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TIMD-Philosophy 1
This document discusses the need for character education in schools. It notes that traditional education focused on passing on cultural values and moral standards, but that this broke down in the 1960s with the rise of moral relativism. It critiques the "values clarification" approach for being neutral towards values and ignoring traditional morality. The document argues for a universal, character-based approach to education with three dimensions: cultivation of the heart through love and moral examples, education in norms like rules and responsibilities, and education for mastery of academic and technical skills with an emphasis on ethics and contribution to society. It presents character education as developing mature, loving individuals who form strong relationships and contribute positively to the community.
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TIMD-Philosophy 1
- 1. The Need to Educatefor Character © 2002 International Educational Foundation IEF is responsible for the content of this presentation only if it has not been altered from the original. © IEF 1
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- 3. Best of the20th Century © IEF 3
- 4. Worst of the20th Century © IEF 4
- 5. Family in Crisis Spouse and child abuse Infidelity Divorce © IEF 5
- 6. Youth in Crisis Sex Drug s STDs Crim e © IEF 6
- 7. Strongest Influences on Students 1950 1990 1.Home 1. Peers 2. School 2. TV 3. Church 3. Home 4. Peers 5. TV 4. School 5. Church Source: Michigan State University Study, 1990 © IEF 7
- 8. 1940s School Problems 1990s School Problems 1. Talking outof turn 1. Drug abuse 2. Making noise 2. Alcohol abuse 3. Improper clothing 4. Littering 3. Pregnancy 4. Assault Source: William J. Bennett et al., “Index of Leading Cultural Indicators,” Empower America, Mar 1993 © IEF 8
- 9. U.S. Spending Up 500% Social Problems Crime— Up 500% Divorce — Up 400% Fatherles s Children — Up 300% U.S. from 1960 — 1990 Source: William J. Bennett, “Is Our Culture in Decline?” Education Week, April 1993 © IEF 9
- 10. “The greater our materialpower, the greater our need for spiritual insight and virtue ...” Source: Arnold Toynbee, British Historian, Civilization on Trial © IEF 10
- 11. Two Dimensions of a HumanBeing Mind Body © IEF 11
- 12. Two Dimensions of Value Truth Mind Beauty Goodness Inner Satisfaction Love Happiness Food Body Shelter Wealth Comfort Physical Well-being © IEF 12
- 13. Two Dimensions of Education Truth Beauty Goodness Love Education for Character Food Shelter Wealth Comfort Education for Career © IEF 13
- 14. Priority of Educatingfor Character Mind Education for Character Body Education for Career © IEF 14
- 15. Traditional Role of Education Passing on knowledge & cultural values Teaching moral standards and social responsibilities Preparing good citizens © IEF 15
- 16. 1960s— Breakdown of Traditional Values Adult Authority Individualism &Moral Relativism © IEF 16
- 17. “Values-Neutral” Perspective Pluralism as moral equivalence Decline of religion Distrust of authority © IEF 17
- 18. Characteristics of Values Clarification Values neutral Feelings andprocess Student choice © IEF 18
- 19. Characteristics of Values Clarification Teacher as facilitator Ignores traditional morality Discounts parents’ role © IEF 19
- 20. Early Appeal of Values Clarification Interactive Treats students as individuals © IEF 20
- 21. Interactive Methodology Participatory Studentsas agents of own learning Effective within moral framework © IEF 21
- 22. Limitations of Values Clarification Nomoral standards Encourages mediocrity Not characterbuilding © IEF 22
- 23. Why Moral Education WentAstray Dubious assumptions “Values – neutrality” as norm Pluralism precludes universal values Values = religion © IEF 23
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- 25. Character Education Based onUniversal Values Spiritual Contemporary EasternUniversalWestern Values TraditionaMaterial l © IEF 25
- 26. Universal Values Criteria Reversible Generalizable Compelling to the conscience © IEF 26
- 27. Universal Values Criteria Objectivebenefits Transcend cultures Embodied as virtues © IEF 27
- 28. Common to All Cultures ©IEF 28
- 29. “Education has hadtwo great goals: To help young people to become smart and … Source:become good.” Thomas Lickona, Educating for Character © IEF 29
- 30. Moral Goals of Education 1.Mature character 2. Loving relationships & family 3. Contribution to society © IEF 30
- 31. Good Character Disposition to rightconduct Attitudes & habits For loving well © IEF 31
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- 33. Heart — Coreof Character True Lov e Heart Character © IEF 33
- 34. Cultivation of the Heart Experiences of love Moral examples Practice of caring © IEF 34
- 35. Moral Goal —Mature Character Loving heart Self-control Lives for others Words = Deeds © IEF 35
- 36. First Dimension of Education Cultivationof the Heart Mature Character © IEF 36
- 37. Education in Norms Trainingin proper behavior Rules and responsibilities For respect & harmony © IEF 37
- 38. Education for Character — BalancesLove & Rules Love Rules © IEF 38
- 39. Moral Goal: Loving Relationships& Family Strong marriages Effective parenting Ethical practice Living for higher purpose © IEF 39
- 40. Second Dimension of Education Educationin Norms Loving Relationships & Family Cultivation of the Heart © IEF 40
- 41. Education for Mastery Academic education Technical education Education in the arts © IEF 41
- 42. Mastery Involves Moral Standards Business Ethics Work Ethics Environmental Ethics © IEF 42
- 43. Mastery Involves Concern forthe Environment © IEF 43
- 44. Moral Goal — Contributionto Society Technical achievement Community service Sustainable environment © IEF 44
- 45. Third Dimension of Education Education forMastery Education in Norms Contributi on to society... Cultivation of the Heart © IEF 45
- 46. Problem of Modern Education Education forMastery Education in Norms Cultivatio n of the Heart © IEF 46
- 47. Balanced Education Education for Mastery Education in Norms Cultivationof the Heart © IEF 47