers. When we open our
doors for self-improvement, we increase our chances to head to the road of
success.
That’s it for today! Thank you for
listening and participating. See
you next meeting 