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Education and The Intellectual and Moral Virtues
Education and The Intellectual and Moral Virtues
Education and The Intellectual and Moral Virtues
VIRTUES
Many are tempted to separate affective and moral dimensions of learning from cognitive dimensions. They argue that the cognitive and affective are obviously separate since many intelligent, well-educated people lack moral insight or sensitivity and many less intelligent, poorly educated, or uneducated people are morally good.
Educators and theorists tend to approach the affective and moral dimensions of education as they approach all other dimensions of learning, as compartmentalized domains, and as a collection of learning more or less separate from other learning.
Increasing students responsibility toward academic work Increasing respect for teachers and other school staff Increasing respect that adults show students Increasing peer kindness and reducing bullying and other peer cruelty Increasing academic honesty Increasing respect and responsibility regarding sexual attitudes and behavior Increasing parental involvement Improving language in the building Improving staff morale 5 Building school pride
A school committed to character education publicly stands for core ethical values such as respect, responsibility, honesty, and caring; defines them in terms of behaviors that can be observed in school life; models these values; studies them, celebrates their manifestations; and holds all school members accountable to standards of conduct with the core values.
THOMAS LICKONA
PERFORMANCE
CHARACTER
AND
MORAL CHARACTER
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PERFORMANCE CHARACTER
MORAL CHARACTER
* Effort *Self-discipline *Goal setting *Work Ethic *Determination *Self-confidence *Resourcefulness *Moral courage
Reduce cheating
Foster social AND emotional skills Develop ethical thinkers Produce public-spirited citizens
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3. CHARACTER-BASED DISCIPLINE
Using rules and consequences to develop moral reasoning, self control, and a generalized respect for others
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A democratic classroom environment uses the class meeting to engage students in shared decision making and in taking responsibility for making the classroom the best it can be
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6. COOPERATIVE LEARNING
Fosters students ability to work with and appreciate others
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The conscience of craft develops students sense of academic responsibility and the habit of doing their work well.
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