ERIC ED374503: Character Education.

18 Pages·1994·0.62 MB·English

by  ERIC

DOCUMENT RESUME
EA 026 074
ED 374 503
Character Education.
TITLE
Wisconsin Center for Educational Research, Madison.
INSTITUTION
National Center for Effective Schools.
PUB DATE
94
NOTE
19p.
Viewpoints
Serials (022)
Collected Works
PUB TYPE
(Opinion/Position Papers, Essays, etc.)
(120)
Focus in Change; n15 Sum 1994
JOURNAL CIT
MF01/PC01 Plus Postage.
EDRS PRICE
Codes of Ethics; *Curriculum Guides; Educational
DESCRIPTORS
History; Elementary Secondary Education; *Ethical
Instruction; Moral Development; *Moral Values;
Socialization; *Values Education
*Character Education
IDENTIFIERS
ABSTRACT
Character education is a contentious and fractionated
topic, yet one that has been revisited with stubborn persistence in
the history of American education. To explore the complexity of the
character-education debate, this theme issue presents interviews with
three national figures. First, a broad perspective is provided by
Theodore R. Sizer, who directs the Coalition of Essential Schools and
the Annenberg National Institute for School Reform at Brown
University. He believes character and intellect are inseparable,
describes what good character must be, and discusses the need to
restructure education in order to accommodate small communities where
He describes the
a dialogue among staff and students is necessary.
structural constraints that impede educative efforts, such as the
day, and the lack of a
press force "coverage" that dominates a school
interview, Kevin Ryan,
sense of community among staff. In the second
director of the Center for the Advancement of Character and Ethics at
Boston University, seeks a return to a classical curriculum. He
believes that study of the great works of literature and history can
provide a "moral compass" that is lacking in today's public schools
and society. In the third article, James Leming, professor of
curriculum and instruction at Southern Illinois University, provides
efforts in the United
a historical overview of character-education
attention
States. He explains why in times of social unrest public
examines the issue
turns to schooling and character development, and
of indoctrination. Finally, Florence L. Johnson, director of the
National Center for Effective Schools, argues that schools, rather
than focusing on character education, should establish strong
nurturing support systems for all students, particularly those
already at risk. (LMI)
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C.)
O
ITANGE
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sA.
SUMMER 1994 NO.15
THE NA TIONAL CENTER FOR EFFECTIVE SCHOOLS
CHARACTER EDUCATION
U 5 DEPARTMENT OF EDUCATION
011tre of Educatonar Research and improvement
E DU "ATIONAL RESOURCES INFORMATION
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4'4 AO:V.:14
FOCUS IN CHANGE
SUMMER 1994 NO.15
THE NATIONAL CENTER FOR EFFECTIVE SCHOOLS
realistic and
Sizer provides a
H,lucation
of some character educators that char-
pragmatic view of the structural con-
acter education programs will succeed
straints that impede educative efforts
in accomplishing the desired goals of
in many schools, and argues that the
reducing youth violence and other
individual teacher cannot succeed in
Most people would agree that
anti-social behaviors?
an environment where the press for
Next, how is good character defined
good character is something to which
and once defined, how can it be
'coverage' dominates the school day
people should aspire, and probably
and where a sense of community is not
achieved? Is it the school's respon-
would agree that
schools should
present among staff.
sibility to educate for good character?
educate youth for character as well as
Next we hear the views of Kevin
If so, what specific actions can the
intellect. However, when pressed for
Ryan, who directs the Center for the
school take to encourage the develop-
specifics, these same people might be
Advancement of Character and Ethics
ment of both intellect and character?
less certain how to proceedexactly
at Boston University. Ryan seeks a re-
What barriers exist to such educative
what the school can do to promote
turn to a classical curriculum, to 'great'
efforts? Are there structural aspects of
good character in youth. Also, when
works of literature and history, believ-
the school that need to be changed
pressed for specifics, they might ques-
ing that within them moral lessons and
tion whether educative efforts to
before efforts to educate for character
answers for youth can be foundwhat
can succeed?
achieve good character in youth ac-
he terms 'a moral compass.'
