Smart & Good: Integrating Performance Character and Moral

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Smart and Good Integrating Performance Character and Moral Character in Schools

By Matthew Davidson and Thomas Lickona

f the national character educa- years ago, we set out to answer the ques- study, Smart & Good High Schools: Inte- tion movement has had a motto tion, “Why is intentional character edu- grating Excellence and Ethics for Success to date, it’s been Theodore cation relatively rare in high schools, at in Schools, Work, and Beyond (available Roosevelt’s famous observation: the very developmental stage where the free on our website, www.cortland. I“To educate a person in mind and need is arguably the greatest?” We were edu/character/highschool). It describes not in morals is to educate a menace encouraged by the renewal of character nearly 100 promising practices for to society.” However — and we think education in the younger years, but we building eight strengths of character, this point has been overlooked — the wanted to better understand what the psychological assets that we believe reverse of Roosevelt’s maxim is also best high schools were doing to foster will help young people lead productive, true: To educate a person in morals character development. ethical, and fulfilling lives.1 and not in mind is to educate, if not a Our research was guided by two menace, at least a detriment to society. main goals: generating a new, more A New Definition of Character Who wants an honest but incompetent adequate theory of character and char- Our research has led us to propose a doctor, lawyer, or mechanic? acter education — including a working paradigm shift in the way we think Samuel and John Phillips — found- theoretical model of a high school that about character and character educa- ers of Phillips Academy in 1778 integrates excellence and ethics in all tion. We came to realize that character (Samuel) and Phillips Exeter Academy phases of school life, and describing isn’t just about “doing the right thing” in 1781 (John) — got it right when they promising practices that render charac- in an ethical sense; it’s also about do- included both mind and morals in their ter education relevant to meeting the ing our best work. If that’s true, then definition of character: “Goodness academic and behavioral challenges character education isn’t just about without knowledge is weak and feeble, faced by high schools. helping kids get along; it’s also about yet knowledge without goodness is dan- In pursuit of these goals, we as- teaching them to work hard, develop gerous. Both united form the noblest sembled a database of some 1,400 their talents, and aspire to excellence character.” It follows that educating for books, articles, and reports on high in every area of endeavor. character should be about developing school reform and adolescent char- Conceived in this way, character ethics and excellence. acter development. We conducted has two essential parts: performance Throughout history, and in cultures site visits to 24 award-winning high character and moral character. Support all over the world, education rightly schools — independent as well as pub- for this concept of character comes conceived has had two essential goals: lic — diverse in size and demographics from several sources: research on to help students become smart and and representing every geographical motivation and talent development,2 to help them become good. What is region of the country. We sought guid- research on lives of character,3 and our also clear is that schools need to help ance from a national panel of experts own grounded theory research.4 students develop character for both and a national student leaders panel At the heart of performance char- — performance character and moral of thoughtful young men and women acter is a “mastery orientation.” It character. And, yet, our research sug- selected by their high schools. consists of those qualities — such as gests that few high schools focus on In the fall of 2005, we published a diligence, perseverance, a strong work this dual character development. Three 227-page report on the results of our ethic, a positive attitude, ingenuity,

