Character Education Literature Review
explanatory Essay
1320 words
The basis of good character involves being respectful, honest, hardworking, responsible, caring, and understanding. Parents and teachers alike wish for their students to possess good character; but what does “character” mean in the realm of education; and whose responsibility is it to ensure that students do in fact develop good character? The Character Education Partnership (2003, pg. 1), defines good character as involving “understanding, caring about, and acting upon core ethical values”, and thus takes a holistic approach to the development of character in students by developing the “cognitive, emotional, and behavioral aspects of moral life.” Through character education, students can grow to understand core values, learn to develop caring relationships, and grow in self-motivation; thus students grow in character as their understanding and subsequent commitment deepens through varied opportunities to apply values through everyday interactions (CEP, 2003). In theory, a student who possesses good character is a more productive, responsible, respectful, and caring student; yet the question as to whether a student with good character is a better student academically remains.
Over the past few decades, the need for character education programs in United States’ schools has been widely debated and become increasingly popular particularly at the elementary level. Several states, including California, mandate that schools in some way focus on the social and emotional development of students through character education (USDE, 2011). According to legislation in the state of California, all California teachers are supplied with a character education manual with the expectation that each teacher impress the qualities of good character u...
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...Educational Effectiveness, 3(1), 26-55. doi:10.1080/19345740903353436
Stiff-Williams, H. R. (2010). Widening the Lens to Teach Character Education Alongside Standards Curriculum. Clearing House: A Journal of Educational Strategies, Issues and Ideas, 83(4), 115-120. Retrieved from EBSCOhost.
U.S. Department of Education. (2003). Character education crucial to education system, Paige says ‘culture callousness’ must end; announces technical center for character education and civic engagement. Retrieved August 20, 2011 from http://www2.ed.gov.
U.S. Department of Education. (2011). Character education…our shared responsibility. Retrieved August 20, 2011 from http://www2.ed.gov.
Williams, M. M. (2000). Models of Character Education: Perspectives and Developmental Issues. Journal of Humanistic Counseling, Education & Development, 39(1), 32-40. Retrieved from EBSCOhost.
In this essay, the author
- Explains that the character education partnership defines good character as involving understanding, caring about, and acting upon core ethical values.
- Analyzes how the recent character education movement has collided directly with the increased pressure to raise student achievement, specifically in language arts and mathematics.
- Describes how the national university library database search engines were used to acquire the literature for the review, including gale and ebsco host.
- Analyzes how the rise of character education in the united states was followed by a decline after the character education inquiry, which concluded that direct methods were ineffective.
- Explains that character education made a comeback in 1966 as the result of the work of lawrence kohlberg, who linked his cognitive-developmental theory of moral reasoning to the practice of implementing moral education in schools.
- Explains that character education has been placed front and center along with raising student achievement. the u.s. congress authorized the partnerships in character education program in 1994 and the no child left behind act in 2001.
- Opines that the lack of scientific research supporting character education's effectiveness in educating our nation’s youth will repeat itself, causing it to slowly disappear and regenerate strength.
- Cites character education partnership's (2003), effective character education, and berkowitz, m. w., kuehn, p. and smith, k.
- Explains berkowitz, bier, and marco's work in character education.
- Explains haegerich, metz, and keefer, m. (2006). a critical comparison of classical and domain theory: some implications for character education.
- Cites leming, j. s., schaps, e. lewis, and character education partnership, w. c.
- Explains that children's social behaviors as predictors of academic achievement: a longitudinal analysis. school psychology quarterly, 17(1), 1-23.
- Cites romanowski, m. h., rudd, a. & stoll, s.
- Describes sherblom, s. a., marshall, j. c. et al. (2006). the relationship between school climate and math and reading achievement.
- Explains that skaggs, bodenhorn, et al. (2006). relationships between implementing character education, student behavior, and student achievement.
- Explains the impact of a social-emotional and character development program on school-level indicators of academic achievement, absenteeism, and disciplinary outcomes: a matched-pair, cluster-randomized, controlled trial.
- Explains stiff-williams, h. r., and clearing house: a journal of educational strategies, issues and ideas.
- Explains that u.s. department of education has announced a technical center for character education and civic engagement.