Finally, what is the history of the
tually lie within the school's purview.
Ryan believes that today's public
character education movement in the
Admittedly, character educat.vr. is
schools possess a sterile curriculum
United Statesand how might that in-
a contentious and fractionated topic.
void of moral lessonsand that
form the present debate? Current
yet one that has been revisited with
schools must act to fill a profound
renewed attention to character educa-
stubborn persistence in the history of
moral vacuum that permeates
tion echoes public interest and money
American education. Many advocates
America:- society.
expended in the 1920s, when similar
of specific programs for character
but much mildercries of dismay
Third, we learn about the history of
education believe that a core set of
in the
character education efforts
about youthful behavior were heard.
values common to all Americans ex-
United States from James Leming,
ists in our collective past, a set of
Are there lessons educators can learn
professor of curriculum and instruc-
from this previous movement?
values that if retrieved and inculcated
We sought answers to these and
tion at Southern Illinois University and
in youth could bring about the result
a widely recognized scholar on moral
other questions from three national
of lowered youth violence and other
and values-related issues. Is the current
figures. First, a broad perspective is
anti-social acts (Lockwood, 1993).t
character education movement
provided by Theodore R. Sizer, who
Why is character education so con-
dramatically different from that of the
directs the Coalition of Essential
troversial? It sounds simple enough:
1920s? What legacy is left us by that
Schools and the Annenberg National
decide what values to promote and
earlier effort?
Institute for School Reform at Brown
through the systematic use of a cur-
More largely, Leming sketches the
University. Sizer, former Dean of the
iculum loaded with moral issues,
tenor of the times that encourages
Graduate School of Education at Har-
bring these to students' attention. Why
renewed interest in character educa-
vard University, believes character and
is the full story that surrounds efforts
tion, explaining why in times of social
intellect are inseparable. In his com-
to educate for character much more
unrest public attention turns to
illustrates what good
ments, he
complicated? To discover answers to
schooling and, in turn, to character
character must be, and the need to
these questions, in this issue of Focus
development. He examines the issue of
structure schools differently to accom-
we take on this topic and
in Change
variety of
from a
indoctrination, explaining when it is
modate small communities where a
examine
it
justified and cautioning of its dangers.
relentless dialogue among staff and
perspectives.
We conclude with the perspective of
between staff and students is not only
First, how much and what type of
Florence L. Johnson, NCES Director.
welcomed, but necessary.
evidence exists to support the claims
Educational Leadership,
51(3), 72-75.
tLockwood, A. L. (1993, November). A letter to character educators.
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good schools are like good
4
BEST COPY AVAILABLE
ANNE TURNBAUGH LOCKWOOD
OW should schools educate for
when he was a high school principal.
riots,
school choir from rural
a
character? Given the current
"We were visited by a delegation from
Michigan visited
that
school,
all
structure of most public schools, how
the People's Republic of China," he
blond, blue-eyed white kids. The
can educators cope with increasing
says, "grey old men who were the
question became: Should the faculty
demands upon their time and energies?
equivalent of state commissioners of
cancel the school assembly where these
Does educating for character demand
education. In our school we had
a
visitors would sing? The faculty decid-
a restructuring of schools as they cur-
significant number of Asian Amer-
ed not to.
rently exist? Is it the school's responsi-
icans, Chinese Americans, and also
a
"One of the seniors, a male African
bility to take on the task of turning
out
high number of kids from Taiwan,
American, came down to the podium
good citizens, people of good charac-
Vietnam, and Singapore. Many
were
and in a brief speech first expressed
ter? What does good character mean?
from families which had fled the Peo-
fury about what happened in Los
We posed these and other questions
ple's Republic of China."
Angeles and then expressed the
state-
to a long-time authority on school.
