Character education is an
umbrella term
In linguistics, semantics, general semantics, and ontologies, hyponymy () is a semantic relation between a hyponym denoting a subtype and a hypernym or hyperonym (sometimes called umbrella term or blanket term) denoting a supertype. In other wor ...
loosely used to describe the teaching of children and adults in a manner that will help them develop variously as moral, civic, good, mannered, behaved, non-bullying, healthy, critical, successful, traditional, compliant or socially acceptable beings. Concepts that now and in the past have fallen under this term include social and emotional learning, moral reasoning and cognitive development, life skills education, health education, violence prevention, critical thinking, ethical reasoning, and conflict resolution and mediation.
Many of these are now considered failed programs, i.e. "
religious education", "moral development", "values clarification".
Today, there are dozens of character education programs in, and vying for adoption by, schools and businesses. Some are commercial, some non-profit and many are uniquely devised by states, districts and schools, themselves. A common approach of these programs is to provide a list of ''principles, pillars, values'' or ''virtues'', which are memorized or around which themed activities are planned.
It is commonly claimed that the values included in any particular list are universally recognized. However, there is no agreement among the competing programs on core values (e.g., honesty, stewardship, kindness, generosity, courage, freedom, justice, equality, and respect) or even how many to list. There is also no common or standard means for assessing, implementing or evaluating programs.
Terminology
"Character" is one of those overarching concepts that is the subject of disciplines from
philosophy
Philosophy (from , ) is the systematized study of general and fundamental questions, such as those about existence, reason, knowledge, values, mind, and language. Such questions are often posed as problems to be studied or resolved. Some ...
to
theology
Theology is the systematic study of the nature of the divine and, more broadly, of religious belief. It is taught as an academic discipline, typically in universities and seminaries. It occupies itself with the unique content of analyzing the ...
, from
psychology
Psychology is the scientific study of mind and behavior. Psychology includes the study of conscious and unconscious phenomena, including feelings and thoughts. It is an academic discipline of immense scope, crossing the boundaries betwe ...
to
sociology
Sociology is a social science that focuses on society, human social behavior, patterns of Interpersonal ties, social relationships, social interaction, and aspects of culture associated with everyday life. It uses various methods of Empirical ...
—with many competing and conflicting theories. Thomas Lickona defines character education as "the deliberate effort to develop
virtues
Virtue ( la, virtus) is moral excellence. A virtue is a trait or quality that is deemed to be morally good and thus is valued as a foundation of principle and good moral being. In other words, it is a behavior that shows high moral standard ...
that are good for the individual and good for
society
A society is a group of individuals involved in persistent social interaction, or a large social group sharing the same spatial or social territory, typically subject to the same political authority and dominant cultural expectations. Socie ...
." More recently, psychologist Robert McGrath has proposed that character education is less focused on social skill acquisition and more on constructing a
moral identity within a life narrative.
Character as it relates to character education most often refers to how 'good' a person is. In other words, a person who exhibits personal qualities like those a society considers desirable might be considered to have good character—and developing such personal qualities is often seen as a purpose of education. However, the various proponents of character education are far from agreement as to what "good" is, or what qualities are desirable. Compounding this problem is that there is no
scientific
Science is a systematic endeavor that builds and organizes knowledge in the form of testable explanations and predictions about the universe.
Science may be as old as the human species, and some of the earliest archeological evidence for ...
definition of character. Because such a concept blends
personality
Personality is the characteristic sets of behaviors, cognitions, and emotional patterns that are formed from biological and environmental factors, and which change over time. While there is no generally agreed-upon definition of personality, mos ...
and
behavioral
Behavior (American English) or behaviour (British English) is the range of actions and mannerisms made by individuals, organisms, systems or artificial entities in some environment. These systems can include other systems or organisms as well ...
components, scientists have long since abandoned use of the term "character" and, instead, use the term ''psychological motivators'' to measure the behavioral predispositions of individuals. With no clinically defined meaning, there is virtually no way to measure if an individual has a deficit of character, or if a school program can improve it.
The various terms in the lists of values that character education programs propose—even those few found in common among some programs—suffer from vague definitions. This makes the ''need'' and ''effectiveness'' of character education problematic to measure.
