To educate a person in mind and not in morals is to ...
Transcript of To educate a person in mind and not in morals is to ...
Creativity & Character Education
• "To educate a person in mind and not
in morals is to educate a menace to
society." — Theodore Roosevelt,
19th/20th century American
adventurer and politician, Nobel
Prize-winning U.S. president
What exactly is character education?
Formal Definition of Character Education (Adapted from Rayner, Lindsay – What is Character Education? & US Education’s Character Education – Our Shared Responsibility):
Character education is the process by which humans learn to interact with society, typically through the teaching of core ethical qualities such as courage, justice, wisdom, respect, civic virtue, citizenship, and responsibility for self and others. Feelings, thoughts, and actions all work together to form one’s character. In short, character education is the act of teaching students how to regulate those feelings, thoughts, and actions into pro-social behaviors. As educators, it is our moral and ethical responsibility to instill respectable, good, and decent citizenship values within our students so that our children learn to interact with society in appropriate ways. Educators need to instill these pro-social values at every grade and age level.
Throughout history, societies have recognized the need to educate the coming generation of adults to pass on knowledge and skills. Recorded history from long before the present era emphasizes that education must develop character. One of the great education reformers, Horace Mann, in the 1840’s helped to improve instruction in the classrooms nationwide, advocating that character development was as important as academics in American schools.
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What exactly is character education?
CHARACTER EDUCATION
• Identify characteristics you
think students should have
when they graduate from
high school (3 minutes)
WHAT EMPOYERS WANT
• Interpersonal Skills
• Leadership
• Writing
• Teamwork
• Oral Communication
• Reading
• Computation
• Problem-Solving
• Listening
• Creative Thinking Teamwork
• Problem-solving
• Intrapersonal Skills
• Leadership
CHARACTER EDUCATION
https://www.ted.com/talks/rita_pierson_every_kid_needs_a_champion
Watch the following motivating video
that embraces Abraham Maslow’s
Hierarchy of Needs
Kohlberg's Six Stages of Moral
Development:
• Stage 1 Pre-conventional Phase (Egocentric Stage
age 4) –
– punishment & obedience phase where you are only
concerned about yourself and “not getting caught by
authority”.
– Fear of punishment dominates motives. One sees outside
forces as being dominating.
– Actions are judged in terms of their physical
consequences….spankings, time in a corner, loss of
money….not in terms of right or wrong.
Kohlberg's Six Stages of Moral
Development:
• Stage 2 (Unquestioning Obedience K-5) One-way
concern about another person (how I act so that I
will benefit)
– Looking out for #1.The basic motive is to satisfy my own
needs. I do not consider the needs of others, unless I THINK
IT will benefit me.
– Sometimes called instrumental/relativist ---- “you scratch
my back and I’ll scratch yours”
– Motive is to just to STAY OUT OF trouble.
Kohlberg's Six Stages of Moral
Development:
• Stage 2 (Unquestioning Obedience K-5) One-way
concern about another person (how I act so that I
will benefit)
– Looking out for #1.The basic motive is to satisfy my own
needs. I do not consider the needs of others, unless I THINK
IT will benefit me.
– Sometimes called instrumental/relativist ---- “you scratch
my back and I’ll scratch yours”
– Motive is to just to STAY OUT OF trouble.
Kohlberg's Six Stages of Moral
Development:
• As people mature, then hopefully we
move to more CONVENTIONAL Moral
values by performing good or right
roles, in maintaining the conventional
order, and in meeting others’
expectations
Kohlberg's Six Stages of Moral
Development:
• Stage III (Good Boy/Girl Stage)– Concern about groups of people, and conformity to group
norms.
– There is a two-way relationship (we are good to each other).
– Motive is to be a “nice guy or gal”, to be accepted.
– Affection plays a strong role. We will visit the Affective Domain Next.
– This stage becomes frustrating because we are always trying to follow everyone else’s rules and to please everyone…which of course, cannot be done.
Kohlberg's Six Stages of Moral
Development:
• Stage IV Concern for order in society. Honor & duty
come from keeping the rules of society.
– The focus is on preserving the society….not just obeying it.
– Being Dutiful plays a part here.
– During stage IV, the individual looks to rules, laws, or codes
for guidance in dilemma situations
– the laws have wisdom and are the positive glue of society.
Kohlberg's Six Stages of Moral
Development:
• The final stages deal with a Basis of
Judgment – Bloom uses this as his
highest level of cognitive thinking.
Kohlberg's Six Stages of Moral
Development:
• Stage V (Social Contract Stage): Is characterized by Autonomy. It is called the social contract, legalistic orientation.
– What is right is what the whole society decides. There are no legal absolutes….everyone must agree …then it is OK.
– Changes are made in the law for reasons that suit the common or greatest good for the greatest number of people.
– This is the problem-solving stage. How to make it work for everyone.
– Reasoning at this level requires the ability to think abstractly (to view laws as a system of governance), to weigh competing claims, to take a stand and yet remain open in the future.
– This moral level may take place only when children can see more than one POINT OF VIEW..
Kohlberg's Six Stages of Moral
Development:
• Stage VI (Hypothetical and a Stage that hardly many people reach in life): Universal ethical Principals –“Golden Rule”. – What is right is a decision of one’s conscience, based on
ideas about rightness that apply to everyone (all nations, all people)
– A higher law. “Thou shall not kill”.