Obviously, the impending visit
was
ment that these people behind him
reform, Theodore R. Sizer, who is
a source of controversy, even poten-
a
these terrified white kidswere
guests
professor of education and chairman
tial action on the part of these
and that the anger should
stu-
not be
of the Coalition of Essential Schools
dents. As Sizer explains, the students
directed at them. He wanted them
to
at Brown University. Throughout his
caucused and decided not to
protest
feel welcome."
at
distinguished career, Sizer has been
the visit. "They concluded that these
The school environment in which
the forefront of issues confronting edu-
visiting Communist representatives
this incident occurred comprises what
cators interested in and directly work-
were first and foremost Chinese and
Sizer calls a principled school. "That
ing on school reform. In 1994 Sizer
only secondly Communists. Further-
kid showed enormous courage," he
became director of the Annenberg Na-
more, they were guests in our school
says, "and in my experience that
tional Institute for School Reform.
and should be treated therefore with
an example of high
behavior
is
Well-known for his books, Sizer is
respect. Not only did these students
character. Certainly it demonstrates
the author
of Horace's Compromise:
welcome the non-English-speaking
empathy and seeing something in its
The Dilemma of the American High
but they decided
visitors,
among
fullness, but those qualities have been
School
(1984) and
Horace's School:
themselves, among the Cantonese-
stressed
this
in
deliberately small
Redesigning the American High
speakers and the Mandarin-speakers,
school, where the adults are
very self-
School
(1992). In his work with the
who would be the guides. They
conscious about how they relate
to
Coalition and the Annenberg National
dressed up so I barely recognized them
each other, knowing as they do that
Institute for School Reform, he is
and were wonderful ambassadors for
the kids watch them. In
a huge high
directly eriNed in furthering school
these visitors."
school, that would not have worked."
restructuring efforts nationwide.
To Sizer, this example is particularly
He adds: "That school has 450
telling of good character. "It is
students, and a very simple
a trivial
cur-
example of an untrivial characteristic,"
riculum. They take math/science for
Good character, Ted Sizer
says, is
he says. "The young people figured
out
two and a half hours and then the
like pornography: difficult
to define
how those traveling Chinese Com-
humanities for two and
a half hours,
but easy to recognize. Following
up on
munists must feel; they thought about
team-taught. Every kid is part of
an
his statement, he enlarges: "You
come
the implications of a potential boycott
advisory that
includes about 15
into a crunch in a school, and there
are
of the visitors, and they made
a princi-
youngsters and an adult. They stay in
some kids you trust, and some you
pled decision. I consider that
an exam-
that advisory during their high school
don't. You know there
are some kids
ple of good character. Basically, their
years. It is a deliberately personalized,
who will always tell you the truth and
own views were put second, and the
very simple school where the faculty
will do it in a discreet
way. There are
welfare of the visitors was put first."
work visibly as teams and in tandem.
kids who can be counted
on to be
In another incident, Sizer
remem-
There is endless talk about developing
thoughtful and understand the im-
bers a dramatic occasion in
an inner-
good habits."
plications of things before they
act. We
city Coalition school, where the
Good habits are not incidental
to
say those arc kids of good character."
student population was largely
com-
the development of good character,
Painting a picture of good character,
prised of low-income minority youth.
and in Sizer's view, the school does
Sizer sketches a scene from the 1970s
"On the day after the Los Angeles
have a roleand a responsibilityto
BEST COPY AVAILABLE
Educating for Character
4
continues, "it is impossible to teach
Why so much rhetoric and such lit-
be actively involved in the education
structure of
well anything about thoughtfulness. A
the
"It's
action?
tle
of character, which he sees as embedd-
teacher who faces 150 kids a day in
schools," Sizer responds, "and the fact
ed in intellecta far from incidental
waves from period to period is simp-
that many people really don't care.
symbiosis.
ly a finger in the dike. There is little
They don't care collectively. In all the
Although 'character' has been the
he or she can do alone."
hullabaloo in the last ten years over
source of much rhetoric, what precise-
Instead, there must be care and at-
goals and standards there hasn't been
ly does it mean? Is there a succinct
tention on the part of the staff to their
anything significant about the implica-
definition that educators can use to
own behavior, thoughts, and actions
tions of producing a civic-minded, de-
guide their efforts? In his reply, Sizer
before expectations for youth can
to the work of Lawrence
cent population."