In-school programs
There is no common practice in schools in relation to the formation of pupils' character or values education. This is partly due to the many competing programs and the lack of standards in character education, but also because of how and by whom the programs are executed.
Programs are generally of four varieties:
[ ''cheerleading, praise and reward, define and drill,'' and ''forced formality''. They may be used alone or in combination.
1) Cheerleading involves multicolored posters, banners, and bulletin boards featuring a value or virtue of the month; lively morning public-address announcements; occasional motivational assemblies; and possibly a high-profile event such as a fund-raiser for a good cause.
2) Praise-and-reward approach seeks to make virtue into habit using "positive reinforcement". Elements include "catching students being good" and praising them or giving them chits that can be exchanged for privileges or prizes. In this approach, all too often, the real significance of the students' actions is lost, as the reward or award becomes the primary focus.
3) Define-and-drill calls on students to memorize a list of values and the definition of each. Students' simple memorization of definitions seems to be equated with their development of the far more complex capacity for making moral decisions.
4) Forced-formality focuses on strict, uniform compliance with specific rules of conduct, (i.e., walking in lines, arms at one's sides), or formal forms of address ("yes sir," "no ma'am"), or other procedures deemed to promote order or respect of adults.
"These four approaches aim for quick behavioral results, rather than helping students better understand and commit to the values that are core to our society, or helping them develop the skills for putting those values into action in life's complex situations."][
Generally, the most common practitioners of character education in the United States are ]school counselor
A school counselor is a professional who works in primary (elementary and middle) schools or secondary schools to provide academic, career, college access/affordability/admission, and social-emotional competencies to all students through a school ...
s, although there is a growing tendency to include other professionals in schools and the wider community. Depending on the program, the means of implementation may be by teachers and/or any other adults (faculty, bus drivers, cafeteria workers, maintenance staff, etc.); by storytelling, which can be through books and media; or by embedding into the classroom curriculum. There are many theories about means, but no comparative data and no consensus in the industry as to what, if any, approach may be effective.[
]
History
It has been said that, "character education is as old as education itself". Indeed, the attempt to understand and develop character extends into prehistory.
Understanding character
Psychic arts
Since very early times, people have tried to access or "read" the pre-disposition (character) of self and others. Being able to predict and even manipulate human behavior, motivations, and reactions would bestow obvious advantages. Pre-scientific character assessment techniques have included, among others: anthropometry, astrology, palmistry, and metoposcopy. These approaches have been scientifically discredited although they continue to be widely practiced.
Race character
The concept of inherited "race character" has long been used to characterize desirable versus undesirable qualities in members of groups as a whole along national, tribal, ethnic, religious and even class lines. Race character is predominantly used as a justification for the denigration and subsequent persecution of minority groups, most infamously, justifying European persecution of Native Americans, the concept of slavery, and the Nazis' persecution of Jews. Though race character continues to be used as a justification for persecution of minorities worldwide, it has been scientifically discredited and is not overtly a component of modern character education in western societies.
Generational character
Particularly in modern liberal republics, social and economic change is rapid and can result in cognitive stress to older generations when each succeeding generation expands on and exhibits their own modes of expressing the freedoms such societies enjoy.
America is a prime example. With few traditions, each generation exhibits attitudes and behaviors that conservative segments of preceding generations uneasily assimilate. Individual incidents can also produce a moral panic
A moral panic is a widespread feeling of fear, often an irrational one, that some evil person or thing threatens the values, interests, or well-being of a community or society. It is "the process of arousing social concern over an issue", usua ...
. Cries about loss of morals in the succeeding generation, overwhelmingly unsubstantiated, and calls for remediation have been constant in America since before its founding. (It should be expected that—in a free country that supports children's rights—this trend will continue apace.)
Developing character
Eastern philosophy
Eastern philosophy views the nature of man as initially quiet and calm, but when affected by the external world, it develops desires. When the desires are not properly controlled and the conscious mind is distracted by the material world, we lose our true selves and the principle of reason in Nature is destroyed. From this arise rebellion, disobedience, cunning and deceit, and general immorality. This is the way of chaos. Confucianism
Confucianism, also known as Ruism or Ru classicism, is a system of thought and behavior originating in ancient China. Variously described as tradition, a philosophy, a religion, a humanistic or rationalistic religion, a way of governing, or ...
stands with Taoism
Taoism (, ) or Daoism () refers to either a school of Philosophy, philosophical thought (道家; ''daojia'') or to a religion (道教; ''daojiao''), both of which share ideas and concepts of China, Chinese origin and emphasize living in harmo ...
as two of the great religious/philosophical systems of China.