Independent S c h o o l and self-discipline — needed to realize However, when these same teach- ethics. one’s potential for excellence in any ers spoke about what students need to performance environment — academ- succeed in their classrooms — to do The Interdependence of ics, extracurricular activities, the work- science, math, or history well — they Performance Character and place, and throughout life. described character outcomes, particu- Moral Character At the heart of moral character is a larly performance character outcomes. As we work with schools to promote “relational orientation.” It consists of They said they wanted students who this new paradigm, we stress that per- those qualities — such as integrity, jus- are able to demonstrate: formance character and moral charac- tice, caring, respect, and cooperation ter are interdependent. Each needs the — needed for successful interpersonal • diligence — commitment to doing other. relationships and ethical conduct. a job or assignment well Consider what can happen if you Moral character enables us to treat oth- • perseverance in the face of difficulty have performance character without ers — and ourselves — with respect • dependability, including the ability moral character. You might choose and care and to act with integrity. Moral to do their part on a project selfish goals (such as making a lot of character also has the important job of • responsibility for having the re- money that you spend only on your- moderating our performance goals to quired supplies or materials self) or even evil goals (such as blow- honor the interests of others, to ensure • orderliness in their work ing up innocent people). Or you might that we do not violate moral values • ability to set goals and monitor choose a good goal (such as doing well such as fairness, honesty, and caring in progress toward those goals. in school or fighting terrorism) but the pursuit of high performance. corrupt your pursuit of that goal by us- Only by developing performance The chemistry teacher we inter- ing unethical means to achieve it (such character will schools teach good viewed, for example, said she talked as plagiarizing papers or employing work habits, increase achievement with her students about academic inhumane methods to interrogate motivation, foster genuine academic responsibility. “I tell my students, suspected terrorists). Moral character excellence (which is independent of ‘You’ll do better in this class if you is what motivates us to choose good high grades and test scores), develop keep an organized notebook. But it’s goals and then pursue them in a fully the scientific and entrepreneurial tal- your responsibility to do that; I’m not ethical way. ent our nation needs, and produce a going to check it. You’ll also do better Or consider what happens if you competitive, creative workforce in the on tests and in the course as a whole if have moral character without per- global economy. Only by developing you do the homework. But that’s your formance character. You might have moral character will schools create safe responsibility as well.’ And I tell them good intentions but poor ability to learning environments, prevent peer that if they miss a class, a responsible execute. You might want to help oth- cruelty, decrease discipline problems, student calls his or her lab partner to ers — through a service project, for reduce cheating, foster social and emo- get the assignment.” example — but lack the organization, tional skills, develop ethical thinkers, When you get to this point in the ingenuity, and perseverance to carry it and produce public-spirited citizens. discussion, a light bulb goes on. Prac- out effectively. titioners say, “If this is what you mean Consider further two common Seeing Character as Central by character education, then, yes, I’m kinds of problems in teaching. One is Redefining character in this way, to a character educator. In fact, I spend the teacher who has high moral char- include both striving for excellence much of my time and energy trying to acter (gets to know every student in- (performance character) and striving get these outcomes, because without dividually, treats all with kindness and for ethical behavior (moral character), these qualities of character, students respect) but does not simultaneously helps all educators, especially second- are not likely to succeed in my class.” demonstrate high performance charac- ary teachers, see character education as The Smart & Good model gives ter (e.g., doesn’t teach the content well central to their daily work. secondary school educators a new or challenge students to develop their In our Smart & Good High Schools character language for describing the talents). Other teachers have the op- study we found many high school academic endeavor of teaching and posite problem: they have high perfor- practitioners who did not initially self- learning that is the focus of their ev- mance character (know their content identify as “character educators.” This, eryday efforts. Performance character well and challenge students) but dem- we noticed, was because they tended to and moral character are needed for onstrate poor moral character (e.g., equate “character education” with “dis- optimal teaching and learning; perfor- they insult and embarrass students, cussing ethics.” For example, one sci- mance character and moral character sometimes justifying such behavior as ence teacher said, “I teach chemistry; are developed through optimal teaching means of motivating them). I don’t teach character. Occasionally, I and learning. In this new paradigm, Research finds, in fact, that when might touch on an ethical issue, but I character education becomes the in- you ask students, “How do you know really don’t have a lot of time for that.” tentional integration of excellence and when a teacher cares about you?”