refers
tests and
begin to be fulfilled. Sizer points out
standardized
Instead,
Kohlberg. "Good character has at its
hypocrisy present in many schools. "If
manipulation of college admissions
heart the intellect. It has to do with
we're against violence, what about the
dominate the landscape in many
getting into the habit of thinking about
violence to be found in sports such as
schools, he says. "What counts in
the consequences of things and mak-
ice hockey? If we're against violence,
schools are test scores, and they have
ing some judgment about the impor-
we should be against violence, period.
nothing to do with the quality of the
tance of the consequences against
Not only that, but schools help kids
individual who displays those scores.
some principle.
to pad their applications to college by
Therefore there are no incentives for
"For Kohlberg, it was justice. That
telling them they need more cxtracur-
taking seriously how to create adult
is not the only principle, but ultimately
riculars, like Stamp Club and chorus.
communities which ere worthy places
good schools are about helping kids
"That is dishonesty," he stresses.
for kids to be er;ucated."
get into good habits. Certainly one of
"Most schools conspire with kids to lie
Although many advocates of
the habits is being empathetic, being
to colleges. Kids are smart. They pick
character education espouse lists of
almost instinctively able to and dis-
that up and understand that is what
values to be taughtand their lists
posed to consider the consequences of
one does. We do it on our taxes, and
dif-
vary widelySizer dismisses their
things before making a decision or tak-
we lie to people on things of great im-
ferences. "They are only lists," he says.
ing an action. The youngster who
portance like admission to college."
"There is a short list in any moderate-
thinks before she acts is more princi-
Constant debate and dialogue
ly good schoolmuch less very good
pled than another, and a more princi-
among studentsbut most important-
schools: There will be no violence, not
pled youngster could be called a per-
ly, among staffare not only recom-
only physical violence, but psycho-
son of good character."
mended, but necessary to promote
logical violence. There will be truth-
Is the character education move-
good character, Sizer maintains.
fulness. There will be no cheating.
ment effective in achieving its desired
"Character really means the habits that
This is a list upon which most Amer-
goals of improved student behavior?
arise from thoughtful behavior. If kids
icans from Ralph Nader to Phyllis
Sizer maintains that instead of produc-
are always expected not only to strug-
Schlafly could agree, but even these
ing the desired outcomes, the move-
gle over important questions, but also
characteristics are ignored beyond the
ment has been stymied by its own
get into the habit of figuring out good
rhetoric."
rhetoric. "We have all sorts of goals
questions that they should ask on their
The chasm between rhetoric and ac-
and standards for schools, and they
own, those habits are more likely to
tion is a very large issuewithin which
talk about good character, but nobody
stick than others.
the quest for character can be found.
asks to define it. Even if defined,
"If school is nothing more than the
This education for character, like all
nobody asks: 'What are the implica-
transmission of other people's answers
educative efforts, begins with the col-
tions for practice?'
to other people's questions and deper-
lective of the school, not the individual
"It's all talk," he says dismissiveiy,
sonalized tests, all that does is rein-
teachers. "Unless the school is itself a
is like so many things in
"but it
force bad habits and we end up with
federation of small communities, it is
schools. We want a rigorous academic
things like the cheating scandal at the
very hard to do anything," he says
education, but we interrupt classes
Naval Academy."
matter-of-factly. "A community which
with the public address system. Kids
Doesn't this scenario of a per-
is basically thoughtless and which
pick this up and realize the class can't
sonalized school environment where
treats most youngsters by category,
be very important if it's interrupted
great attention is placed on living out
such as slotting them into the tenth
with an announcement about the
good character presuppose certain
grade and the honors track, essential-
cheerleaders. So the gap between talk
dispositions on the part of teachers?
ly depersonalizes them.
and action is very, very wide, par-
"Absolutely," Sizer replies. "It is the
"If schools depersonalize kids," he
ticularly in this area."
