There is no single script for efficient character education, but there are some vital simple principles. Each of these aspects of character has implications for the education of young people in modern day societies, and the current concerns about youth violence and disaffection have spotlighted the role of schools and the need for character education. Character has 3 interrelated parts: moral being aware of, moral feeling, and moral behavior. As schools strive to instill great character in their students, they ought to also define very good character. In this era driven by requirements and assessment, assessment is essential to the upkeep and good results of character education.

Such targets tend to win broad support from those involved in character education—teachers, administrators, parents, neighborhood leaders, politicians, and legislators. This support, unfortunately, at present outstrips the presence of character education in our schools, despite a renewed focus on the challenge over the final ten years. The CEP gives criteria for high-quality by way of its National Schools of Character Awards plan and has published Eleven Principles of Productive Character Education that present the key criteria for picking these schools designated National Schools of Character (see box, Eleven Principles of Powerful Character Education”).

Also, character education is typically integrated into other activities, and schools occasionally adopt concurrent applications that have character improvement components—thus, assessment of precise approaches or applications becomes difficult. Sanford McDonnell, chairman of the Character Education Partnership’s Board of Directors, not too long ago commented that, There is absolutely nothing wrong with setting the ‘academic bar’ high adequate that all students are anticipated to engage in significant finding out.

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