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Bringing in a New Era in Character Education. INSTITUTION Stanford Univ., CA DOCUMENT RESUME ED 476 547 EA 032 522 AUTHOR Damon, William, Ed. TITLE Bringing in a New Era in Character Education. INSTITUTION Stanford Univ., CA. Hoover Institution on War, Revolution, and Peace. ISBN ISBN-0-8179-2962-2 PUB DATE 2002 -00 -00 NOTE 211p. AVAILABLE FROM Hoover Institution Press, Stanford University, Stanford, CA 94305-6010 ($15). Tel: 650-723-1754; Tel: 877-466-8374 (Toll Free); Fax: 650-723-1687; e- mail:. [email protected]; Web site: http://www.hoover.org. PUB TYPE Books (010) Guides Non-Classroom (055) EDRS PRICE EDRS Price MF01/PC09 Plus Postage. DESCRIPTORS Codes of Ethics; Consciousness Raising; Democratic Values; Educational Principles; Elementary Secondary Education; *Ethical Instruction; Ethics; Higher Education; Integrity; Moral Issues; *Moral Values; Personality Development; Social Values; Student Development; *Values Clarification; *Values Education IDENTIFIERS Character Development ABSTRACT The nine essays in this book present perspectives on what is needed in character education from kindergarten to college. Two main themes run through the volume. The first is a consensus among the authors that fundamental moral standards must be passed along to the young and that educators at all levels bear the obligation to transmit these core standards to their studehts. The second is a shared determination to discard old oppositions that have paralyzed some of the best efforts in character education over the past several decades. The essays are titled as follows: "Transmitting Moral Wisdom in an Age of the Autonomous Self" (Arthur J. Schwartz); "How Moral Education Is Finding It8 Way Back into American's Schools" (Christina Hoff Sommers); "The Science of Character Education" (Marvin W. Berkowitz); "Moral Exemplarity" (Lawrence J. Walker); "Educating the Stoic Warrior" (Nancy Sherman); "A Communitarian Position on Character Education" (Amitai Etzioni); "Building Democratic Community: A Radical Approach to Moral Education" (F. Clark Power); "Whose Values Anyway?" (Anne Colby); and "Moral and Ethical Development in a Democratic Society" (Irving Kristol).(WFA) Reproductions supplied by EDRS are the best that can be made from the original document. Bringing in a New Era in Character Education. William Damon, Ed. 2002 U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement PERMISSION TO REPRODUCE AND EDUCATIONAL RESOURCES INFORMATION DISSEMINATE THIS MATERIAL HAS CENTER (ERIC) BEEN GRANTED BY .2y This document has been reproduced as received from the person or organization P. Baker originating it. ciMinor changes have been made to improve reproduction quality TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. 1 BEST COPYAVAILABLE 40 1.14Morr BRINGING IN A NEW ERAIN CHARACTER EDUCATION )1p. **. .1 I \4111j LEST COPY AVAILABLE Bringing in a New Era in Character Education 4 Bringing ina New Era in Character Education EDITED BY William Damon HOOVER INSTITUTION PRESS Stanford UniversityStanford,California The Hoover Institution on War, Revolution and Peace, founded at Stanford University in 1919 by Herbert Hoover, who went on to become the thirty-first president of the United States, is an interdisciplinary research center for advanced study on domestic and international affairs. The views expressed in its publications are entirely those of the authors and do not necessarily reflect the views of the staff, officers, or Board of Overseers of the Hoover Institution. www.hoover.org Hoover Institution Press Publication No. 508 Copyright © 2002 by the Board of Trustees of the Leland Stanford Junior University All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without written permission of the publisher. First printing 2002 070605040302 9 8 76 5 4 3 2 1 Manufactured in the United States of America The paper used in this publication meets the minimum requirements of American National Standard for Information SciencesPermanence of Paper for Printed Library Materials, ANSI Z39.48-1984. Library of Congress Cataloging-in-Publication Data Bringing in a new era in character education / edited by William Damon. p. cm. Includes bibliographical references and index. ISBN 0-8179-2962-2 (alk. paper) 1. Moral educationUnited States.2. CharacterStudy and teachingUnited States.I. Damon, William, 1944 LC311 .B742002 370.11'3'0973dc21 2002019813 Contents Introductionvii William Damon Transmitting Moral Wisdom in an Age of the Autonomous Self 1 Arthur J. Schwartz How Moral Education Is Finding Its Way Back into America's Schools23 Christina Hoff Sommers The Science of Character Education43 Marvin W. Berkowitz Moral Exemplarity65 Lawrence J. Walker Educating the Stoic Warrior85 Nancy Sherman A Communitarian Position on Character Education 113 Amitai Etzioni Building Democratic Community: A Radical Approach to Moral Education 129 F. Clark Power Whose Values Anyway? 