Educating for Character
5
character
"Good
has at its heart
the intellect."
and assistant principals still control
single influence on the development of
collectivity of the school that counts,
them. In a couple of cases in Califor-
decent kids."
not teachers one by one. It is not just
nia, that was ultimately the only way
But what about schools with a poor
how I in my classroom behave, it is
to deal with the large dysfunctional
climate, bickering among staff, no
how I as an adult relate to all the other
community that had emerged over the
feeling
sense of community, and little
adults in the school, from the janitor
years within the adults."
of teamwork or collectivity? What can
to the principal."
Are dysfunctional schools similar to
turn that negative situation into a
As just one aspect of school struc-
"Exactly,"
families?
dysfunctional
climate conductive to the development
ture that inhibits the development of
Sizer agrees. "It isn't sentimental to say
of good character?
good character in students, he refers
like good
that good schools are
In such situations, Sizer believes the
to the traditional system of teacher ap-
families. The analogy really works,
adults must come to grips with their
pointments as a major impediment to
particularly when we talk about things
own dysfunctionalitya provocative
developing good character in students.
like character and decency."
statement. "That requires time," he
"We have a medieval system," he
But what happens once the school
says, "and time is money. It means
observes. "Teachers are licensed on the
staff is removed to a conference center
taking the whole faculty for a week to
basis of something they studied at
for a week? What must occur before
a conference center to work with
some university; they are treated on
they can confrontand deal with
them. Another alternative is that the
the basis of that license, not as a
their own dysfunctionality?
school boards simply shut the school,
human being. Many cities will move
various
"After attending
their
disperse everybody, and reopen it with
teachers across schools on the basis of
meetingsand listeningyou get
the building serving as a holding tank
their licenses and seniority. This has
them all together if you have the ability
for three or four smaller schools They
nothing to do with the nature of the
to do so, and read quotes to them.
are independent in that they are not
adult community of schools,
the
You say: 'This is what I heard. I am
a house system where the principals
nature of which is the most powerful
Photo: lob,: F.,raste
7
BEST COPY AVAILABLE
6
Educating for Character
not attaching names to these. Let me
tion movement who are trying to get
it coming and going."
read to you thirty statements that I
religious instruction into the public
The difficulty of establishing the
have heard in the last twenty-four
character education
schools
via
type of school community necessary to
hours,' and you read them."
programs?
fully educate for character as well as
The result, Sizer says, can provoke
"The pressure on schools in our pro-
for intellect is enormous, Sizer reflects.
ject from religious groups," Sizer
considerable anger. He illustrates by
"It is very difficult to get the subject
describing Patricia Was ley's studies of
notes, "focuses more on matters of
into the real discourse of the school
schools going through change. "Three
general conduct and personal privacy
community; difficult to consider what
years ago, she and a team started a ser-
than strictly sectarian or theological
might have to change in order to ac-
ies of systematic visits to six high schools
ideas. Some of our schools have been
commodate certain conclusions about
in New Mexico, Kentucky, New York,
attacked for asking kids to keep jour-
what it would take to have a school
and Pennsylvaniaall comprehensive
which is morerather than less-
nals on the argument that it's an inva-
-
sion of a kid's privacy."
high schools. She and her team spent
likely to get kids into the habit of be-
a week or two twice a year at each
He sees this as an interesting argu-
ing thoughtful and therefore exhibiting
school, listening and recording. They
ment. "The prayer issue is a stalking
good character."
would take down quotes, and then
horse," he says. "Kids pray at school
He notes wryly: "At the same time,
they wrote portraits, which were sent
all the time before their exams. Prayer
the topic is one about which it is very
to the full faculty each time.
in the school seems relatively trivial to easy to be self-righteous, with the
"Predictably,
the
portraits
first
me in the sense that it doesn't affect
shaking voice, the quivering lower lip,
caused an explosion, even though the
the functioning of a school profound-
the question: 'How can students do
portraits essentially were language that
ly. What affects the functioning of a
these dreadful things?'. You get the
was direct quotes. In the next stage,
school profoundly is when a kid dies
worst of both worlds. You get a lot of
Was ley included some outsiders who
and the line between the religious
highly emotional talk which goes
would go to the school to listen to the
world and the secular world absolutely
nowhere, and then when you really get
fury of the community, kids, parents,
disappears."
