A Critical Look At Character Education ()
The a variety of terms in the lists of values that character education applications propose—even these few located in common among some programs—suffer from vague definitions. A handful of quotes from the analysis (without having references as I want to limit this weblog to about 600-words) will clearly recommend that character education instruction and academic achievement are associated. Schools that teach character education report larger academic overall performance, enhanced attendance, reduced violence, fewer disciplinary issues, reduction in substance abuse, and less vandalism. It may be smart to examine who you are (your character and values), how you perform (your abilities and talents), and how you lead (sharing, partnerships, group-developing).
The traditional Biblical teacher will place routines and rules into spot to curb the sinful nature and will select a curriculum that encourages character building and that reflects God’s truth from the students character and talents for future Christian ministry (Knight, 2006, p. 215). In 2006/2007, there were laptop classes, character classes, assemblies, class parties, enjoyable events, a field trip, days off and late starts. The Summit’s Character Education plan is codified in curriculum, intentionally taught and age-suitable. The hope is to ground each and every kid fully in academics and very good character so that the graduates who walk out the door are each wise and excellent.
I can’t picture teaching in a college that does not have a hard-core commitment to character education, because I’ve noticed what that education can mean to a child’s emotional, moral, and intellectual development. For instance, the progressive philosophy puts the student at the center of the classroom and believes the student is a excellent judge of what he need to find out in the course of the college day (Knight, 2006, p. 106). The core virtues – prudence, temperance, fortitude, and justice – make it into nearly every lesson we teach at our college and each and every facet of our day-to-day lives on campus. As Van Brummelen (2002) notes, there is no such factor as a neutral curriculum (p. 20).
Currently he is the director of the Character Improvement Center at the University of San Diego and teaches in-class and on-line courses on instructional techniques, curriculum and applications, and character-based classroom management. Cultivating expertise for purposeful living, students learn via literature, art, humanities and all through the current college curriculum the advantages and consequences of behavior. Even though the specifics of a curriculum would vary on the particular subject and grade levels, there are particular suggestions that this writer would favor. Exemplary character education programs have a clear set of core values/virtues, which includes a mission statement and specific targets that are shared, utilised, and assessed.
Primarily based on the above explanations, it can be affirmed that the character education efforts designed and implemented systematically to support students understand the values of human behavior linked with the Almighty God, self, fellow human beings, the atmosphere, and nationhood embodied in thoughts, attitudes, feelings, words, and actions primarily based on religious norms, laws, manners, culture, and customs.