Character and Citizenship Education: Are these lessons effective?
1. Character and Citizenship Education (CCE) serves as a platform for teachers to facilitate purposeful discussions with students to help them clarify, understand and learn about moral and citizenship values and competencies which will equip them for life’s challenges and experiences. 2. For many years now, the CCE programme has been implemented in all schools in Singapore; however, its effectiveness in education has been debated (Singteach.nie.edu.sg, 2014; Alfiekohn.org, 2014). 3. The purpose of this paper is to demonstrate that the CCE curriculum is not effective in fulfilling its aim of nurturing values, competencies and dispositions in students to aid them in becoming people
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As Dr Vilma has aptly explained, “Character cannot be taught but “caught” through the experience of doing and then reflecting on your experience” (Educating Values-driven Citizens, p.8, 2012). In dedicating specific periods in the time table for CCE, students become aware that teachers intend to impose values on them to emulate. When the objectives are made explicit, students will either outright reject the concepts being taught, or exhibit the desired qualities and characters for the sake of doing so, but not practice it outside the school compound. 8. Related to this, Kohn (1997) has claimed that the techniques of character education may succeed in temporarily buying a particular behaviour, but they are unlikely to leave children with a commitment to that behaviour, a reason to continue acting that way in the future (p. 11). The teacher in the discourse of CCE will be seen as one who is vested with the role of being a character model that amalgamates good character with good citizenry qualities. Hence, teachers should do their part and practice constant modelling of the behaviours we seek to cultivate in our students, so that they become accustomed to moral conduct, and over time, the values will be deeply ingrained in all that they …show more content…
Establishes the context by situating the discussion (debate on the effectiveness of CCE lessons) and cites evidence of the existence of a debate (Alfiekohn.org, 2014; Molnar, 1997)
3. States the purpose of the paper and the thesis statement (demonstrate that the CCE curriculum is not effective in fulfilling its aim)
4. Makes a claim that the CCE curriculum / lesson delivery is ineffective
5. Explains the claim (schools are engaged largely in exhortation and directed recitation)
6. Provides examples (teaching strategies such as storytelling, role play, experiential learning, classroom discussions and reflection) with linked elaborations to further explain the claim
7. Cites evidence from Dr Vilma (Educating Values-driven Citizens) to support the argument
8. Cites evidence from Kohn (1997) to support the argument
9. Acknowledges an opposing argument (CCE is effective)
10. Cites evidence from Minister of Education to support the opposing argument
11. Addresses the opposing view (when students are given the avenues to define their personal value systems, evoke affective responses to situations and comprehend different relationships, it encourages students to correct faults and emulate goodness)
12. Reiterates the thesis and sums up the points
can also be vital in understanding why students may act the way they do. Student development
As a result, the article is able to share multiple methods tried to educate their young. Here is a quote that lends to this
...ts set for them. Children are constantly aware of adults’ choices, and they begin to formulate their own understanding of general values at a young age. When adults are hypocritical of their pre-set standards, it sends children into a state of discombobulation. Staying true to one’s values as an example for children will be beneficial to them as they travel along the highway of childhood and come upon the exit necessary to reach the interstate of adulthood.
The program goals are to: (1) enhance character development among CMS students; (2) identify the extent to which students in the treatment group exhibit fewer instances of negative behavior as a result of exposure to character development activities; (3) enhance the understanding and involvement of parents and families in school-based character education efforts; and (4) increase the involvement of the faith and social communities in school-based character education efforts in CMS. The goals of the program are being measured through multiple data collection techniques ¡V surveys, interviews, focus groups, observations, and review of existing data. Evaluation of the program is both formative and summative.
“Once a teacher has identified an opening in the curriculum for exploring a moral value, the next step is to plan an effective lesson or unit around that value. That means selecting good materials (Lickona, 1991, p. 170)”. I feel this book is exactly that, a riveting story that can expose students to great moral values.
In the 1950's, schools were expected to reflect the best values of their communities. In the traditional approach to "character development," teachers explained with certainty the difference between right and wrong. They told stories "illustrating the virtues of hard work and loyalty," and "unself-consciously preached the superiority of the American way of life (Smith)." Text books, as well, stressed high moral...
The most successful way to instill righteous and moral behavior and thoughts is by demonstrating our respectable interactions and honest problem solving approaches during difficult times of our lives. “As adults we should dare to be adults that we want our children to be”. They learn by watching and are quick to mimic our behavior with their peers outside of home. The author writes that “we should strive to raise children who: engage with the world from a place of worthiness, embrace their vulnerabilities and imperfections, feel a deep sense of love and compassion for themselves and others, value hard work, perseverance, and respect, and also move through our rapidly changing world with courage and a resilient spirit” (214, 218-219). All of these elements will help to transform the way we live, love, and
Thirdly both approach focus on educators to provide encouragement, warmth, and acceptance. They also provide challenges for creative and complex learning and thinking, helping children to extend their ideas and actions through sensitive, informed, well-judged interventions and support. Te Whᾱriki principles points out “children learn through responsive and reciprocal relationships with people, places and things” (p. 14).
It is said that “Character education promotes core ethical values as the basis of good character.” This means that some values which include caring, honesty, fairness, responsibility, and respect for self and others are all essential to building character education. The hope is that schools that implement character education programs look at these values as obligations for the student to uphold.
One can say, "Character education is as old as education itself." There is some truth into that statement as teaching character extends into prehistory itself. In Western philosophy, early Greek philosophers such as Socrates, Plato, and Aristotle believed that happiness requires virtue; hence a person who wanted to be happy needed “virtuous amounts of character”. Socrates identifies happiness with pleasure and explains “various virtues as instrumental means to pleasure.” Plato on the other hand expands on Socrates’ theo...
“The moral quality of education is inevitably affected by the moral character of educational institutions.
My core educational values define what I believe is necessary tools students need to be successful. Such values are provided by the community of people (educators, parents, business partners) who touch the students’ lives. I value knowledge because without awareness of specific content, students are not able to truly feel a part of society. I value development of skills in order for students to apply their knowledge. When skills are applied, students demonstrate their knowledge and ability to function in our current world. I value critical thinking in our students so they can extend their knowledge and skills to solve complex problems benefitting our present and future. I value citizenship and feel that education has a responsibility to model and nurture character qualities in our students. Educating students is raising them equipped with tools that will enable them to function as contributing participants in a productive society. Knowledge, skills, critical thinking, and citizenship are educational values at the core of developing a student ready for the world’s challenges.
Students need to be inspired to think critically. By this they comprehend what has been learned and be able to use it. I hope my students will be able to achieve their greatest potential that they can accomplish anything they set their minds to. We can give our children these building blocks thru education to use in decision making situations, moral value of their thoughts and actions. This will guide them to realize how their actions and decisions will affect themselves and others.
There have been many attempts at defining character education and positioning it within the context of the school community. For centuries, schools and teachers have considered character development as part of their mission, but the struggle has been to define what justifies good character and its importance within the institution of teaching (Brown, 2013). In the 6th century, Confucius captured the process of character education in a
The syllabus written for schools in Malaysia has included several varieties of moral values in which teachers should inculcate those moral in their lessons. Instilling moral values in education is said to be vital as it helps in country development from the aspect of forming a good society thus moulding better citizens. When moral values are being overlooked from early childhood education, children may grow up into teenagers with lack moral awareness. As Robert Fulgham writes in his book "All I Really Needed to Learn I Learned in Kindergarten," most moral values can be taught to a child at a very young age, such as sharing, compromising, getting along and learning to clean up, listening to the teacher and so on.