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- The Issue of Character in The United States Public Education Systemexplanatory essayOver the past few decades, the need for character education programs in United States’ schools has been widely debated and become increasingly popular particularly at the elementary level. However, the root of character education in the United States extends back to Horace Mann in the 1840’s who advocated that “character development was as important as academics in American schools” (USDE, 2011, para. 1). In response to the more recent realization of the importance of character education, the U.S. Congress authorized the Partnerships in Character Education Program in 1994; and character education was re-emphasized again in 2001 in the No Child Left Behind Act (USDE, 2011). As a result of the U.S. Department of Education’s goals to “promote strong character and citizenship among our nation’s youth” and increase student achievement, numerous federal resources as well as grants at the state and local levels have been established to assist in the design, implementation, and sustainment of “high-quality opportunities for students to learn and understand the importance of strong character in their lives” (USDE, 2011, para. 9). In addition, President Bush increased funding for character education program implementation in 2003 from $8 million to $25 million following a White House conference including “nationally recognized experts” who met to discuss “the need for and effectiveness of character education programs” (USDE, 2003, pg.1).
In this essay, the author
- Explains that character education in the united states dates back to horace mann, who advocated that "character development was as important as academics in american schools."
- Explains that 18 states mandate character education in the education code; california is one of them. of the 41 identified character-education interventions listed on the u.s. department of education website, 28 have no studies meeting evidence standards, and only three have been found to positively effect academic achievement.
- Explains the importance of obtaining informed consent and a permission form before the research study can begin.
- Asks how effective character education programs can be at the high school level, given the lack of character, integrity, and concern for others. the research study aims to determine whether a direct correlation exists.
- Explains that the correlational study will include data that is already available including student cst scores and grade point averages, the two major determinants of measurable student achievement.
- Summarizes the u.s. department of education's position on character education and civic engagement.
1581 wordsRead More - Moral Education and Emotional Lyinganalytical essay"Developing moral character ... requires training and developing passions and patterns of desire, choice, and emotion." (Stocker, 1980)
In this essay, the author
- Explains that simulating or suppressing emotions is just as praiseworthy or blameworthy as the corresponding act (or failure to act) would be, if performed in order to conform to social expectations.
- Opines that stirner is acting the way he taught him to act. there's nothing unethical in his behavior (acts or emotions).
- Asks whether moral condemnation is appropriate for one with 'bad moral luck' or is it a case of what the roman catholic church used to call "invincible ignorance"
- Explains stevens, rex p. kant on moral practice. mercer university press, macon, ga., 1981.
- Explains that aristotle's tradition holds that emotions, like acts, must be 'trained'.
- Explains that people can be trained to exhibit appropriate emotions at the 'appropriate' time, or they learn to do so in the interest of self-preservation. the problem arises when we consider two agents: agent x exhibits or does not exhibit emotions also in accordance with social demands.
- Argues that agents ca and ce are not on equal footing with agents ba and be as regards ethics, for better or worse.
- Opines that moral education fails to become transparent, but the student nevertheless behaves, which is not an instance of'moral bad luck'.
- Explains that agents ca and ce accept conventional morality to get along in society, while agents ba and be believe in the 'inherent rightness' of what they have been taught.
- Argues that emotions and acts can be viewed as different aspects of the same natural kind, 'emotion-and-act'.
- Explains that 'emotional lying' means simulating emotions one doesn't feel, or repressing the expression of emotions.
- Explains nussbaum's the therapy of desire: theory and practice in hellenistic ethics.
- Cites williams, bernard's "morality and the emotions" in problems of the self (cambridge, 1973).
2529 wordsRead More - Comparing Gandhi, Martin Luther King Jr., And Malala Yousafzaiopinionated essayBy definition the word character means moral or ethical quality. My definition of character is that what defines you as a person, your personality and how you act but to have a good character you have to have honesty, courage and integrity and generally being a role model to others. There are so many people out there that have goals that would not only benefit them but would benefit everyone around them and some of those people are Gandhi, Martin Luther king Jr. and Malala Yousafzai. These are just the few people who help me shape my ideas of character but also as a person. They fight for what they think/thought was right without any violence but they use powerful words and hey speak the truth we all deserve to be equals. They all had the
In this essay, the author
- Explains that character means moral or ethical quality. gandhi, martin luther king jr., and malala yousafzai help shape their ideas of character and as a person.
- Opines that in addition to their role models that shape their thought on good character and help shape them as a person, they believe they have these character qualities.