A hallmark of the philosophy of Confucius is his emphasis on tradition and study. He disparages those who have faith in natural understanding or intuition and argues for long and careful study. Study, for Confucius
Confucius ( ; zh, s=, p=Kǒng Fūzǐ, "Master Kǒng"; or commonly zh, s=, p=Kǒngzǐ, labels=no; – ) was a Chinese philosopher and politician of the Spring and Autumn period who is traditionally considered the paragon of Chinese sages. C ...
, means finding a good teacher, who is familiar with the ways of the past and the practices of the ancients, imitating his words and deeds. The result is a heavy scheme of obligations and intricate duties throughout all of one's many social roles. Confucius is said to have sung his sayings and accompanied himself on a 'qin' (a kind of zither). According to Confucius, musical training is the most effective method for molding the moral character of man and keeping society in order. He said: "Let a man be stimulated by poetry, established by the rules of propriety, perfected by music."
The theme of Taoism is one of harmony with nature. Zhuangzi Zhuangzi may refer to:
* ''Zhuangzi'' (book) (莊子), an ancient Chinese collection of anecdotes and fables, one of the foundational texts of Daoism
**Zhuang Zhou
Zhuang Zhou (), commonly known as Zhuangzi (; ; literally "Master Zhuang"; als ...
was a central figure in Taoist philosophy. He wrote that people develop different moral attitudes from different natural upbringings, each feeling that his own views are obvious and natural, yet all are blinded by this socialization to their true nature. To Zhuangzi, pre-social desires are relatively few and easy to satisfy, but socialization creates a plethora of desires for "social goods" such as status, reputation, and pride. These conventional values, because of their comparative nature create attitudes of resentment and anger inciting competition and then violence. The way to social order is for people to eliminate these socialized ambitions through open-minded receptivity to all kinds of voices—particularly those who have run afoul of human authority or seem least authoritative. Each has insights. Indeed, in Taoist moral philosophy, perfection may well look like its opposite to us. One theme of Zhuangzi's that links Taoism to the Zen
Zen ( zh, t=禪, p=Chán; ja, text= 禅, translit=zen; ko, text=선, translit=Seon; vi, text=Thiền) is a school of Mahayana Buddhism that originated in China during the Tang dynasty, known as the Chan School (''Chánzong'' 禪宗), and ...
branch of Buddhism is the concept of flow, of losing oneself in activity, particularly the absorption in skilled execution of a highly cultivated way. His most famous example concerns a butcher who carves beef with the focus and absorption of a virtuoso dancer in an elegantly choreographed performance. The height of human satisfaction comes in achieving and exercising such skills with the focus and commitment that gets us "outside ourselves" and into such an intimate connection with our inborn nature.
Western philosophy
The early Greek philosophers felt that happiness requires virtue and hence that a happy person must have virtuous traits of character.
Socrates
Socrates (; ; –399 BC) was a Greek philosopher from Athens who is credited as the founder of Western philosophy and among the first moral philosophers of the ethical tradition of thought. An enigmatic figure, Socrates authored no te ...
identifies happiness with pleasure and explains the various virtues as instrumental means to pleasure. He teaches, however, that pleasure is to be understood in an overarching sense wherein fleeing battle is a momentary pleasure that detracts from the greater pleasure of acting bravely.
Plato
Plato ( ; grc-gre, Πλάτων ; 428/427 or 424/423 – 348/347 BC) was a Greek philosopher born in Athens during the Classical period in Ancient Greece. He founded the Platonist school of thought and the Academy, the first institution ...
wrote that to be virtuous, we must both understand what contributes to our overall good and have our spirited and appetitive desires educated properly and guided by the rational part of the soul. The path he prescribes is that a potentially virtuous person should learn when young to love and take pleasure in virtuous actions, but he must wait until late in life to develop the understanding of why what he loves is good. An obvious problem is that this reasoning is circular.