149 Anne Colby Moral and Ethical Development in a Democratic Society 173 Irving Kristol Contributors 183 Index 187 Introduction William Damon GENUINE CHANGE IN a modern educational system usually takes place slowly, if at all; but we have seen one notable exception to this in recent times. With astonishing rapidity, education in the United States has ended its failed experiment in separating the intellectual from the moral and choosing the intellectual as its only legitimate province. From K- 12 schools to college campuses, instructors are paying attention to students' values and are accepting responsibility for promoting students' character. By no means is this an unprecedented approach: indeed, it is a return to the more comprehensive "whole student" agenda that Amer- ican schools had dedicated themselves to during the first three centuries of education in this country. But during the middle and latter parts of the twentieth century, educators found themselves embedded in a highly specialized, secular, knowledge-driven, postmodern world. Most responded by concluding that the moral part of their traditional mission had become obsolete. Moral relativism was in, in loco parentis was out. The dominant view held that educators should promote critical think- viiiWilliam Damon ing and tolerance which, amazingly, were not viewed as moral values, but rather as neutral, inert positions outside the contentious realm of value choices. This thinking was a misconception that caused so many readily apparent casualties among the young that it was bound to be abandoned sooner or later. Fortunately the correction has occurred surprisingly quickly. As we enter the twenty-first century, it is well under way. As an advocate for this correction, I have glimpsed the change even at the federal government level, which typically reacts to rather than induces cultural trends. At the dawn of the Clinton administration, Secretary of Education Richard Riley addressed a conference of char- acter educators such as me who were looking for ways to reintroduce moral messages into the K-12 curriculum. The secretary supported our aims, but in response to a question commented (I cannot quote him verbatim after all these years) that he did not see much role for the federal government' or for public schools in such an endeavor, because children's values were a private matter that should be reserved for fam- ilies and churches. Three years passed, with widely noted media accounts of youngsters harming themselves and others through morally misguided choices. In his 1996 State of the Union Address President Clinton proclaimed that every school in America should teach character education. He said: "I challenge all our schools to teach character education, to teach good values and good citizenship." Secretary Riley's Department of Educa- tion established a program to support this idea. Four years later, in the presidential election of 2000, one of the major candidates (the winning one, in fact) frequently campaigned on a promise to promote character education in America's public schools a pledge that he, now President Bush, has acted upon since assuming office by tripling federal support for the Education Department program. I have believed in character education for most of my working life, but I never thought that I would see it arise as a major campaign promise in a presidential election, or garner so much support at the highest reaches of government. Introduction ix We have entered a new era in character education, marked by broad public acceptance of the idea and endorsements by top elected officials from both political parties. This isa good start, a window of opportunity that could stay open long enough to allow worthwhile efforts to enter. But all such windows eventually shut if the worthwhile efforts stallor get pushed aside by less serious ones designed only to take advantage of the trend. How can we bring in this newera in character education to make the right kind of difference to theyoung people in our schools and colleges? What are the principles and approaches that provide character education the solid foundation to sustain it now and in the future, so that it again becomes a lasting part ofour educational agenda rather than merely another trend? What obstacles inour present-day educational system must we overcome, and whatnew opportunities can we create? The purpose of this book is to provide some beginning
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