Professional Documents
Culture Documents
Tom Lickona
Center for the 4th & 5th Rs
The Smart & Good Schools Initiative is co-directed by Drs. Thomas Lickona, Center for the 4th and 5th Rs, and Matthew Davidson, Institute for Excellence and Ethics. To inquire about participating in the Smart & Good Schools Initiative, email character@cortland.edu.
Through history, and across cultures, education has had two great goals:
At all grade levels, students who have experienced quality character education outperform comparison groups not only on measures of social behavior but also on measures of academic performance.
Journal of Research in Character Education (2003)
The vision of a Smart & Good School is based on the 2005 study
3. Guidance from:
Experts Panel
Student Leaders Panel
K-12.
2 Foundational Questions
1. What is character?
Character has two major parts: performance character and moral character.
Performance Character
Moral/Ethical Character
Responsibility to others
Performance Character:
You must discover what you are made for, and you must work indefatigably to achieve excellence in your field of endeavor.
If you are called to be a street-sweeper, you should sweep streets even as Michelangelo painted or Beethoven composed music.
The goal in life is to make the effort to do the best you are capable of doingin marriage, at your job, in your community, for your country.
Dont measure yourself by what you have accomplished, but by what you should have accomplished with your abilities. The effort is what counts in everything.
John Wooden, UCLA Basketball Coach
Performance is the outcome (the grade, the honor or award, the achievement). Performance character consists of those qualities needed to pursue our personal bestwhether the outcome is realized or not.
What persons or experiences in high school have most influenced the development of your moral character?
We are taught from the start that plagiarism and all forms of cheating are wrong, and that any kind of cruelty toward other students is not to be tolerated.
We often have assemblies that discuss how to promote peace and justice in society. Graduation requirements include 100 hours of community service, but our school encourages us to do more. A High School Girl
There are two roads in life: a high road and a low road. The high road is harder, but it takes you somewhere worth going. The low road is easy, but its circularyou eventually find yourself back where you started. Your life wont get betterand you wont get betteron the low road. High School Science Teacher
Without moral character, performance character easily runs amuck. You could become a courageous terrorist who blows up innocent people, an ingenious CEO who cooks the books, or a brilliant valedictorian who is only out for herself.
Only by developing performance character will schools: Promote academic achievement for all students foster an ethic of excellence, not just higher test scores develop scientific and entrepreneurial talent produce a competitive, creative workforce.
Only by developing moral character will schools: create safe learning environments prevent peer cruelty decrease discipline problems reduce cheating foster social & emotional skills develop ethical thinkers produce public-spirited citizens.
are defined in terms of 8 Strengths of Character, assets needed for a flourishing life.
THE WHOLE PERSON What are the Strengths of Character that make up the whole person?
1. 2. 3. 4. 5. 6.
Lifelong learner and critical thinker Diligent and capable performer Socially and emotionally skilled person Ethical thinker Respectful and responsible moral agent Self-disciplined person who pursues a healthy lifestyle 7. Contributing community member and democratic citizen 8. Spiritual person engaged in crafting a life of noble purpose.
3.
4.
Timelessness Centrality (involves important themes) Influence Originality (offers new vision)
Our purpose is to teach the best that has been thought and said in the world.
Intellectual Character:
Ron Ritchhart
2. 3. 4.
5.
How does pornography affect our respect for the dignity of other people? Who are pornographys victims? How does it affect our self-respect? What are some of the possible long-term consequences of viewing pornography on our sexual attitudes and behavior? How might pornography affect a marriage?
4 KEYS
1. A community that supports and
challenges
2. Self-study (self-assessment and
goal-setting)
3. Other-study (learning from positive and negative examples) 4. Public performance/presentation
Involve students in meaningful learning experiences that challenge them to meet realworld standards.
These kids are doing original research, not cookbook science. Were teaching problem-posing, problem-solving, cause-and-effect thinking, and teamwork.
Science Teacher
Promising Practice:
Develop and regularly renew a positive relationship with every student.
Hal Urban
RESPECT SCALE
1.
2.
3.
At the end of the day, each student gives himself a rating of 1, 2, 3, 4, or 5 (high) on the Respect Scale. We have a class conversation: Why did you give yourself that rating? We do not pass judgment. I ask, How are you going to try to get better tomorrow? What strategies will you use? Other students may suggest strategies.
Usha Balamore
4. Ethical thinker
Possesses moral discernment Has a well-formed conscienceincluding a feeling of obligation to do the right thing. Has a strong moral identity; moral character is central to who I am. Has the moral skills to translate moral discernment, conscience, and identity into effective moral behavior.
