The Ten Commandments of Character Education

Recently, while rummaging in our attic for a costume for a '60s party, I spied an unfamiliar wooden box in a dark corner. Laying aside the armful of bell-bottom trousers and tie-dyed shirts, I gave closer examination to this curious, dusty box.

It turned out to be the papers of an 18th century American educator named Horace Webster McGuffey. Further study revealed that he was the grandfather of the writer of a successful reading series.

Amid what turned out to be a treasure trove of arcane educationabilia was a curious document entitled The Ten Commandments of Character Education. Today's renewed interest in character education prompts me to offer it for our collective edification, along with my application to contemporary schools.

* The First Commandment: Thou shalt be a good example.

Deal with it! It's part of the job. It comes with the territory. In fact, you can't avoid being an example, for good or ill. It is probably the most important part of the job.

* The Second Commandment: Thou shalt not carry this burden alone.

All adults--teachers, administrators, office staff, cafeteria help, custodians, bus drivers--have a strong influence on children and must be sources of good example. Edmund Burke, a young English philosopher, has recently written, "Example is the first teacher of man; he will learn from no other."

If we work with children, we are all involved in character education.

* The Third Commandment: Thou shalt use the curriculum.

Our curriculum is a primary source of character education. It contains the stories, biographies, events, and the human reflection that carry our moral wisdom and serve as our guide to a good life and good character. We should engage the young in ferreting out all the moral wisdom and guidance we can gain from these stories, lives, and human events.

* The Fourth Commandment: Thou shalt pay special attention to the hidden curriculum.

The ethical environment or moral climate of a classroom and a school has an unseen but profound effect on children. The manner in which people treat each other--the level of civility, the love or lack of love that exists in a school--is a powerful teacher of our young.

* The Fifth Commandment: Thou shalt not surprise parents.

Parents are the first and primary moral and character educators of their children. They should see the school as their partner in passing on to their children good ethical values and strong character. That means regular and clear communication between the school and parents. It means getting parent ideas and support before launching any new character education programs.

* The Sixth Commandment: Thou shalt stick to the basics.

Most communities have developed a strong consensus on American civic values. Every community has a core of ethical values around which citizens can unite. This common ground of values is, in fact, the social glue that enables us to live in a community. Character education programs should be built on this common ground and not stray from it.

In particular, schools should not take children into what are, for many, areas of disconsensus, such as abortion, certain sexual practices, and various gender issues.

* The Seventh Commandment: Thou shalt use moral language.

Things are not simply "appropriate or inappropriate." Behavior that is hurtful to others ought to be labeled as "wrong" or "bad." Human actions that contribute to the well being of others or to the advancement of the common good should be labeled as "good" or "right." A child cannot develop a moral compass unless the people around him use such language.

* The Eighth commandment: Thou shalt not reduce character education just to wards.

A student should not get the impression that he can just "talk the talk, but not walk the walk." We should promote moral action through self-discipline, good work habits, kind and considerate behavior, and school and community service projects. Children must see that the bottom line is moral action.

* The Ninth Commandment: Thou shalt reward good character

Currently, our schools acknowledge and reward all sorts of human behavior from academic and artistic to athletic achievement. We need to acknowledge ethical growth and virtue, too. We need to recognize publicly the development of good character. We need regular rewards and prizes for students in this area of human achievement.

* The Tenth Commandment: Thou shalt have a mandate for character education.

Make sure your school has a mission statement or a set of goals that make clear that help ng students achieve reliable status of right and wrong and the formation of enduring habits of good character are school priorities. Make this mandate known to everyone in the school c 0 m m u n i ty, from parents to teachers, from staff to students.

The Seven Vices of Assessing Character Education Programs

* Vice 1: Not defining what character education truly is.

Character education must not become so blurred that it is everything from values clarification to self-esteem enhancement.

* Vice 2: Confusing character education with the "stage-bumping" of cognitive moral education.

Stages of human development have much to tell us about physical and mental development, but to date the usefulness of these theories to character education and moral education has been limited. Focusing on stage development may ignore important elements and opportunities.

* Vice 3: Evaluating programs before their time.

Changing habits, building virtues, and establishing reliable standards of right and wrong take time. Premature assessment of a program is sure to disappoint.

* Vice 4: Using teacher and student self-reports exclusively as a basis for assessment.

We must not take individuals' perceptions too seriously.

* Vice 5: Focusing on the words and ignoring behavior.

Character education must address behavior. For many, moral behavior is the bottom line of character education. Student volunteerism, service activities, and ethical behavior must be considered. Misbehavior, such as fighting, unauthorized absences and habitual tardiness must also be assessed.

* Vice 6: Having a one-size-fits-all assessment program or instrument for the entire school or district.

Having the same evaluative criteria of character development for students of all ages is appropriate. Goals, objectives, evaluative criteria, and instruments must not be tailored to unique aspects of a particular school or program.

* Vice 7: Not trying at all.

We must not consider the topic too elusive or too unimportant to make the effort.

COPYRIGHT 1995 American Association of School Administrators
COPYRIGHT 2004 Gale Group