221 wordsRead More - Good Character Definitionexplanatory essayThe true definition of good character is good qualities by which a person is distinguished from others. Usually by having good morals, you can determine what is right from wrong. Not only by determining what is right, but always doing what is right or learning from your mistakes. In being a teenager, we are faced with a lot of different scenarios to show our good character and morals. In moments we are faced with struggle, we have to do what is right no matter the consequence. With that said, the influence of pressure may display actions that are against our true character. I might not be a very outspoken person, but I do exhibit manners and respect towards others such as teachers, elders, parents and peers. I try to be the same person when
In this essay, the author
- Explains that the true definition of good character is good qualities by which a person is distinguished from others.
322 wordsRead More - Kaizen And Gambatte Analysisanalytical essayOne way that they focus of community in schools that stood out to me, was the book discussion. I firmly believe that the reading and deciphering of Seedfolks thoroughly explained communities and showed the students how people of different backgrounds and succeed in a diverse country, The United States. Seedfolks strategically used residents of various ethnic groups to show diversity among people in the community (Seider, 2012). The dedication from each teacher is revealed whether it’s in simple one-on-one conversation with a student or in a mass group discussing “What’s Your Contribution?” (Seider, 2012). The results of each of the lessons on civic character is strongly felt on the premises at Pacific Rim. These results include students’ feedback on their demonstration of perseverance, working as a group to maximize their learning environment, demanding character education class, and conceptualizing kaizen in an elaborate way (Seider, 2012). The results are also shown at the award presentations (Seider, 2012). The Kaizen-Gambatte Award is given weekly and approximately 12 students are recognized monthly (Seider, 2012). The purpose of the character education class is to strengthen students’ comprehension of community and their contribution to the community (Seider,
In this essay, the author
- Explains that kaizen and gambatte are two japanese terms that are vital to pacific rim.
- Analyzes how pacific rim's students develop lifelong, essential traits and teach moral and civic character. they firmly believe that the reading and deciphering of seedfolks thoroughly explained communities and showed students how people of different backgrounds and succeed in a diverse country, the united states.
- Explains that enhancing youth civic involvement isn't solved by creating opportunities, but requires persistence to develop civic character. to attract and cause awareness of students' passions, "skilled mentors" are required to present exercises.
499 wordsRead More - Grit Curiosity, And The Hidden Power Of Character Summaryanalytical essaySomeone’s character can be defined by their non-cognitive qualities such as optimism, curiosity, self-discipline, perseverance, and conscientiousness. In the book titled, “A Summary of ‘How Children Succeed: Grit, Curiosity, and the Hidden Power of Character’ ”, writer Paul Tough conveys the idea that when it comes to a child succeeding in the future their cognitive excellence comes second to that of their non-cognitive characteristics. He argues that non-cognitive distinctiveness actually predicts success better than cognitive brilliance. He supports this argument by exploring the science behind these findings, and also tracks several alternative schools, education programs and outreach projects that have tried to implement the lessons, as
In this essay, the author
- Analyzes how paul tough's book 'how children succeed: grit, curiosity, and the hidden power of character' argues that non-cognitive distinctiveness predicts success better than cognitive brilliance.
- Analyzes how paul tough breaks down the book into two sections: the cognitive hypothesis and the holes therein and the power of character.
- Explains that the general education development program (ged) was founded based on the cognitive hypothesis, stating that only 3% of college graduates belong to the ged percentile.
- Explains the perry preschool project experiment, whereby researchers split toddlers into two groups and tracked them into adulthood to see if there was a direct link to cognitive intelligence.
- Concludes that tough's book is about how teachers and parents can help develop character in young people but it is never a straightforward task.
1108 wordsRead More - Chosen To Change The Worldexplanatory essayThe first quality on which a member is assessed is his academic ability. Academic passion is critical. A lifelong passion for learning will ensure continued academic development and commitment to the common good. In the words of Herbert Spencer, nineteenth century British philosopher, “The great aim of education is not knowledge, but action.” Education provides the foundation for achieving greatness. A passion for learning inherently leads to a passion to help others. For many scholars, the motivation to learn derives from a sense of awe at our surroundings. A physicist stands in awe at the elegant pattern of the universe; the infinite complexity of our minds astounds a neuroscientist. If the mysteries of our world can captivate a scholar, the same scholar will stir with empathy for others in need. The scholar’s passion for solving the enigmas of the world leads him to value equally the pursuit of the common good...