ETHICAL DISCUSSIONS OF LITERATURE Who was the most respectful character in the book? Would the story have turned out differently if any character had shown more respect?
ETHICAL MINI-ESSAYS
VIRTUE:WISDOM 1. Define wisdom in your own words. 2. Who is someone you know who possesses this virtue? Give an example of how that person shows wisdom. 3. What are the advantages of possessing this virtue? 4. How does this virtue affect others?
REFLECTING ON CHARACTER
1. What would you want a teacher to say about your character in a letter of reference? 2. How do you gain the trust of another person? How do you destroy it? 3. What are some of the consequences of being dishonest? 4. What are some of the rewards of being honest? Hal Urban
Study LIVES OF CHARACTER. Challenge students to pursue their own character development. Draw lives of character from: Your academic discipline Psychological research (e.g., Some Do Care) Current events (virtueinaction.org) Great films (TeachWithMovies.com)
After presenting a man or woman of exemplary performance character and moral character, ask students:
What can you observe or infer about this person as an ethical thinker? What evidence do you see of moral discernment, conscience, moral identity, and moral competence?
What character strengths does this person possess that you would like to develop to a higher degree?
Great resource for discussing current events: Virtue in Action www.virtueinaction.org Bi-monthly on-line lessons Latest issue: Cyber-bullying
ON THE LINE
1. Mark a line across the classroom with 7 points. 1=Not True of Me; 7=Very true of me
2. Go and stand at the point on the line that best describes you in terms of the following statement (5-6 students at a time):
I take care of my health. I get enough sleep, eat right, and exercise.
Follow up Qs:
Why did you put yourself there? How does this compare to last year? Where do you want to be in the future?
Sexual Decision-Making
We need to give young people a rational way of thinking about sexone that appeals to their intelligence and that will ground them and make their decisions solid.
I lost my virginity when I was 15. My boyfriend and I thought we loved each other. But once we began having sex, it completely destroyed any love we had. I felt he was no longer interested in spending time with mehe was interested in spending time with my body. Amanda, a college student
Article with stories from the lives of teens: 10 Emotional Dangers of Premature Sexual Involvement
Fourth & Fifth Rs Newsletter, fall, 2007
(www.cortland.edu/character)
1. What can we learn from these stories? 2. Why does sexual intimacy have emotional consequences? 3. Are these consequences often different for males and females? If so, why? 4. What is required in a relationship to maximize the likelihood that sexual intimacy will be emotionally safe and fulfilling?
A HURTING WORLD
Nearly half the worlds population are poor. One in 6 lives in extreme poverty the poverty that kills. They are chronically hungry, lack safe drinking water, cannot get health care or afford education. Jeffrey Sachs, The End of
Poverty
experiences of democracy.
Research Finding:
Teens who are involved in service learning:
Do better in school Are more likely to treat each other kindly and respond positively to cultural diversity.
Service learning every Wednesday morning Quality control (supervision of field sites) Senior year global issues course Senior Project.
I see so many people just going through the motions: get into a good school, so you can get into a good college, so you can get a good job, so you can get a better job, so you can get rich and die. Recent High School Graduate
1.
Are you generally satisfied with what you have done so far in your life? Explain. 2. What obstacles, if any, have interfered with your personal growth? What can you do to overcome them? 3. What is the most valuable lesson you have learned in your life thus far? 4. What goals have you planned for your future? What are you presently doing to pursue them?
An Analysis of My Life
School Teaching
100 GOALS 1. Write 100 goals youd like to achieve in your life. 2. Divide them into categories (career, family, adventure, service, major accomplishments, etc.) 3. Select your top 10 goals. 4. Write a paragraph on your #1 goal.
Hal Urban
All members of the ELC support and challenge each other to do their best work (performance character) and treat each other with respect and care (moral character).
5.
6.
outcomes and relevant research. Have a voice; take a stand. Take personal responsibility for continuous self-development. Practice collective responsibility. Grapple with the tough issues.
ELC PRINCIPLE 1:
Most schools suffer from loose couplinghigh levels of inconsistency in expectations and values. A Smart & Good School is characterized by tight coupling.
One way to achieve tight coupling: A School Touchstone a way of doing our work and treating others.
Theres a way that students here are expected to act, and a way that they expected not to act.
High School Counselor
ELC AUDIT
To what extent does your school have a waya touchstone or motto that serves as a standard of behavior and a common reference point?
What is one step you could take toward developing or strengthening a school touchstone?