Aristotle
Aristotle (; grc-gre, Ἀριστοτέλης ''Aristotélēs'', ; 384–322 BC) was a Greek philosopher and polymath during the Classical period in Ancient Greece. Taught by Plato, he was the founder of the Peripatetic school of phil ...
is perhaps, even today, the most influential of all the early Western philosophers. His view is often summarized as 'moderation in all things'. For example, courage is worthy, for too little of it makes one defenseless. But too much courage can result in foolhardiness in the face of danger. To be clear, Aristotle emphasizes that the moderate state is not an arithmetic mean, but one relative to the situation: sometimes the mean course is to be angry at, say, injustice or mistreatment, at other times anger is wholly inappropriate. Additionally, because people are different, the mean for one person may be bravery, but for another it is recklessness.
For Aristotle, the key to finding this balance is to enjoy and recognize the value of developing one's rational powers, and then using this recognition to determine which actions are appropriate in which circumstances.
The views of nineteenth-century philosophers were heavily indebted to these early Greeks. Two of them, Karl Marx and John Stuart Mill, had a major influence on approaches to developing character.
Karl Marx
Karl Heinrich Marx (; 5 May 1818 – 14 March 1883) was a German philosopher, economist, historian, sociologist, political theorist, journalist, critic of political economy, and socialist revolutionary. His best-known titles are the 1848 ...
applies Aristotle's conclusions in his understanding of work as a place where workers should be able to express their rational powers. But workers subject to capitalist values are characterized primarily by material self-interest. This makes them distrustful of others, viewing them primarily as competitors. Given these attitudes, workers become prone to a number of vices, including selfishness, cowardice, and intemperance.
To correct these conditions, he proposes that workers perform tasks that are interesting and mentally challenging—and that each worker help decide how, and to what ends, their work should be directed. Marx believes that this, coupled with democratic conditions in the workplace, reduces competitive feelings among workers so they want to exhibit traditional virtues like generosity and trustfulness, and avoid the more traditional vices such as cowardice, stinginess, and self-indulgence.
John Stuart Mill
John Stuart Mill (20 May 1806 – 7 May 1873) was an English philosopher, political economist, Member of Parliament (MP) and civil servant. One of the most influential thinkers in the history of classical liberalism, he contributed widely to ...
, like Marx, also highly regarded development of the rational mind. He argued that seriously unequal societies, by preventing individuals from developing their deliberative powers, affect individuals' character in unhealthy ways and impede their ability to live virtuous lives. In particular, Mill argued that societies that have systematically subordinated women have harmed men and women, and advised that the place of women in families and in societies be reconsidered.
Contemporary views
Because women and men today may not be well-positioned to fully develop the capacities Aristotle and others considered central to virtuous character, it continues to be a central issue not only in ethics, but also in feminist
Feminism is a range of socio-political movements and ideologies that aim to define and establish the political, economic, personal, and social equality of the sexes. Feminism incorporates the position that society prioritizes the male po ...
philosophy, political philosophy
Political philosophy or political theory is the philosophical study of government, addressing questions about the nature, scope, and legitimacy of public agents and institutions and the relationships between them. Its topics include politics, l ...
, philosophy of education
The philosophy of education is the branch of applied philosophy that investigates the nature of education as well as its aims and problems. It includes the examination of educational theories, the presuppositions present in them, and the arguments ...
, and philosophy of literature
Philosophy and literature involves the literary treatment of philosophers and philosophical themes (the literature of philosophy), and the philosophical treatment of issues raised by literature (the philosophy of literature).
The philosophy ...
. Because moral character requires communities where citizens can fully realize their human powers and ties of friendship, there are hard questions of how educational, economic, political, and social institutions should be structured to make that development possible.
Situationism
Impressed by scientific experiments in social psychology
Social psychology is the scientific study of how thoughts, feelings, and behaviors are influenced by the real or imagined presence of other people or by social norms. Social psychologists typically explain human behavior as a result of the r ...
, "situationist" philosophers argue that character traits are not stable or consistent and cannot be used to explain why people act as they do. Experimental data shows that much of human behavior is attributable to seemingly trivial features of the situations in which people find themselves. In a typical experiment, seminary students agreed to give a talk on the importance of helping those in need. On the way to the building where their talks were to be given, they encountered a confederate slumped over and groaning. Ironically, those who were told they were already late were much less likely to help than those who were told they had time to spare.
