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Bringing in a New Era in Character Education

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Bringing in a New Era in Character Education Hoover Press : Damon DP5 HPDAMOINDX 02-14-:2 13:41:05 rev0 page 187 Index academic integrity standards programs: Association of American Colleges and benefits of, 16–17; growing number of, 11– Universities, 151 12; transmitting core values through, 12–17 Astin, Alexander, 167 Achilles, 90 attachment bond development, 50, 51 Achilles in Vietnam (Shay), 91 Augustine, Saint, 26, 28, 29, 30 adolescent character development, 51–52 authority: authoritarianism vs., 180–81; African-American cultural maxims, 8, 10n.13 distinguished from power, 181–82 African-American Proverbs in Context automony, progressive vs. directive view of, 34 (Prhalad), 7 agency: link between sense of self and, 73–74; Bakhtin, Mikhael, 4 tension between moral functioning and, 73, Bandura, A., 75 82–83. See also ethics; morality Battistich, V. A., 57 aidos (negative appraisal of self), 14 Baumeister, Roy, 52 Bebeau, Muriel, 154 American Association of Higher Education, Bishop, Dorothy, 8 151 Blasi, A., 74 American Psychiatric Association, 51 Blasi, Gus, 20 ancient Greek culture: Stoicism development Blatt, Moshe, 132 in, 88–96; strong bodies/minds beliefs of, Boston University, 41 96, 98–99 Brand, Cabell, 170 Anderson, Debbie, 125 Brothers, Christopher, 9 Andreotta, Glenn, 108 Brown, Lynn, 3 anger/rage, 104–9 Buls, Verla, 125 apprenticeship model of schools, 137 Burke, Edmund, 178 Aquinas, Thomas, 87 Arendt, Hannah, 23 Campus Compact, 151 Aristotelian moral education approach, 25– Carnegie Foundation for the Advancement of 27, 35, 41 Teaching, 160 Aristotle, 25–27, 34, 87, 88, 98, 105, 106 Center for Academic Integrity, 11 Aspen Declaration on Character Education, Center for the Advancement of Ethics and 37–38 Character (Boston University), 41 Hoover Press : Damon DP5 HPDAMOINDX 02-14-:2 13:41:05 rev0 page 188 188 Index Center for Substance Abuse Prevention, 58 constraint vs. cooperation among, 137; character: espousing/practicing positive, 60; as moral reasoning opportunities of, 60–61; individual’s set of psychological Rousseau on moral development of, 27–30 characteristics, 48–49; new focus of moral Christian doctrine: directive style of moral psychology on, 71–80; sources of, 53–55; education and, 30; on healing of love and various definitions of, 47–48 compassion, 92; on human nature, 26, 28. Character Counts Coalition, 37, 38 See also religion Character Counts program (Fallon Park Chrysippus, 88 Elementary), 38–39, 41 Cicero, 88–89, 95, 99, 102, 104 character development: adolescent, 52–53; civic education: adult status of higher childhood, 51–52; import of experience on, education students and, 162–65; college 123–25; infant and toddler, 50–51, 118–19; vocational training vs., 165–66; conclusions influence of observed treatment on, 59–60; regarding higher education, 168–71; higher parenting and, 55–56; parenting styles and, education approaches to, 158–62; 55–56; principles of, 114–15; role of moral intellectual weakness of higher education, education in, 121–23; role of parents and 167–68. See also moral education society in, 53–55, 58–59, 116–17; self- Cleanthes, 88 control acquired through, 118–19; stages Cluster School: approach to discipline of of, 49–50; treatment of child influence on, stealing by, 144–47; attempted adoption of 58–59 madrich role in, 139; benefits of Character Development Project, 58 participation in, 148; community meetings Character Education Partnership, 45, 48 held in, 135; Harvard field trip sponsored character education programs: absence of “felt by, 135–36; origins of, 133–34; knowledge” in, 20–21; Aspen Declaration participatory democracy practiced in, 134– on Character Education principles on, 37– 38. See also Just Community Schools 38; current focus on prevention behaviors codes of conduct: benefits of school honor, of, 11; debate over transmission of, 3; future 16–17; core values transmitted through of, 62–63; higher education, 61–62; school honor, 12–17; military linking of maxims to live by used in, 5–10; overview morality and, 100–104 of current state of, 45–47; parental cognitive-developmental tradition, 67 involvement in, 61; research on successful, “Cognitive Development Theory and the 56–58; role of discipline, self-discipline, Practice of Collective Moral Education” and internalization in, 119–21; school (Kohlberg), 133 environment issues of, 130; summary of cognitive moral development, 31–33 what works in, 58–61; terminology of, 44– Colbum, Larry, 108 45; transmitting moral knowledge/ideals as Colby, Anne, 78 essential for, 2–5; value of teacher/student collective norms: building community bonding to, 125–27; viewed as through, 143–47; challenge of identifying indoctrination, 2. See also moral education; higher education, 158–62; defining, 