1. I will be honest in all my actions. 2. I will treat others the way I want to be treated. 3. I will extend courtesy and kindness to all people. 4. I will respect our school building and every individuals personal property. 5. I will take pride in our school programs. 6. I will have the courage to report bullying, drugs, and weapons in our school. 7. I will uphold this Honor Code and exhibit these behaviors when I represent our school off campus.
Promising Practice:
Create defining school traditions that express and strengthen the schools commitment to excellence and ethics.
ELC AUDIT To what extent does your school use important school traditions to foster a shared commitment to excellence (performance character) and ethics (moral character)? What is one step you might take to strengthen character-building traditions in your school?
Promising Practice:
Make a character compact with parents.
A schools sense of purpose must be shared by families. If it is not, its impact on students is significantly weakened.
What is missing in many schools is an explicit compactan agreement between the school and parents to support each other in upholding shared character expectations.
A CHARACTER COMPACT WITH PARENTS AROUND THE HONOR CODE (p. 39)
Dear Parents, Lincoln High School, as you know, takes pride in its commitment to fostering both intellectual and moral excellence . . . _________________________ I have read the Honor Code and discussed it with my child. I support the schools effort to promote academic integrity and to hold students accountable to that standard. Signed: _______________________
ELC PRINCIPLE 2:
Promising Practice:
Challenge parents to align parenting practices with relevant research.
When teens are allowed to drink at home, they are more likely to use alcohol and other drugs outside the home AND are at risk to develop serious behavioral and health problems related to substance abuse.
A Parents Guide for the Prevention
www.thecommunityofconcern.org/book
Next to prisons, high schools are the least democratic institutions in our society. They are cursed by a tradition of hypocrisy teaching and espousing democratic doctrine within the classroom, while the actual practice of democratic principles is largely nonexistent anywhere in the school. Peggy Silva & Robert A. Mackin,
2.
3. 4.
Develop student voice. Develop faculty and staff voice. Develop parent voice. Develop community voice.
2. 3.
4.
Develop student voice in the classroom (e.g., call on students randomly; conduct class meetings). Annual Student Engagement Survey Schoolwide small-group discussions (What can we do to improve our school?) Democratic schoolwide governance (representative or direct).
ELC PRINCIPLE 4
Take personal responsibility for continuous self-development.
Promising practice:
Promote ongoing self-reflection on the quest for excellence and ethics.
Example: Journal:
What can you do to improve in each of your academic subjects? What keeps you from doing better?
One school, at the end of each day, asks all students to reflect:
Children develop character by what they see, what they hear, and what they are repeatedly led to do.
James Stenson
ELC PRINCIPLE 5
Practice collective responsibility for excellence and ethics.
Promising practice:
Create a school norm of collective responsibility and structures that institutionalize it.
School structures that foster collective responsibility: Brothers Keeper Culture of critique Advisory groups Concern meetings
Care-frontation
ADVISORY GROUPS Advisory has allowed my peers to challenge me to develop my character and live up to my personal standards of excellence.
When they called the concern meeting, I was mad they were confronting me. One of them said, You do have an attitude. You give teachers lip. Theyre just trying to teach you. Afterwards I had time to think: If all these people are saying this about me, maybe its true.
I had to write a letter to my concern group about what I learned from the whole situation. In this school, if you dont change, youre going to get constantly confronted. This school is concerned.
ELC PRINCIPLE 6
Grapple with the tough issuesthe elephants in your living room.
If I were head of my school, I would do more to try to eliminate cliques. Although our school was named a National School of Character, we suffer from this problem. Cliques segregate students and promote elitism. I would increase group projects that expose students to people outside their own circle of friends.
A High School Boy
The Professional Ethical Learning Community (PELC) is part of the ELC and is made up of all school staff.
It leads the development of the ELC.
(Ch. 4, Smart & Good)
support each other. An experienced teacher will coach a new teacher, but it goes the other way as well. As a new teacher, you feel immediately appreciated because people find out what youre good at and want to learn from you. High School Math Teacher
3.
Give faculty a voice in setting the agenda for faculty meetings. Maximize participation in meetings (conduct meeting in a circle; do smallgroup sharing of a successful practice or current problem). Give faculty a voice in program and policy decisions, including character education.
4. 5.
What classroom strategies will we use to develop our target virtues? What schoolwide strategies will we use? What structures (e.g., multiple committees) will we use to share leadership of the practices we decide to implement? How will we measure our success and use data to guide program improvements? How will we seek the involvement of other ELC stakeholders (students and parents)?
Character is destiny.
Heraclitus
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