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| Exploring Character |
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Discussion Membership
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A Character Education QuestionConsider this question: Does respect develop character or does character develop respect? Or, to use a different virtue: Does obedience result in character or does character result in obedience?" This leads one to ask:
Are virtues what should be taught?The problem with teaching virtues like "Respect" and "Obedience" is that they sometimes lead to the wrong result. Sometimes "Respect" is not deserved. Sometimes, such as when an authority demands an action that would be unethical, "Obedience" shows lack of character.
Does teaching virtues effectively develop strong character?Phrased more generally, does the practice of teaching virtues actually develop character by any means more than chance? Almost every teacher's lesson plan for character uses the vocabulary of virtues. That could be because almost every other teacher's lesson plan for character seems to hang its hat on vocabulary. Vocabulary is easy. Teachers can test for the definitions. Essays that explain why a person demonstrates one virtue or another are easily graded. Teachers will vouch for participation, but that doesn't indicate success.The fact is that people who know the vocabulary don't necessarily act with character. And perhaps character education is only taught the way that it is because alternatives have not been clear.
What might help develop strong character more effectively?First, people need to see practical value in it for themselves. They need to be able to consider points of view. They need to value critical thinking as a tool to protect themselves. Critical thinking isn't part of the curriculum. Then they need an opportunity to practice and to see it in practice. Character not a habit but, rather, a practice.
Whither the Character SummitIf there is a groundswell of momentum for this Character Summit, then let it go forward. Good intentions deserve the opportunity to play themselves out.But should things stall, don't blame it on lack of interest, poor publicity, or the like. It may be that non-directive learning isn't the best way to jumpstart character in a community. Maybe the intent was to teach one thing in the hope people would learn something different. If that happens, come back. We'll try a different approach˜one that challenges the student to discover something useful in personal experience, that ties personal insights together with other great thinkers throughout history who also dealt with the simple daily problems of living, and that ignites the spark of self-regulated learning.
Stephen Waters |
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