Transcript Jon Young Fayetteville State University

Jon Young
Fayetteville State University
Arises from a simple premise: Because we
share our world with others -- we are
essentially social creatures -- our actions and
the choices we make affect other people. The
only way we can have a better world is if each
of us commits to doing his or her own part.
One of the most important places to begin is
with one’s own character.
A person’s character refers to the totality of
dispositions and habits that determine the
way that a person normally responds to
desires, fears, challenges, opportunities,
failures and successes. When we speak of
“good character” we speak of those traits of
habits that make an individual virtuous, and
worthy of respect. - Michael Josephson
Intellect - Knowing the good
Emotions - Loving the good
Habits - Doing the good
–Thomas Lickona
1. Higher education must focus on “academic” or
“cognitive” skills and knowledge.
2. Character education is really a form of
indoctrination, a means of smuggling religion and
political ideologies into the classroom.
3. Whose values will you teach?
4. It is impossible to assess character development.
Higher education must focus on “academic”
or “cognitive” skills and knowledge.
Answer:
A major reason why people need academic
and cognitive skills is to contribute to
society as employers, employees, teachers,
and citizens. Isn’t moral competence just
as important as academic competence?
Consider also that many employers who
have to dismiss new employees do so, not
because of academic deficiencies, but
problems of character.
Or as Theodore Roosevelt put it: “To train a
person in mind and not in morals is to educate a
menace to society.”
Character education is really a form of indoctrination, a
means of smuggling religion and political ideologies into
the classroom.
Answer:
Character education is not
intended to promote the values
of any specific religious or
political group. It focuses
exclusively on those values that
transcend religious and
political differences.
Whose values will you teach?
Answer:
Character education focuses on those
core values, such as trustworthiness,
respect, responsibility, fairness,
caring, and citizenship, values that
belong to no individual group in
exclusion of others. These “six pillars
of character” of the Character
Counts! Coalition were developed by
a cross section of people from all
religions, ethnic backgrounds, and
political beliefs.
It is impossible to assess character development.
Answer:
Character Education is not as easy
to assess as many other areas
because of the complexity of
character development. Yet, the
impact of character education can
be evaluated through surveys
completed by those who have
undergone training and by
employers of those students.
Ethical Relativism - There are no standards
of what is right or wrong beyond what
individuals or groups decide.
Values Clarification - Character education
helps people identify their own values. This
approach is a good starting point, but fails
inasmuch as it does not distinguish
preferences from moral values.
Self-Esteem - Character education designed to help students feel
good about themselves. As important as this is, it is more
important for students to feel good about themselves for the
right reasons.
Trustworthiness
Respect
Responsibility
Fairness
Caring
Citizenship
Trustworthiness encompasses integrity,
honesty, promise keeping, and loyalty.
Trust is essential to meaningful relationships,
enduring and rewarding friendships, and
successful associations in school, extracurricular activities and the workplace.
Towers of trust are built stone by stone, yet
no tower is so tall or so strong that it can
stand when lies and deceptions undermine the
stones at its base.
Treating people with respect means letting
them know that their safety and happiness
matter, that they are important and worthy
simply because they are fellow human beings.
People are not things. All of us have a basic
right to be treated with dignity. The well
being of all people is important. No person
should be used simply as an instrument of
another’s needs.
Life is full of choices. Being responsible
means being in charge of our choices and,
thus, our lives.
We can’t choose whether we are good-looking,
smart or athletic. We can’t choose our parents or
the circumstances in which we grow up. But all
of us choose how to deal with the opportunities
of life. From these choices, our character is
formed.
Fairness implies adherence to a
standard of rightness or lawfulness
without reference to one’s own feeling
or inclinations. It also implies
freedom for or against any side.
Basic Rule of Fairness: Treat
relevantly similar cases in relevantly
similar ways.
Caring involves concern for
other’s well being; compassion,
empathy, kindness, charity, and
love.
Being a responsible citizen includes:
playing by the rules, obeying the law,
and paying all taxes
participating in the democratic process
by voting, serving on a jury, reporting
crimes and testifying as a witness
doing one’s share to protect the
environment by conserving resources
and minimizing waste and pollution.
Evaluate and choose among alternatives in
manner consistent with the six pillars.
Eliminate clearly unethical options. In
choosing among the remaining alternatives, remember that
though there is often more than one ethical response, some are
better than others.
When ethical principles conflict (it is unkind to be honest) and
there is no clear right response, we must make a choice of
which principle to honor.
Ethical conflicts are best resolved by a decision making
process that helps us see the moral implications of our choices,
sort out competing claims, and evaluate the long-term
consequences of each option.
The Golden Rule
Kant’s Categorical
Imperative
Consequentialism
Utilitarianism
Provide brochures and pamphlets and/or develop a
web page for use by students and the community.
Invite guest speakers to discuss issues of character
and values, focusing especially on the practical
importance of good character in the workplace.
Sponsor weekend symposia in which you bring
together members of the college and the larger
community to discuss issues related to character
and values.
Offer a series of workshops (8 - 10 hours total) at no (or low) cost
that would focus on the different components of character
education. Completion of this workshop would enhance a students
resume by showing prospective employers that the student’s
education has involved more than just academics.
Bring together interested faculty and staff to discuss the
components of character education and to consider their
implications for the college environment. Answer such
questions as: What values do members of the community
share? To what extent is the college a moral community? How
can character education be infused throughout the college?
For community college students who are parents,
offer lectures, workshops on how to promote good
character in one’s own children.
If there is sufficient interest from faculty and
administration, offer a credit-bearing course on
character education.
Explore possibilities of offering service-learning
(volunteerism) program.