Perhaps most damning to the traditional view of character are the results of the experiments conducted by Stanley Milgram
Stanley Milgram (August 15, 1933 – December 20, 1984) was an American social psychologist, best known for his controversial experiments on obedience conducted in the 1960s during his professorship at Yale.Blass, T. (2004). ''The Man Who Shocke ...
in the 1960s and Philip G. Zimbardo in 1971. In the first of these experiments, the great majority of subjects, when politely though firmly requested by an experimenter, were willing to administer what they thought were increasingly severe electric shocks to a screaming "victim." In the second, the infamous Stanford prison experiment, the planned two-week investigation into the psychology of prison life had to be ended after only six days because the college students who were assigned to act as guards became sadistic and those who were the "prisoners" became depressed and showed signs of extreme stress. These and other experiments are taken to show that if humans do have noble tendencies, they are narrow, "local" traits that are not unified with other traits into a wider behavioral pattern of being.
History of character education in U.S. schools
The colonial period
As common school A common school was a public school in the United States during the 19th century. Horace Mann (1796–1859) was a strong advocate for public education and the common school. In 1837, the state of Massachusetts appointed Mann as the first secretary o ...
s spread throughout the colonies, the moral education of children was taken for granted. Formal education had a distinctly moral and religion emphasis. In the Christian tradition, it is believed that humans are flawed at birth (original sin
Original sin is the Christian doctrine that holds that humans, through the fact of birth, inherit a tainted nature in need of regeneration and a proclivity to sinful conduct. The biblical basis for the belief is generally found in Genesis 3 (t ...
), requiring salvation through religious means: teaching, guidance and supernatural rituals. This belief in America, originally heavily populated by Protestant
Protestantism is a Christian denomination, branch of Christianity that follows the theological tenets of the Reformation, Protestant Reformation, a movement that began seeking to reform the Catholic Church from within in the 16th century agai ...
immigrants, creates a situation of a-priori assumption that humans are morally deficient by nature and that preemptive measures are needed to develop children into acceptable members of society: home, church and school.
Character education in school in the United States began with the circulation of the New England Primer
''The New England Primer'' was the first reading primer designed for the American colonies. It became the most successful educational textbook published in 17th-century colonial United States and it became the foundation of most schooling befo ...
. Besides rudimentary instruction in reading, it was filled with Biblical quotes, prayers, catechisms and religiously charged moral exhortations. Typical is this short verse from the 1777 edition:
Good children must,
Fear God all day, Love Christ alway,
Parents obey, In secret pray,
No false thing say, Mind little play,
By no sin stray, Make no delay,
In doing good.
Nineteenth century
As the young republic took shape, schooling was promoted for both secular and moral reasons. By the time of the nineteenth century, however, religion became a problem in the schools. In the United States, the overwhelming dominant religion was Protestantism. While not as prominent as during the Puritan era, the King James Bible was, nevertheless, a staple of U.S. public schools. Yet, as waves of immigrants from Ireland, Germany, and Italy came to the country from the mid-nineteenth century forward, they reacted to the Protestant tone and orthodoxy of the schools. Concerned that their children would be weaned from their faith, Catholics developed their own school system. Later in the twentieth century, other religious groups, such as Jews, Muslims, and even various Protestant denominations, formed their own schools. Each group desired, and continues to desire, that its moral education be rooted in its respective faith or code.
Horace Mann
Horace Mann (May 4, 1796August 2, 1859) was an American educational reformer, slavery abolitionist and Whig politician known for his commitment to promoting public education. In 1848, after public service as Secretary of the Massachusetts Sta ...
, the nineteenth-century champion of the common schools, strongly advocated for moral education. He and his followers were worried by the widespread drunkenness, crime, and poverty during the Jacksonian period they lived in. No less troubling were the waves of immigrants flooding into cities, unprepared for urban life and particularly unprepared to participate in democratic civic life.
