Helping Students to Clarify Character

1
Helping Students to Clarify Character

• P. Vincent Riley Neumann College
• AFCU Franciscan Symposium June 6, 2008

2
How Does Character Develop?

• Character develops as persons interact with their
  environments.
• A person is a developmental process at a moment
  in time. The personal process has physical,
  social, intellectual, moral, aesthetic, and
  spiritual dimensions. Physical dimensions include
  neuropsychological development. Other dimensions
  may also develop in stages.
• Environments are constantly changing they may be
  viewed as physical, social, intellectual, moral,
  aesthetic, and/or spiritual.

3
What Are the Characteristics of Character?

• The critical test of a persons insights is
  whether they provide him sic with a set of
  beliefs about himself in relation to his social
  and physical environment which are extensive in
  scope, dependable in action, and compatible with
  one another.
• Hunt, M. and Metcalf, L. (1955). Teaching High
  School Social Studies. NY Harper Row.

4
A Simplified Continuum of Character

• I__________________I_________________I
• CLEAR VALUES UNCLEAR VALUES

5
PEOPLE with CLEAR VALUES

• Positive
• Purposeful
• Proud
• Enthusiastic

6
PEOPLE with UNCLEAR VALUES

• Apatheticlistless, uninterested, carried along
• Flightyinterested in many things for brief
  periods
• Very uncertainunable to choose
• Very inconsistentchoosing with no clear value
  pattern
• Driftersdeliberately letting life choose for
  them
• Overconformersthe only clear value is to
  accommodate
• Overdissentersthe only clear value is to rebel
• Poseurs/Role playersactors with no clear values

7
Three Typical Approaches to Character Education

• Moralizing
• Nonintervention
• Modeling

8
Moralizing

• My experience has taught me a set of values
  that I think are just right for you To avoid the
  chance that you would choose less desirable
  values, I will transfer my own values to you.
• Problem There are conflicting sources of
  values, such as parents, teachers, peers,
  churches, celebrities, civil authority,
  propaganda, and advertising.

9
(No Transcript)
10
Nonintervention

• Everyone is different, so everyone needs to
  develop his or her own values system. If I just
  let you do what you want, everything will
  eventually turn out all right.
• Problem Things dont necessarily turn out
  right. There are conflicts and confusion.
  Sometimes poor choices are made that have
  lifelong consequences.

11
Modeling

• Direct modeling I am happy with the values set
  that I have learned. I will set a good example of
  how to live, and you will be persuaded to follow
  my example.
• Indirect modeling Look at the character of
  Francis of Assisi/Abraham Lincoln/Odysseus.
• Problem While actions speak louder than
  words, modeling presumes some persuasion
  toward a predetermined set of values, and ignores
  the need to freely choose independently
  determined values. Moreover, poor models are
  plentiful, and some apparently good models have a
  dark side.

12
(No Transcript)
13
Values Clarification An Old Approach Uses
Critical Thinkingto Develop Character

• Values are freely chosen
• Values are prized
• Values are consistently expressed in action

14
Values are Freely Chosen

• Values are chosen from alternatives
• Values are chosen after consideration of
  consequences of each alternative
• Values are chosen without pressure or persuasion

15
Values are Prized

• Values and beliefs are publicly affirmed, when
  appropriate
• Choices in belief and behavior are cherished

16
Values are Consistently Expressed in Action

• Values are acted upon
• Valued actions demonstrate pattern, consistency,
  and repetition

17
Where Do Values Come From?

• Value indicators are typical sources of values
• Goals
• Purposes
• Aspirations
• Attitudes
• Interests
• Feelings
• Beliefs
• Activities
• Problems, obstacles, worries

18
Values Can also Derive from Traditional,
Universal Virtues

• Franciscan Virtues Can Include
• Peace Good
• Love/Charity Joy
• Mildness Kindness
• Patience Long-suffering
• Perseverance Fortitude
• Faith Hope
• Justice Prudence
• Chastity Modesty
• Temperance Self-control

19
Values Can also Derive from Civic Virtues

• Civic Virtues, Such as Those Which Values
  Clarification Presupposes, Can Include
• Freedom Tolerance
• Respect/Consideration Responsibility
• Civil Discourse Compassion/Caring
• Courage Diligence
• Justice/Fairness Integrity/Honesty
• Service Excellence
• Commitment Cooperation
• Loyalty Reliability

20
(No Transcript)
21
What Critical Thinking Strategies Help Clarify
Values in Classrooms?

• Oral Strategies
• Written Strategies
• Strategic Lessons

22
Oral (and Written) Strategies

• Clarifying responses
• Devils advocate
• Open-ended questions
• Value-clarifying discussions

23
Written Strategies

• Value continuum
• Value sheets
• Autobiographical questionnaires
• Thought sheets
• Weekly reaction sheets
• Journals/Learning logs
• Coded student papers
• Time diaries
• Blogs
• Threaded Discussions

24
Strategic Lessons

• Role-playing
• Public interviews
• Contrived incidents
• Zig-zag lessons

25
References

• Raths, L.E., Harmin, M., and Simon, S.B. (1966).
  Values and teaching. Columbus, OH Charles E.
  Merrill.
• Simon, S.B., Howe, L.W., and Kirschenbaum, H.
  (1972). Values clarification A handbook of
  practical strategies for teachers and students.
  New York Hart.
• Kirschenbaum, H. (June, 1992). A comprehensive
  model for values education and moral education.
  Phi Delta Kappan, 73 (10), 71-76.

26
Some Other Resources

• The Virtues Project.
• http//www.virtuesproject.org
• The Josephson Institute for Ethics.
• http//www.josephsoninstitute.org
• Institute on College Student Values at FSU
• http//studentvalues.fsu.edu
• Center for Human Values at Princeton University
• http//www.princeton.edu/uchv/index.html
• The Values Institute--University of San Diego
• http//ethics.sandiego.edu/values/

27
Still More Resources

• Tolerance.org
• http//www.tolerance.org/
• Axios Institute
• http//www.axiosinstitute.org/
• Institute for EthicsUniversity of New Mexico
  Health Sciences Center
• http//hsc.unm.edu/ethics/
• The Kenan Institute for Ethics at Duke University
• http//kenan.ethics.duke.edu/
• The Institute for Global Ethics
• http//www.globalethics.org/index.htm