w h a t w e t e a c h p a r t 1 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, 2 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 2 0 0 7 3 w h a t w e t e a c h p a r t 1 Culture of Craftsmanship with Stu- dents.