The most successful textbooks during the nineteenth and early twentieth centuries were the famed McGuffey Readers
The Eclectic Readers (commonly, but informally known as the McGuffey Readers) were a series of graded reader, graded primer (textbook), primers for grade levels 1–6. They were widely used as textbooks in American schools from the mid-19th centur ...
, fostering virtues such as thrift honesty, piety, punctuality and industry. McGuffey was a theological and conservative teacher and attempted to give schools a curriculum that would instill Presbyterian Calvinist beliefs and manners in their students.
Mid-twentieth century
During the late-nineteenth-century and twentieth-century period, intellectual leaders and writers were deeply influenced by the ideas of the English naturalist Charles Darwin
Charles Robert Darwin ( ; 12 February 1809 – 19 April 1882) was an English naturalist, geologist, and biologist, widely known for his contributions to evolutionary biology. His proposition that all species of life have descended fr ...
, the German political philosopher Karl Marx, the Austrian neurologist and founder of psychoanalysis Sigmund Freud
Sigmund Freud ( , ; born Sigismund Schlomo Freud; 6 May 1856 – 23 September 1939) was an Austrian neurologist and the founder of psychoanalysis, a clinical method for evaluating and treating psychopathology, pathologies explained as originatin ...
, and by a growing strict interpretation of the separation of church and state doctrine. This trend increased after World War II and was further intensified by what appeared to be changes in the nation's moral consensus in the late 1960s. Educators and others became wary of using the schools for moral education. More and more this was seen to be the province of the family and the church.
Still, due to a perceived view of academic and moral decline, educators continued to receive mandates to address the moral concerns of students, which they did using primarily two approaches: values clarification and cognitive developmental moral education.
Values clarification. Values change over time in response to changing life experiences. Recognizing these changes and understanding how they affect one's actions and behaviors is the goal of the values clarification process. Values clarification does not tell you what you should have, it simply provides the means to discover what your values are. This approach, although widely practiced, came under strong criticism for, among other things, promoting moral relativism
Moral relativism or ethical relativism (often reformulated as relativist ethics or relativist morality) is used to describe several philosophical positions concerned with the differences in moral judgments across different peoples and cultures. ...
among students.[
Cognitive-developmental theory of moral education and development sprang from the work of the Swiss psychologist ]Jean Piaget
Jean William Fritz Piaget (, , ; 9 August 1896 – 16 September 1980) was a Swiss psychologist known for his work on child development. Piaget's theory of cognitive development and epistemological view are together called " genetic epistemolog ...
and was further developed by Lawrence Kohlberg
Lawrence Kohlberg (; October 25, 1927 – January 19, 1987) was an American psychologist best known for his theory of stages of moral development.
He served as a professor in the Psychology Department at the University of Chicago and at the Gra ...
. Kohlberg rejected the focus on values and virtues, not only due to the lack of consensus on what virtues are to be taught, but also because of the complex nature of practicing such virtues. For example, people often make different decisions yet hold the same basic moral values. Kohlberg believed a better approach to affecting moral behavior should focus on stages of moral development. These stages are critical, as they consider the way a person organizes their understanding of virtues, rules, and norms, and integrates these into a moral choice.
Character education movement of the 1980s
The impetus and energy behind the return of a more didactic character education to American schools did not come from within the educational community. It continues to be fueled by desire from conservative and religious segments of the population for traditionally orderly schools where conformity to "standards" of behavior and good habits are stressed. State and national politicians, as well as local school districts, lobbied by character education organizations, have responded by supporting this sentiment. During his presidency, Bill Clinton hosted five conferences on character education. President George W. Bush[ expanded on the programs of the previous administration and made character education a major focus of his educational reform agenda.
]
21st century developments
Grit is defined as perseverance and commitment to long-term goals. It is a character attribute associated with University of Pennsylvania professor Angela Duckworth who wrote about her research in a best-selling book and promoted it on a widely watched Ted Talks video. Initially, lauded as a breakthrough discovery of the "key character ingredient" to success and performance, it soon came under wide criticism and has been exposed, like other character interventions, as suspect as a character construct, and where attempts have been made to implement it in school programs, shows no more than a weak effect, if any. Moreover, the original data was misinterpreted by Duckworth. Additionally, the construct of grit ability ignores the positive socio-economic pre-requisites necessary to deploy it.