– The most important ethical principles deal with justice, equality, and the dignity of all people.
– These principles are higher than any given law….and one has the right to disobey unjust laws.
– Saint Augustine said that, “an unjust law is no law at all” Any law that degrades human personality is unjust.
Kohlberg's Six Stages of Moral
Development:
• Kohlberg describes the Golden rule has
having two parts.
• 1. Do unto others as you would have
them do unto you and (2) love your
neighbor as yourself
Kohlberg’s Stages
• *****Note: None of these moral stages
(1-6) are “wrong”……..at an appropriate
age level …all people should move
through each of these stages…
• Being “stuck” at a lower developmental
stage while maturing in age, would be
undesirable.
Kohlberg’s Stages
• One must be careful not to push
children who are not cognitively ready
into a stage of moral decision-making
for which they are not ready.
Kohlberg’s Stages
• It is ridiculous to have small children arguing over
moral dilemmas until they have developed a sense of
right and wrong.• “One precaution,” said Plato, “is not to let students taste of
arguments while they are young, the danger being that they
would develop a taste for arguments rather than a taste for
truth. Young minds, like young puppies, said Plato, would only
“pull and tear at arguments”
• For Plato, it was much more important for young people to
learn to love a virtue than to argue about it.
SIX PRINCIPLES
FOR
INTEGRATING CHARACTER EDUCATION
• Principle l: Character education is part of every subject, not just another subject.
• Principle 2: The school and community are vital partners in the character education of youth.
• Principle 3: A positive classroom environment supports character education.
• Principle 4: Empowered teachers are in the best position to carry out the goals of character education.
• Principle 5: Character education is encouraged through administrative policy and practice.
• Principle 6: Character education is action education.
The Six Pillars
of
Character
Samsel Upper Elementary School
Character Education
Program
An example of a whole school
character education program
You always SCORE with
good character!
People of good character are admired and
well respected in life. You can be a person
of good character, too, by possessing six
important traits. We call these traits the
six pillars of character. They are
trustworthiness, respect, responsibility,
fairness, caring and citizenship.
“True Blue!”
• Be honest - don’t lie, steal or cheat.
• Always keep your promises.
• Be courageous enough to do what is right even though it may be difficult.
“The Golden Rule!”• Be courteous and polite; don't insult people, make fun of them, or call them names.
• Listen to what other people have to say.
• Conduct yourself with dignity and pride.
“Reliable like an oak!”
• Create and maintain a safe living environment.
• Be reliable and dependable; when you agree to do something, do it.
• Think before you act and imagine the consequences.
“ An orange divides into equal parts!”
• Play by the rules, and don’t be a sore-loser.
• Think about how your actions will affect others.
• Don't play favorites.
“Like a red heart!”
• Treat people with kindness and generosity.
• Be sensitive to people's feelings; never be mean or hurtful.
• Always remember - we become caring people by doing caring things!
“Regal – representing a state!”
• Do your share to make your school, your community and the world a better place.
• Participate in community activities and be a good neighbor.
• Respect family values and follow the rules of your school and society.
• I am trustworthy when I tell the truth.• I show respect when I listen to what
others have to say.• I am a responsible person when I take
care of my own business; I never make others do what I am supposed to do.
• I am fair when I treat others the way I would like to be treated.
• I am caring when I help those in need of assistance or guidance.
• I am a good citizen when I take care of my school, home, family and friends.
“Points” to Ponder
- Name a famous person you look up to and
list any pillars of character they possess.
- How can the pillars of character help you
resolve problems you may face in life?
- What pillar do you personally want to work
on? How will you work on this?
CHOICE BOARDThink about Choice Boards and Character Education?
• https://www.smore.com/z12ay-tic-tac-toe-choice-
boards-menus
Draw a picture/s that
captures the essence of
chapter
List 5 new pieces of
information from chapter
Create a story rebus that
describes the focus of
chapter (Words and
pictures)
Develop a short skit that
describes one or more
parts of the chapter
Create a poem based on the
core of chapter
Relate 3 new pieces of
learned information from the
chapter to the lives of your
students – Constructivist
Learning
Create a song that
concentrates on the
chapter
Create a graphic organizer
for the chapter
Create an Acrostic that
captures the focus of the
chapter
http://books.google.com/books?id=NxP8Ofg4Fc4C&dq=have+you+filled+your
+bucket+today&printsec=frontcover&source=bn&hl=en&ei=n0gETLC3JMK78
gae9s3PDQ&sa=X&oi=book_result&ct=result&resnum=4&ved=0CDAQ6AEw
Aw#v=onepage&q&f=false
http://bucketfillers101.com/
SMALL AS A PEANUT
Small as a peanut,
Big as a giant,
We are all the same size
When we turn off the light.
Rich as a sultan,
Poor as a mite,
We are all the same size
When we turn off the light.
Red, black, or orange,
Yellow or white,
We are all the same size,
When we turn off the light.
So maybe the way
To make everything right
Is for God to just reach out
And just turn off the light!
Sample Lesson
Plans
• file:///D:/Curriculum%20and%20The%20Ar
ts/Triangles%20Are%20Not%20Bad%20L
esson%20Plan.pdf
• file:///D:/Curriculum%20and%20The%20Ar
ts/Sample%20Lesson%20Plan%20-
%20Goldilocks%20and%20the%20Three
%20Bears.pdf