Reflection on Assigned Readings
Following the historical development of character education in schools, societal changes and educational priorities have greatly determined academic efforts toward moral growth. Moral education was, however, significantly emphasized during the fifties, when patriotic assemblies took place with prayers and a respectful atmosphere. But in the sixties and seventies, there was a change of focus due to factors such as the space race and social uprising that resulted in the loss of morals.
Values clarification became popular in the 1970s; however, it received a lot of criticism for needing a more theoretical base and better teacher training. To this, the 1980s was a period that moved towards significant change where character education emerged as worthy of mention—the decade emphasized character education by adopting Kohlberg’s theory of moral development. More importantly, there was an increased focus on teaching traditional American values, which is the importance of character education in building a moral compass and ethical understanding among students within a learning environment.
During the 1990s, character education embraced a holistic paradigm shift, encompassing cognitive, affective, and behavioral dimensions. Through the progression of the twentieth century, increased attention was paid to the significance of character education as events like school shootings became a tragedy. However, the difficulty lies in trying to introduce moral training into a curriculum that is already overcrowded given its dual nature due to teachers who are required to work both on character building and academic accomplishments’ pressure between morality education and performance.
Kohlberg’s stages are based on progressive moral reasoning in three distinct levels; they guide educators who want children to develop morally (Wahidah and Maemonah, 2020). By focusing on the evolution of ethical thinking, educators learn how to design approaches that fit children from different developmental stages. Although not accepted by everyone, adopting Kohlberg’s theory as supportive guidance in classrooms provides a framework for advancing students’ attention to ethical concerns. It leads them to contemplate moral challenges, cultivating a more profound awareness of values and principles.
State and Local Philosophy on Character Education
The role of legislative authorization is paramount in characterizing the state and local philosophy on character education. This legislation illustrates a societal recognition of the importance and value of character education in schools. However, the manifestation of these legislative intentions in real classroom activities is not uniform; character education may take a different form from one district to another. The success of character education programs depends on factors including resource availability, educator training, and the level participation from community members. As a result, the effectiveness of character ed programs depends on their compatibility with local values and standards.
It is essential to understand the particular values that need highlighting in character education programs. Different communities may emphasize other virtues and moral principles due to cultural, social factors as well as demographic aspects. Thus, schools need to work closely with the surrounding community so that they can find values shared by all and provide character education respecting these criteria. This alignment not only increases the impact of character education but also promotes a strong sense of community stewardship and solidarity with such efforts. Essentially, the effectiveness of these programs depends on a deep understanding of local circumstances that steer moral development in schools according to what is entrenched into their communal ethic.
Values to be Taught in Schools
Defining the values that should be inculcated in schools is a subtle process aimed at achieving this delicate equilibrium between societies’ requirements and wider aims to ensure holistic development. The Phi Delta Kappa study and its unveiling of the public’s emphasis on accountability, academic skills, and interpersonal abilities reinforces societal agreement upon what is considered key character qualities. Responsibility refers to the moral behavior that would be undertaken by an individual, while academic skills and interpersonal abilities reflecting practical issues of working effectively in a collaborative society.
From my point of view, character education should be addressed in a broader sense focusing on values that make an individual strong and balanced. Other than the essential academic skills, developing characteristics such as integrity develops an attitude of honesty and good morals from within one. Empathy promotes understanding and sympathy, so students are willing to engage with different points of view. Resilience enables people to overcome difficulties, ensuring their psychological and emotional welfare. Moreover, creating respect for others is a foundation of an ‘easy-to-live’ community. This focus on these values is not only important for personal development, it also creates an environment that fosters cooperation and mutual support. By doing so, schools help in a cultivation of citizenry that is not only academically bright but one which embodies the values necessary for our globalizing community.
Conclusion
The development of character education at schools is a long time process with changing requirements that are based on changes in the past and present society as well as government policy mandates. Acknowledging the role of values’ teaching, Phi Delta Kappa analysis is evidencing a social agreement on responsibility, academic competence and interpersonal skills. But a wider scope includes focusing on values such as honesty, compassion and ability to withstand challenges amongst others. These virtues support holistic individual development and promote a constructive, supportive environment. The success of character education depends on adjusting programs so that they fit with local expectations, and emphasizing values beyond high grades focusing instead to instill a sense of moral undertaking and social obligations.
References
Wahidah, A.F.N.M. and Maemonah, M., 2020. Moral Thought of Early Childhood in Perspective Lawrence Kohlberg. Golden Age: Jurnal Pendidikan Anak Usia Dini, 4(1), pp.28-37. https://ejournal.unisba.ac.id/index.php/golden_age/article/view/5991
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