Modern scientific approaches
Today, the sciences of social psychology
Social psychology is the scientific study of how thoughts, feelings, and behaviors are influenced by the real or imagined presence of other people or by social norms. Social psychologists typically explain human behavior as a result of the r ...
, neuropsychology
Neuropsychology is a branch of psychology concerned with how a person's cognition and behavior are related to the brain and the rest of the nervous system. Professionals in this branch of psychology often focus on how injuries or illnesses of t ...
and evolutionary psychology
Evolutionary psychology is a theoretical approach in psychology that examines cognition and behavior from a modern evolutionary perspective. It seeks to identify human psychological adaptations with regards to the ancestral problems they evolv ...
have taken new approaches to the understanding of human social behavior.
Personality and social psychology is a scientific method used by health professionals for researching personal and social motivators in and between the individual and society, as well as applying them to the problems people have in the context of society. Personality and social psychologists study how people think about, influence, and relate to one another. By exploring forces within the person (such as traits, attitudes, and goals) as well as forces within the situation (such as social norms and incentives), they seek to provide insight into issues as wide-ranging as prejudice, romantic attraction, persuasion, friendship, helping, aggression, conformity, and group interaction.
Neuropsychology addresses how brain regions associated with emotional processing are involved in moral cognition by studying the biological mechanisms that underlie human choices and behavior. Like social psychology, it seeks to determine, not how we ''should'', but how we ''do'' behave—though neurologically. For instance, what happens in the brain when we favor one response over another, or when it is difficult to make any decision? Studies of clinical populations, including patients with VMPC (ventromedial prefrontal cortex
The ventromedial prefrontal cortex (vmPFC) is a part of the prefrontal cortex
in the mammalian brain. The ventral medial prefrontal is located in the frontal lobe at the bottom of the cerebral hemispheres and is implicated in the processing of r ...
) damage, reveal an association between impairments in emotional processing and impairments in moral judgement and behavior. These and other studies conclude that not only are emotions engaged during moral cognition, but that emotions, particularly those mediated by VMPC, are in fact critical for morality.
Other neurological research is documenting how much the unconscious mind
The unconscious mind (or the unconscious) consists of the processes in the mind which occur automatically and are not available to introspection and include thought processes, memories, interests, and motivations.
Even though these processes exis ...
is involved in decision making. According to cognitive neuroscientists, we are conscious of only about 5 percent of our cognitive activity, so most of our decisions, actions, emotions, and behavior depends on the 95 percent of brain activity that goes beyond our conscious awareness. These studies show that actions come from preconscious brain activity patterns and not from people consciously thinking about what they are going to do. A 2011 study conducted by Itzhak Fried found that individual neurons fire 2 seconds before a reported "will" to act (long before EEG activity predicted such a response).[ This was accomplished with the help of volunteer ]epilepsy
Epilepsy is a group of non-communicable neurological disorders characterized by recurrent epileptic seizures. Epileptic seizures can vary from brief and nearly undetectable periods to long periods of vigorous shaking due to abnormal electrical ...
patients, who needed electrodes
An electrode is an electrical conductor used to make contact with a nonmetallic part of a circuit (e.g. a semiconductor, an electrolyte, a vacuum or air). Electrodes are essential parts of batteries that can consist of a variety of materials de ...
implanted deep in their brain for evaluation and treatment anyway. Similarly to these tests, a 2013 study found that the choice to sum or subtract can be predicted before the subject reports it.
Evolutionary psychology, a new science, emerged in the 1990s to focus on explaining human behavior against the backdrop of Darwinian
Darwinism is a theory of biological evolution developed by the English naturalist Charles Darwin (1809–1882) and others, stating that all species of organisms arise and develop through the natural selection of small, inherited variations that ...
processes. This science considers how the biological forces of genetics and neurotransmissions in the brain influence unconscious strategies and conscious and proposes that these features of biology have developed through evolution processes. In this view, the cognitive programs of the human brain are adaptations. They exist because this behavior in our ancestors enabled them to survive and reproduce these same traits in their descendants, thereby equipping us with solutions to problems that our ancestors faced during our species' evolutionary history. Ethical topics addressed include altruistic behaviors, deceptive or harmful behaviors, an innate sense of fairness or unfairness, feelings of kindness or love, self-sacrifice, feelings related to competitiveness and moral punishment or retribution, and moral "cheating" or hypocrisy.