In this essay, the author
- Explains that a community of ten could accomplish great things, but its members must be selected carefully. they must have the scholarly capacity to develop new programs and the leadership abilities to put them into practice.
- Explains that academic passion is critical to a member's academic development and commitment to the common good.
- Explains that while scholarly passion is important, it is useless if the scholar is incapable of effecting his ideas. the scholar must be an adroit leader with the ability to lead and inspire others.
- Explains that diversity is a buzzword in today's society, but many fail to understand why it is essential. diversity allows different opinions and ideas to make their way into the group.
- Explains that the final quality by which members will be evaluated is their desire and commitment to improving the wellbeing of others.
- Explains that with its members chosen on these criteria, this group certainly possesses the capacity to accomplish greatness. a member of this community has the academic passion to explore new ideas, the leadership skills to carry out and convey his passions.
809 wordsRead More - Troubled Schools: Video Analysisopinionated essayThis video demonstrates the use of a character-building program in a previously troubled school. The program ‘Character Counts!’ strives to develop the moral building blocks in students by inviting guest speakers to talk to the children, organizing field trips, and having students and parents participate in discussion panels. The results were positive, seeing as the students began to become more aware of their actions and surroundings.
In this essay, the author
- Explains how the program 'character counts!' develops moral building blocks in students by inviting guest speakers to talk to the children, organizing field trips, and having students and parents participate in discussion panels.
- Opines that the video didn't impact their outlook towards character. all schools onward had character building systems, with several pillars representing a separate moral trait.
- Opines that the accuracy of the information given in the video can be debated upon and may not be entirely relevant to present-time situations.
- Explains that they don't think the video will change how they view themselves or the people around them for various reasons. they assume the worst of others, and seldom believe that people are capable of much good.
424 wordsRead More - The Greatest Predictor Of Children's Success Essayanalytical essayThe greatest predictor of children’s success both in school and later in life is their feelings of connectedness, hope for the future, and a healthy sense of well-being. Character education in schools helps produce more emotionally, healthy individuals who will make a positive impact on the community. This is demonstrated by teachers, students and administrators, building successful relationships, students learning how to deal with failure and setbacks, and having the ability to solve problems without violence. Therefore, the claim that character education in schools help produce more emotionally, healthy individuals by teaching perseverance, self control and believing in one’s self will be proven true.
In this essay, the author
- Argues that character education in schools helps produce more emotionally, healthy individuals who will make a positive impact on the community.
- Explains that empathy is an important skill for all to learn and apply to in your life. valent states that character development has been part of school education for many years and that it's not a new trend.
- Explains that building character helps students follow a design-thinking process, which develops more empathetic individuals.
- Argues that a positive school climate is the single best way to prevent harassment and bullying.
- Argues that character education in schools helps produce more emotionally, healthy individuals by teaching perseverance, self-control, and believing in one’s self, but there is evidence to challenge it.
- Argues that education of character will help produce more ethical citizens in the future, because it would support empathy, perseverance, and connectedness.
1082 wordsRead More - The Importance Of Good Character In Businessopinionated essayThe central theme in this article is directing its readers that good character can be taught through the beliefs and theories of Aristotle and through effective business ethics courses (mainly case studies). The author, Hartman, uses Aristotle’s perspectives to illustrate how good character is taught, or could be possibly taught. The reason I say possibly is because teaching students and teaching them something as crucial as good character must be done efficiently, which I think Hartman tries to emphasize throughout the article.
In this essay, the author
- Analyzes how hartman uses aristotle's perspectives to illustrate how good character is taught, or could be taught.
- Explains that hartman uses several aristotle perspectives to highlight the importance of teaching good character to future business leaders.
- Opines that hartman is teaching readers to comprehend and expand on the importance of education, self-identification, and willingness to understand to teach good character in the business environment.
- Analyzes how aristotle's quote reminded them of their struggle with anxiety and home-sickness while being away at college and how talking with their grandmother helped them get through it all.
- Disagrees with hartman's argument that case studies are an essential tool in teaching business students good character.
- Opines that students should apply themselves and help themselves improve their good character by following hartman's basic principles of aristotle.
- Opines that the classroom setting is a good place to begin practicing good behavior. aristotle believes that one ought to act on principles consistently, and the principles themselves should remain in force over time.
- Opines that having good character and doing the ethical thing will lead you far into your career and create a satisfactory life.
1149 wordsRead More