144 schools Columbine High School massacre (1999), Child Development Project, 46, 56–57 35–37, 39–40 children: Aristotle on moral development of, community: built through collective norms, 26–27; character development and 143–47; school reinforcement of values treatment observed by, 59–60; character held by, 116; schools within, 116–17 development and treatment of, 58–59; daily community service, 117 practice with moral values by, 81–83; concept of persons, 50, 51 development of character in, 49–53, 118– Confessions (Saint Augustine), 29 19; duty of society to civilize, 23–24; moral core values: associated with moral maturity, education and autonomy of, 34; morality of 74–75; challenge of identifying higher Hoover Press : Damon DP5 HPDAMOINDX 02-14-:2 13:41:05 rev0 page 189 Index 189 education, 158–62; debate over Emile (Rousseau), 29 transmitting vs. indoctrinating, 1–2; debate emotions: Aristotle’s view on responsive over “whose,” 1, 121–22, 155–62; as nature of, 105–6; shame, 14–15; Stoicism essential to character education, 2–5, 81– on belief definition of, 106; Stoicism on 83, 121–23; honor codes used to transmit, controlling anger/rage, 104–9; Stoicism on 12–17; responsibility of conserving/ detachment from, 87–88, 89–90, 91–93; transmitting, 18; school reinforcement of transportation through, 94–96 community, 116 empathy: becoming another through Coriolanus (Shakespeare character), 90, 111 sympathy, 94–96; development of, 50–51 Corporation for National Service, 151 Enchiridion (Epictetus), 85 cultures: ancient Greek and Roman, 88–96, Epictetus, 85, 87, 88, 89 96, 98–99; discipline that changes peer, Epicureanism, 88 139, 141–42; diversity of norms in different, “Ethical Choices: Individual Voices” (TV 157–58; maxims of African-American, 8, program), 24–25 10n.13; maxims as “memory bank” of ethics: Aristotle vs. Rousseau’s approach to, civilized, 6; “proverb tradition” emphasized 25–30; military linking of good manners by some, 7 and, 100–105; Naval Academy course in, 86–87; superseded by promotion of self- Damon, William, 40, 78, 122, 164, 170 worth, 32; value-free approach to teaching, Dearen, Nan, 41 25. See also morality demandingness parenting, 56 experience: character development and, 123– Democracy and Education (Dewey), 4 25; Discrimination Day school experiment, DeMott, Benjamin, 40 124–25; POW survivor, 85–86; teacher Dewey, John, 4, 18, 19, 136 inclusion of moral, 3 Diogenes the Cynic, 92 extracurricular activities: experience directive style of moral education, 30–31, 33, generated through, 121; as vital part of 34 education, 115 discipline: character development role by, 119–21; influence of methods used by Fallon Park Elementary School (Virginia), school, 115–16; Just Community Schools 38–39 use of peer, 143–47; “the morality of the Fekula, Michael J., 61 classroom,” 139–42; Ms. Jones’s “felt knowledge,” 20–21 authoritarian approach to cheating, 139–42 formalist tradition, 67–68 Discrimination Day school experiment, 124– friendship bonds, 90–91 25 Durkheim, Emile, 133 Gardner, Howard, 49 Duvall, Robert, 102 genetic influences, 54–55 ghetto education institutions, 179–80 Edney, “Bud,” 97 Gilligan, Carol, 20 education: civic, 158–71; institutions of Golden Gate Elementary School (Oakland, ghetto, 179–80; value-neutral, 25, 116, Calif.), 8 152–55. See also higher education; moral Gould, David, 13–14 education The Great Santini (film), 102 Education Week, 36 guilt development, 52 egkrateia (self-control), 98 “Eleven Principles of Effective Character A Handbook For Developing and Sustaining Education” (Character Education Honor Codes (Gould), 13 Partnership), 45–46 Harper’s magazine, 40 Elliott, Jane, 124–25 Harris, Eric, 35, 36 Hoover Press : Damon DP5 HPDAMOINDX 02-14-:2 13:41:05 rev0 page 190 190 Index hidden curriculum practices, 152–53 Israeli Youth Aliyah Kibbutz high school Hierocles, 94, 96 program, 133 higher education: academic integrity standards programs in, 11–12; arguments Jarvis, William F. Washington, 39 against moral education in, 162–65; Jefferson Junior High (Washington, D.C., ), character education in, 61–62; conclusions 39 regarding civic/moral education in, 168– Jones, Ms. (teacher), 139–42 71; corporate vs. public purpose model of, Josephson Institute of Ethics conference 149–52; debate over “whose” values to use (1992), 37–38 in, 155–62; hidden curriculum practices of, Judeo-Christian tradition: directive style of 152–53; intellectual weakness of moral/ moral education and, 30; on healing of love civic, 167–68; moral/civic education compassion, 92; on human nature, 26, 28. programs of, 158–62; promoting value- See also religion neutral, 152–55; significant influence on Just Community Schools: benefits of society by, 150–51; students’ frames of participation in, 147–48; characterized by references and values assumptions of, 153– shared expectations/norms,
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