Issues and controversies
Scientific studies
The largest federal study, to-date, a 2010 report released under the auspices of the U.S. Department of Education found that the vast majority of character education programs have failed to prove their effectiveness, producing no improvements in student behavior or academic performance. Previous and current research on the subject fails to find one peer-reviewed study demonstrating any scientifically validated need for or result from character education programs. Typically, support is attested to by referring to "correlations" (e.g., grades, number of disciplinary referrals, subjective opinion, etc.).
Functional and ideological problems
1) An assumption that "character" is deficient in some or all children
2) Lack of agreement on what constitutes effectiveness
3) Lack of evidence that it does what it claims[
4) A conflict between what good character is and the way that character education proposes to teach it][
5) Differing standards in methods and objectives. Differing standards for assessing need and evaluating results. Some attempts have been made.
6) Supportive "studies" that overwhelmingly rely on subjective feedback (usually surveys) from vested participants]
7) Programs instituted towards ideological and/or religious ends
8) The pervasive problem of confusing morality with social conformity[
9) There are few if any common goals among character education programs. The dissensions in the list of values among character education programs, itself, constitutes a major criticism that there is anything to character education that is either fundamental or universally relevant to students or society.
10) It might be said that there is agreement in as much as what values ''do not'' find inclusion on lists of core values. Not found, even though they are fundamental to the success of modern democratic societies, are such noted values as ''independence, inventiveness, curiosity, critical thinking, skepticism, and even moderation''. "Take chances, make mistakes, get messy!" the famous saying by Ms. Frizzle on the much celebrated TV show, ''The Magic School Bus'',] embodies values that would be antithetical to those found on today's character education lists.
See also
* Lawrence Kohlberg's stages of moral development
Lawrence Kohlberg's stages of moral development constitute an adaptation of a psychological theory originally conceived by the Swiss psychologist Jean Piaget. Kohlberg began work on this topic as a psychology graduate student at the University of ...
* ''Journal of Moral Education
The ''Journal of Moral Education'' is a quarterly peer-reviewed academic journal covering the study of moral education and development. It was established in 1971 and is published by Taylor & Francis. The editor-in-chief is Kristján Kristjánsson ...
''
* Moral character
Moral character or character (derived from charaktêr) is an analysis of an individual's steady moral qualities. The concept of ''character'' can express a variety of attributes, including the presence or lack of virtues such as empathy, coura ...
* Moral development
Moral Development focuses on the emergence, change and understanding of morality from infancy through adulthood. Morality develops across a life span in a variety of ways and is influenced by an individual's experiences and behavior when faced ...
* Moral emotions
Moral emotions are a variety of social emotion that are involved in forming and communicating moral judgments and decisions, and in motivating behavioral responses to one's own and others' moral behavior.
Background
Moral reasoning has been the fo ...
* Moral enhancement
Moral enhancement (abbreviated ME), also called moral bioenhancement (abbreviated MBE), is the use of biomedical technology to morally improve individuals. MBE is a growing topic in neuroethics, a field developing the ethics of neuroscience as well ...
* Moral psychology
Moral psychology is a field of study in both philosophy and psychology. Historically, the term "moral psychology" was used relatively narrowly to refer to the study of moral development. Moral psychology eventually came to refer more broadly to var ...
* Moral reasoning
Moral reasoning is the study of how people think about right and wrong and how they acquire and apply moral rules. It is a subdiscipline of moral psychology that overlaps with moral philosophy, and is the foundation of descriptive ethics.
Descri ...
* Social cognitive theory of morality The social cognitive theory of morality attempts to explain how moral thinking, in interaction with other psychosocial determinants, govern individual moral conduct. Social cognitive theory adopts an "interactionist"Bandura, A. (2011). Social cognit ...
* Values education
Values education is the process by which people give moral values to each other. According to Powney et al. It can be an activity that can take place in ''any'' human organisation. During which people are assisted by others, who may be older, in a ...
References
Notes
Further reading
* Arthur, J. (2003). ''Education with Character'', New York: Routledge Falmer
{{DEFAULTSORT:Character Education
United States educational programs