Character Education in an Imperfect World

Character Education in an Imperfect World

A Practical Comparison of the Korean & US Approaches

Peter G. GhazarianAssistant ProfessorDept. of Education

Keimyung University

Why Character Education?

“Within the character of the citizen lies

the welfare of the nation.” -- Cicero

● Children that are cared for care more for others and engage as a citizen in the moral life of the community

● Caring schools → better social and emotional growth, better performance

● Also → less misbehavior, school violence, & delinquency

Narvaez & Lapsley (2008)

Overview

I. The Korean & US Contexts

II. Real World Problems

III. Defining Character Education

IV. Policy Responses

V. Effective Instruction

I. The Korean & US Contexts

A Framework for Comparative Analysis

Country A National Description

Problem Description

Policy Description

Country B National Description

Problem Description

Policy Description

Social & Cultural Factors

Greater similarity permits stronger comparison

● Culture

● Political Structure

● Economic System

● Population Characteristics

漢字vs

Structural & Political Factors

Greater similarity permits stronger comparison

● Interest groups

● Needs

● Resources

● Goals

● Means

● Outcomes

II. Real World Problems

1) The Media

The Influence of the Media

Multimedia targets and influences young people

● Children need to learn how to say ‘no’ to

media images and influences (U.S. Dept of

Education 2005).

Do schools have time to teach that?

2) Academic Demands

Academic Pressure

The focus on academics takes precedent

● High school teachers tend to view themselves as

deliverers of knowledge in a content area and may

overlook character education (Ledford 2011).

● Character education is often unaddressed in teacher

training (Ledford 2011, Schwartz 2008)

● Students focus on competition rather than cooperation

3) Cultural Diversity

Growing Multiculturalism

Different groups may have different values

● “Stakeholders expect schools to address the character of

students, but nobody wants to be caught teaching values.

● The allergic fear of moral education is that one should

be asked ‘whose values?’ are being taught” (Narvaez

& Lapsley 2008, 157)

○ For example, Cecile:

To Summarize

The Media Sends conflicting messages

Academic Demands

Leave few resources & disrupt character education

Cultural Diversity Complicates the teaching of values

III. Defining Character Education

What is character?

What do you think?

US Department of Education (2008, 2014)

Emotion Intellect Morality

What is Character?

What values?

Compassion Good Judgment

Honesty Respect for Others

Fairness Self-Respect

Self-discipline Courage

Responsibility Citizenship

US Department of Education (2005)

Our Influence Determines Students’ Futures

The School’s Role

Bring Parents, Students, and Community Together to Determine

Elements of Character

Provide Practical Training for Teachers on Character Education

Model Good Character and Support Strong Role Models

(US Department of Education 2008, 2014)

IV. Policy Responses

The Case of the USA

Character Education is Part of Larger Policies

● Improving America’s Schools Act of 1994

○ Partnerships in Character Education Program

○ Pilot Programs in each State (US Dept. of Education 2008)

● No Child Left Behind Act of 2001

○ Includes Support for Character Education

○ Increasing Focus on Tests & Academic Standards

(US Department of Education 2014)

The Case of the Korea

Character Education is often Eclipsed

● Formal Documents Do Not Reflect the Reality in Schools

● Often Incorporated into Creativity Education (i.e. STEAM)

“Creativity & Character Education

Korea is seeking a major shift [...] from rote-based learning and teacher-

centered instruction towards practice-based learning and student-

centered instruction. [...]

The government is expanding and strengthening creative hands-on

activities, such as club activities and community services, in order to

develop good character and a sense of responsibility towards the

community” (Ministry of Education, 2014)

New Policy in Korea

● The new “Free Semester System” (자율학기제)○ promotes radical

changes

○ lasts a brief time

○ at individual schools

(Ministry of Education, 2014)

V. Effective Instruction

What Can We Do?

● Using Everyday Life○ Praising Behavior○ Modeling Behavior

(US Dept of Ed 2005)

● Student Leadership○ Changes Beliefs○ Alters Behaviors○ Internalization

(US Dept of Ed 2014)

Building a Caring Classroom

Very Difficult for Teachers, But Rewarding

1. Model Respectful Behavior

a. Warm, Accepting & Supportive of Students

2. Give Students Power over Important Decisions

a. Such as Rulemaking

3. Provide Opportunities for Students to Interact

a. Collaboration and Discussion

b. Social Skills & Teamwork(Narvaez & Lapsley 2008)

Sample: Oops!

How role models handle mistakes impacts character development.

We don't always act the way we should in front of students.

What to Do

● If you do something that sets a bad example of behavior

● Sometimes we need to think a little about our behavior

to realize that we've said or done something hurtful

● If your students have observed your behavior, it's especially important for

you to be honest about it.

● A simple statement such as, "I'm sorry, that was a bad thing for me to do," is

usually appropriate.

● You don't need to go into great detail about why you did what you did.

● Follow up with an apology and, if necessary.(US Department of Education 2014)

Sample: Making Decisions

Students learn good judgement by having many opportunities to make decisions on their own.

There is a lot to think about in making good decisions.

What to Do

● Regularly take time to make a classroom decision

● Help students think about the pros and cons, as

well as the effects of the decision.

● Allowing students to have control over even small things can help

build self-confidence and decision-making skills.

● When students have to work together with their peers to make a

choice, this will also help them build social and teamworking skills.

(US Department of Education 2014)

Teaching Critical Thinking Skills

Talk with Students about Pressures They Face

● Ask them to Analyze

● Consider the Consequences

Conclusion

Emotion Intellect Morality

Q & A

Q & A

Works CitedLedford, A. T. (2011). Professional development for character education: An evaluation of

teachers’ sense of efficacy for character education. Scholar-Practitioner Quarterly, 5(3),

256-273. Narvaez, D. & Lapsley, D. K. (2008). Teaching moral character: Two alternatives for teacher

education. The Teacher Educator, 43(2), 156-172.No Child Left Behind. (2001). Title IX, Part A, Section 9101 of No Child Left Behind Act. Schwartz, M. (2008). Teacher preparation for character development. In L. Nucci & D.

Narvaez (Eds.), Handbook of moral and character Education. Mahwah, NJ: Erlbaum. U.S. Department of Education. (2005). Helping your child become a responsible citizen:

With activities for elementary, middle and high school-aged children. Washingston, D.C.: U.S. Department of Education.

U.S. Department of Education. (2008). Partnerships in character education state pilot projects, 1995-2001: Lessons learned. Washington, D.C.: U.S. Department of Education.

U.S. Department of Education. (2014). Character education… Our shared responsibility. Retrieved from http://www.ed.gov