1. Moral and Character Development
Gordon Vessels and William Huitt
Last revised: March 2005

2. Interest in Moral Character
1600s to 1935—seen as central issues by parents, school, community
1935 to 1970—decline for a variety of complex reasons
1980s to present—renewed interest, often ranking ahead of academics

3. Moral Character Defined
Evaluative orientation that distinguishes good and bad and prescribes good
Sense of obligation toward standards of a social collective
Sense of responsibility for acting out of concern for others
Concern for the rights of others
Commitment to honesty in interpersonal relationships
State of mind that causes negative emotional reactions to immoral acts.
* Damon, W. (1988). Moral child: Nurturing children’s natural moral growth. New York: Free Press.

4. Components of Moral Character
Moral behavior (prosocial, sharing, donating to charity, telling the truth)
Moral values (believe in moral goods)
Moral emotion (guilt, empathy, compassion)
Moral reasoning (about right and wrong)
Moral identity (morality as an aspect self-image)
Moral personality (enduring tendency to act with honesty, altruism, responsibility
“Metamoral” characteristics meaning they make morality possible even though they are not inherently moral
Berkowitz, M. (2002). The science of character education. In W. Damon (Ed.), Bringing in a new era in character education (43-63). Stanford, CA: Hoover Institute Press.

5. Model of Moral Character
Know
Reason
Cognition
Processing
Values
Emotion
Plans
Commits
Volition
Personal
Social
Behave
Moral Identity

6. Theories of Moral Character Development
External/Social (behaviorists and sociologists): view morality as a product of external imposition in the form of consequences and/or the intentional transmission of social rules and norms;
Internal (nativists and sociobiologists): focus on genetic and maturational influences;
Interactional
Instinctual--psychoanalytic, psychosocial, and socio-analytic theories that view human nature as instinctual, undeveloped, and in need of control or socialization;
Maturational--cognitive- and affective-developmental theories and social-learning theories that view human nature as good;
Personality/Identity: includes theories that find virtue rooted in personality and personal identity.

7. Impacting Moral Character
Attempt to impact both individual and context
Individual
Knowledge and reasoning
Empathy and values
Intentions, commitments and choices
Behavior

8. Impacting Moral Character
Attempt to impact both individual and context
Context
Classroom, school, family, community
Caring, compassionate, empathetic environment
Strong, intimate relationships with others

9. Impacting Moral Character
Any effort works best when implemented at the school level
General approaches
Character Quotes—thought of the day
Virtue, Value of the Week or Month
Lesson plans with embedded moral character issues
Modify lesson format to emphasize selected virtues, values, or attributes
Service learning

10. Selecting Values, Virtues & Attributes
Have parents and teachers (and possibly students) complete survey
valuessurvey2.doc
Select 3 to 5 on which to focus

11. Thought For The Day Read a quotation and reflect on it in terms of
What does it mean (what is the main concept or principle)?
Why is this concept or principle important?
How would this concept or principle be implemented (how would it impact behavior)?
How will you know if you have been successful or unsuccessful in implementing the concept or principle?

12. Thought For The Day Sources of quotations http://www.quoteland.com/

13. Thought For The Day The respect for the rights of others is peace.
Benito Juárez (President of Mexico)
You cannot escape the responsibility of tomorrow by evading it today.
Abraham Lincoln (U. S. President)
A good head and a good heart are always a formidable combination.
Nelson Mandela (South African Prime Minister)

14. Embedding Character In Academic Lessons
Georgia Learning Connections
Becoming A Brilliant Star
Character/chared_index.html
Character Education (Jerrie Cheek, KSU)
chared.htm

15. Modify Lesson Plan Format
Bernstein’s Artful Learning
Active Learning Practices for Schools
4MAT

16. Service Learning
Process whereby students learn and develop academic and social skills as well as moral character through active participation in organized service experiences that actually meet community needs*
Learn and Serve provides resource to implement service learning projects
* Champion, F. (1999). Service learning. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved May 2004, from

17. Service Learning Essential phases Preparation Action Reflection
Assess community needs
Identify academic and character objectives
Action
Develop academic and character skills
Implement service learning program
Reflection
Done continuously throughout program both independently (thinking, writing) and in groups (discussing, presenting)
Students must be involved in assessment and evaluation
Demonstration/recognition
Share learning with others
Receive recognition from other students, teachers, parents and community
* Burns, L. (1998). Make sure it's service learning, not just community service. Education Digest, 64(2),

18. Service Learning Definition of Community Increased Responsibility
In early childhood and early elementary, community may be classroom or family
In later elementary, community could additionally be school or neighborhood
In middle and high school, can expand notion of community to city, state, world
Increased Responsibility
Moves from adult to student as child becomes a pre-youth and then a youth

19. Principles of Effective Character Education*
Promote core ethical values as the basis of good character.
Define character comprehensively to include thinking, feeling, and behavior.
Use a comprehensive, intentional, proactive, and effective approach to character development.
Create a caring school community.
Provide students opportunities for moral action.
* Lickona, T., Schaps, E., & Lewis, C. (2000). Eleven principles of effective character education. Washington, DC: Character Education Partnership (CEP). Retrieved May 2004, from

20. Principles of Effective Character Education*
Have meaningful and challenging academic curricula that respects learners, develops moral character, and helps them to succeed.
Develop students’ intrinsic motivation.
Have educational professionals who exemplify core values and maintain a moral community.
Foster shared moral leadership for educators and students.
Engage parents and community members as full partners.
Evaluate school character, student character, and adults as character educators.

21. Questions
And
Discussion