W i n t e r 0 0 7 w h a t w e t e a c h p a r t 1 Culture of Craftsmanship with Stu- dents. A former classroom teacher of 28 years, and a current con- they identify two behavior patterns as concerns. Clearly, schools must sultant with Expeditionary Learn- as crucial: The teacher teaches well assign a high priority to moral ing/Outward Bound, Berger gives (makes class interesting, stays on task, character issues such as these, es- example after example — from stops to explain something if students pecially if they’ve been neglecting his classroom, his school, and don’t understand), and the teacher is them in the past. schools around the country — of respectful, honest, and fair (doesn’t 2. Even if a school’s most urgent the astonishing projects in science, embarrass, interrupt, ignore, or yell need is to do a better job in the social studies, writing, and com- at students).5 In short, the teacher dis- moral domain, that doesn’t warrant munity service that students of all plays both performance character and complacency about performance backgrounds and ability levels can moral character — the integration of character. Just because students are do when the school culture makes excellence and ethics. performing well academically — as it “cool to care about excellence.” measured by traditional indicators “When I visited his classroom,” “We’re Doing Okay in like test scores and college admis- says one middle school principal, Developing Performance sions — doesn’t necessarily mean “I was blown away by the quality of Character” they have high performance char- work his kids were doing.” When we work with high-performing acter. We point out to schools that 4. If you think your students are do- schools, we find that school leaders performance is the outcome (the ing okay when it comes to perfor- often say, “I think we’re doing all right grade, the award, the achievement), mance character, it’s important to when it comes to performance charac- whereas performance character remember that research indicates ter — these kids do well academically consists of the character strengths, that about 75 percent of high school — but we need work in the area of such as self-discipline, work ethic, and college students say they cheat9 moral character.” We would offer five endurance, and attention to detail — a lack of integrity that appears to points in response to this assessment. that enables us to pursue our per- be increasingly true of the general sonal best. public as well (see, for example, 1. High-performing schools are prob- Lots of kids with high per- David Callahan’s book, The Cheat- ably right when they say they spend formance profiles are giving sig- ing Culture: Why More Americans more time and effort helping stu- nificantly less than their best effort Are Doing Wrong to Get Ahead10). dents succeed academically than and, consequently, are not doing Students defend their dishonesty helping them develop moral char- what they’re truly capable of doing. with statements such as, “Cheating acter. That’s sadly true of schools in We want all of our students to live is necessary to give you the edge general, not just high-performing by the maxim of the great basket- you need to succeed in life.” Cheat- ones — and such schools do, in ball coach, John Wooden: “Don’t ing behaviors call into question fact, need to pay more attention to measure yourself by what you’ve the state of students’ performance the moral domain. accomplished, but rather by what character and moral character. For example, we recently worked you should have accomplished with 5. Finally, even students who do with two independent schools. Af- your abilities.”7 strive for excellence and achieve it ter completing our School Culture 3. Schools that are tempted to think, honestly may be doing so in a very Inventory6 (a formative tool for ana- “We’re okay when it comes to individualistic way. Especially in lyzing a school’s moral and intel- performance character,” would the competitive environment of a lectual culture), both school staffs be wise to test that assumption high-performing school, students separately identified littering by against real evidence. For example, are disposed to see their education students as one of their concerns. data from our CREE (Collective as being “all about me” rather than “When these students arrive in the Responsibility for Excellence & a shared commitment to bringing morning,” a faculty member at one Ethics)8 evaluation instrument out the best in each other. How school said, “the school is spotless. consistently demonstrates a clear many adolescents, in the course When they leave at the end of the need for greater attention to per- of their high school careers, are day, it’s trashed. Unfortunately, formance character — getting ever involved in a significant way these kids have a very strong sense students to work to potential. in helping other students achieve of entitlement — the feeling that Schools might also compare their potential? someone else will pick up after their own development of students’ One veteran researcher shared them.” Faculty at these two schools performance character with the this observation based on his re- also named peer cruelty and a gen- standard set forth in Ron Berger’s search: “The typical graduate of eral lack of respect among students An Ethic of Excellence: Building a our individualistic high schools

Independent S c h o o l (CREE) — For Students & Adults. Available is self-centered. Schooling as car- grades and subject areas, co-curricular at, www.cortland.edu/character. ried out in American society does activities, advisories, remedial assis- 9 McCabe, D. “Cheating: Why students do it little to prepare students for a life tance, youth development programs, and how we can help them stop,” American of citizenship and service.”11 Only and school and classroom discipline. Educator (Winter 2001). if students develop performance The accompanying box (on page XX) 10 Callahan, D. The cheating culture. (New York: character and moral character in gives examples of how to use these 4 Harcourt, 2004). a truly integrated way — as they Keys — to improve the quality of edu- 11 Personal communication, 2006. can do through high-quality service cation at any school. learning, for example, and by regu- larly supporting and challenging Matthew Davidson is the research director for the Cen- each other to do their best work — ter for the 4th and 5th Rs at the State University of New will we produce graduates who are York, Cortland. Tom Lickona is director of the Center other-oriented and see their lives for the 4th and 5th Rs. They are the authors of Smart as having a larger purpose than & Good High Schools: Integrating Excellence and advancing their own self-interest. Ethics for Success in School, Work, and Beyond Some do this; too many do not. (Character Education Partnership, 2005).

