The University of Illinois created a program called Character Education, which created a different set of the goals character education. Character education is supposed to help students develop good self-esteem as a product of responsible behavior, assume responsibility for their actions, know “right” from “wrong”, maximize their use of time and talents, respect the rights of others, develop decision-making and problem-solving skills, work cooperatively with others, resist negative peer pressure, and use self-discipline to achieve goals (Growing Responsible, Respectful Children). However, character education may also focus on specific issues that will arise throughout the life of the child. These issues involve health education, sex education, peer interaction, religious studies, and diversity tolerance (Berkowitz).
Post-secondary educational institutions have a different set of goals pertaining to character education. When students reach this level of education, the basic “right” and “wrong” concepts in society should be known. However, during the years of post-secondary school (such as at colleges and universities) these concepts are fine-tuned in order to turn college students into adults who are ready to enter the real world. The give basic ways that colleges and universities do this is by teaching about character, displaying character, demanding character from the students, and having students practice character (Berkowitz). In post-secondary institutions, character may be taught in morality, religious-based, or ethics classes. Also (although indirectly) in order to attend many colleges or universities a ‘moral-clause’ is signed, stating that if a student is caught cheating, plagiarizing, or anything of the sort, he is held responsible for his actions and (after investigation) must accept the consequences. Character is displayed by professors who are teaching the students and by the policies the institution itself decides to adopt. These professors demand students to learn and behave with proper character inside classes. Through apprenticeship, community service, and experimental learning, students are able to practice their character traits that they will eventually use in the ‘real world.’
Character education may be encompassed in many different ways throughout the classroom. According to the Character Education Partnership there are eleven basic principles that must be necessary for a successful character education program. The first principle states that the schools must try to “promote core ethical values as the basis of good character (The Eleven Principles).” Students must be encouraged and rewarded for acting in good character so they learn that this is the correct way to act. The next principle is that character must be defined to include the thoughts, feelings, and behaviors of the individual. Even though character education is part of the hidden curriculum, the ideas and concepts should at one point be defined to the students. This could be included in a lesson in any subject that it has relevance, or even when explaining classroom rules (to explain why there are specific rules). The third principle states that the school must use a comprehensive, proactive, and effective approach to character development. According to the forth and fifth principles the school must also create a caring school community and provide students with opportunities for moral actions. Students should have the opportunity to practice using good character development with teachers and other students. The sixth principle states that the academic curriculum must respect all the students, develop their character, and help them to succeed. The seventh principle has the school strive “to foster students self motivation (The Eleven Principles).” Schools should get students to want to have good character. Principles eight, nine, and ten assert that all persons around the students should share responsibility for character education. This includes school faculty and staff, families, and peers. All of these groups of people should set examples of character development and make sure that students are practicing good character. The final principle “evaluates the character of the school, the school staff’s functioning as character educators, and the extent to which students’ manifest good character (The Eleven Principles).” The school itself must periodically check to make sure students are learning good character values.
As part of the hidden curriculum, character education is incorporated by various methods. One of these methods was through the classroom rules. These rules include not speaking while another person is, speaking to elders with respect, group projects, and more. These “rules carry meanings” and provide a “structure to the intellectual life (Boostrom 193-216).” These rules help students to learn proper character that was previously discussed, such as respect, responsibility, and trustworthiness. Another way character education is incorporated into schools is in children’s literature. “Many stories in children’s literature…reflect lessons in morals and virtues (Singh 46-49).” Using stories in children’s literature and even other topics such as history (looking back on people’s behaviors in the past) teachers can incorporate examples of citizenship, responsibility, tolerance, courage, and people making positive choices. These lessons are taught without taking away too much class time and will be more effective than just teaching lessons (Singh 46-49).
The most important portion of teaching character education, however, was the way that the students were treated. This has to be collaboration between the teachers, parents, and the staff at all the schools. Since relationships (to ones elders, peers, and community) are crucial to character development, these relationships need to be supportive, honest, and respectful (Berkowitz). Students must understand the Golden Rule (treat others as you want to be treated) and see the people around them using the Golden Rule. Children monitor and retain what they observe, and learn through what they observe in their surroundings. These surroundings must be filled with others, especially adults who the children look up to, acting in good character towards one another. “It is pointless to expect children to be respectful and responsible if the adults in their lives do not act respectfully and responsibly(Berkowitz).” Unlike other situations, the motto ‘do as I say, not as I do’ cannot be used, simply because children will not understand this concept. They must see how to treat others with respect in order to understand the consequences, both negative and positive, of their actions.
As a future educator, I found the concept of the hidden curriculum and character education very important. As a teacher I will have to create a setting for my students in which character education can flourish. Therefore, learning about what character education is and how it works is an extremely important tool for me. Using the ideas of the hidden curriculum, I will have to build upon the ideas that previous teachers have taught my students. Also, if students already have learned some components of character education then it will also make the classes that I will be teaching less chaotic, and I will be able to have fewer worries about things such as students cheating on exams or talking while I am trying to teach. Therefore, character education does not only benefit the students (especially in the future) but benefits their teachers.
Character education, and other parts of the hidden curriculum, is a set of extremely important lessons in school. The things that students learn about the difference between ‘right’ and ‘wrong’ in society will help them beyond their years in the classroom.
Resources
Berkowitz, Marvin W. "The Science of Character Education." Hoover Press: Damon. 5 Nov. 2005 <http://www-hoover.stanford.edu/publications/books/fulltext/character/43.pdf>.
Bohlin, Karen E. , and Kevin Ryan. Building Character in Schools. San Francisco: Jossey-Bass Publishers, 1999.
Boostrom, Robert. "The Nature and Functions of Classroom Rules." Curriculum Inquiry 21.2 (1991): 193-216.
"The Eleven Principles." 2005. Character Education Partnership. 14 Nov. 2005 <http://www.character.org>.
"Growing Responsible, Respectful Children." Character Education: Teaching Kids to Care. University of Illinois Extension. 5 Nov. 2005 <http://www.urbanext.uiuc.edu/SchoolsOnline/charactered.html>.
Santrock, John W., ed. A Topical Approach to Life-Span Development. 2nd ed. New York: McGraw Hill, 2005.
Singh, Gloria R. . "How Character Education Hlpes Students Grow." Educational Leadership 59.2 (2001): 46-49.
"The Six Pillars of Character." CC!. 2005. Character Counts! Coalition. 13 Nov. 2005 <http://www.charactercounts.org/defsix.htm>.