Four Keys to Excellence and Notes Ethics In helping schools apply the Smart & 1 The Smart & Good High Schools report (www. Good model, we have developed what cortland.edu/character/highschool) elaborates we think serves as a kind of “master on each of these eight strengths of character: strategy” for developing performance (1) lifelong learner and critical thinker; (2) character and moral character. We call diligent and capable performer; (3) socially this strategy “The 4 Keys.” They are: and emotionally skilled person; (4) ethical thinker; (5) respectful and responsible • Creating a Community that Sup- moral agent; (6) self-disciplined person who ports and Challenges — developing pursues a healthy lifestyle; (7) contributing a community (classroom, advisory community member and democratic citizen; group, team, whole school) whose and (8) spiritual person engaged in crafting members pursue the realization of a life of noble purpose. their own potential for excellence 2 M. Csiskszentmihalyi, K. Ratunde, & S. and ethics and try to bring out the Whalen, Talented teenagers: The roots of best in every other person. success and failure. (New York: Cambridge • Self-Study — engaging students in University Press, 1993). assessing their strengths and areas 3 A. Colby and W. Damon, Some do care. (New for growth in performance char- York: Free Press, 1992). acter and moral character and in 4 T. Lickona, & M. Davidson. Smart & good setting goals for improvement. high schools: Integrating excellence and • Other-Study — examining the path- ethics for success in school, work, and beyond. ways and products of individuals (Cortland, NY: Center for the 4th and 5th who demonstrate performance ex- Rs /Washington, DC: Character Education cellence and high moral character Partnership 2005). and learning to follow their path- 5 K.R.Wentzel, Student motivation in middle ways to success. school: The role of perceived pedagogical • Public Performance/Presentation caring. Journal of Educational Psychology, — using public performances and 1997, 89, 3, 411–419. presentations to heighten students’ 6 Lickona, T. & M Davidson. School Culture responsibility for doing their best Inventory. Cortland, NY: Center for the 4th & work and being their best ethical 5th Rs (Respect & Responsibility). selves. 7 J. Wooden, Wooden: A lifetime of observations and reflections on and off the court. Based on our fieldwork with schools (Lincolnwood, IL: Contemporary Books, in diverse school settings, we have 1997). found that the 4 Keys provide a simple 8 Davidson, M & V. Khmelkov. Collective template with broad application across Responsibility for Excellence and Ethics

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We came to real- “When these stu- ize that character dents arrive in isn’t just about the morning, the “doing the right school is spotless. thing” in an ethi- When they leave at cal sense; it’s also the end of the day, about doing our it’s trashed. Un- best work. If that’s fortunately, these true, then charac- kids have a very ter education isn’t strong sense of just about helping entitlement — the kids get along; it’s feeling that some- also about teach- one else will pick ing them to work up after them.” hard, develop their talents, and aspire to excellence in every area of endeavor.

Independent S c h o o l Developing Performance Character and Moral Character: Applying the 4 Keys

I. Create a Community that Supports and Challenges • Create a “Compact for Excellence” in every classroom. Involve the class in formulating “Rules for Doing Our Best Work” and “Rules for Treating Each Other with Respect and Care.” • Take a strong stand for integrity in all phases of school life. Involve students in creating a school culture, including an honor code, where integrity is the norm. Use an academic integrity survey to gather data evaluating progress toward that goal. • Create advisory groups whose members support and challenge each other to pursue goals related to performance character and moral character.

II. Self-Study • Provide students with regular opportunities to self-assess and establish personal goals related to performance character and moral character. • At strategic points throughout a course or co-curricular, have students reflect on particular character strengths required for success (e.g., attention to detail, positive attitude, cooperation, perseverance, courage, risk-taking, etc.), rate themselves on these strengths, and set goals for improvement. • Have students create a personal mission statement describing the person they want to be and the things they want to accomplish in life.

III. Other-Study • In academic classes, discuss moral and performance character as shown by contemporary, historical, and literary figures. Con- sider, “What moral and performance character traits helped them achieve what they did?” “What character flaws may have limited their contributions?” • Invite people of exemplary work ethic from a variety of work settings (carpenters, factory technicians, lawyers, business people, etc.) to discuss their work (e.g., “What do you find satisfying?”), their work ethic (e.g., “How do you approach difficult tasks?”), and how they deal with ethical issues in the workplace. • Provide students with opportunities to study exemplary pieces of work (writing, history, science, art, music, etc.). Consider, what makes this a great piece of work? What strengths of performance character and moral character do you think enabled the person to create it? What qualities of this finished product or the pathway to this product would you need to utilize in order to create a similar piece of work?

IV. Public Performance • Provide regular opportunities for students to make their schoolwork public — to peers, the whole school, and the wider community. Within classrooms, cultivate the skills and dispositions necessary for giving and receiving constructive critique. Coach students in how to describe the intended outcome (e.g., “Here’s what I was trying to do in this essay.”) and the process (e.g., “Here’s how I went about trying to achieve my goal.”). • Provide varied opportunities for students to engage in high-quality service learning. Have them discuss: What moral character qualities are needed to serve well? What performance character qualities? • Use public competitions — choral, art, athletic, forensic — as opportunities to develop the motivation and skills of performance character and moral character. Teach students to view competition as an opportunity to be challenged — by fellow competitors and the task itself — as they pursue their personal best.

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