a community to look at itself, it's very
and teachers. Their purpose was r)
He adds: "I don't know how you
difficult to get very far with it."
ascertain whether in fact the anger mei
can keep religion out of serious history
Again Sizer looks back to his years
because the research team didn't get it
or literature courses. How do you ex-
as a high school principal to provide
right or whether the anger was because
plain the Renaissance without explain-
yet another example. "On a summer
this research team identified a massive
ing religion? There are all kinds of
curriculum committee, someone
problem that no one wanted to
religions, from soldiers in a war do-
wanted to see whether the committee
address.
ing what seem to be utterly irrational
members could agree on ten of the 420
"The team has now gone through
things like charging into a hail of gun-
graduates in whom we took special
this six times in these schools, and in
fire at Gallipoli. That shows a kind of
pride. The list was quite easy to put
many ways that process is necessary
irrational commitment. Is irrational
together.
to really get underneath a school. The
commitment related to any kind of
"Then the committee asked what it
very process of making available to a
commitment to something which you
was about each youngster that caused
faculty its own voices is a form of
cannot prove scientifically?"
us to take such pride in him or in
reform. As a
research
project,
her, and what of that substance we
it
Thoughtfully, he says: "Maybe it is.
doesn't have objectivity in the tradi-
Isn't that religion? I don't know how
could properly assign as a school ef-
tional sense, but it goes a lot deeper
you teach these courses without deal-
fect, how much of it were certain
than most research, because it gets into
ing with religion, and I don't know
habits the kid arrived with, and how
the marrow of the collective bones."
how you deal with a community
much were evolved in the school."
What Sizer calls "mirror-holding" in
particularly in a time of real grief
He says with finality: "That discus-
a school is a starting place. "Of course
without dealing with religion. That
sion took us away from SAT scores
folks don't want to do that," he
doesn't mean proselytizing, but to pre-
and into this very murky area of the
shrugs. "Folks want to have courses on
tend religion isn't part of the human
quality of the kid. By the end of the
character development, which
in the face of
condition is
to
is
summer the committee was absolute-
fly
mindless."
real ity ."
ly stymied. The discussion didn't go
One topic on which Sizer has writ-
Still, the line between secular and
anywhere, but it was an example for
ten is the link or distance between the
me: Probably the most important
sectarian is a fine one, and he admits
public schools and religion. Are there
it is difficult. "It's a very tough call,
thing you do in a school is the one
factions in the current character educa-
and as a high school principal I caught
which seems to defy collective action."
E'
,
8
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1
44
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TURNING AND TURNING IN THE WIDENING GYRE
THE FALCON CANNOT HEAR THE FALCONER;
THINGS FALL APART; THE CENTRE CANNOT HOLD;
MERE ANARCHY IS LOOSED UPON THE WORLD,
THE BLOOD-DIMMED TIDE IS LOOSED, AND EVERYWHERE
THE CEREMONY OF INNOCENCE IS DROWNED;
THE BEST LACK ALL CONVICTION, WHILE THE WORST
ARE FULL OF PASSIONATE INTENSITY.
W.B. YEATS
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IIIIMI1=1111=111111111111MV
ANNE TURNHAUCH LOCKWOOD
I
fact that youth is a period of time
thing? What ought we have done?
MO gain the perspective of an long-
when people are in this wax-like state
What's the correct human response in
time advocate for schoolwide
and need to attend to the issue of
character education programs, we
this situation?"
developing good character."
Yet Ryan finds hope in renewed
consulted with Kevin Ryan, Director
The malleability of youth places a
public interest in issues of character,
of the Center for the Advancement of
heavy responsibilitywhether it is de
Ethics and Character at Boston
which he swiftly defines. " 'Character'
facto or deliberateon schools to
comes from a Greek word, 'to
University, where he is also professor
mold character, he believes. "It is im-
engrave,' and it acknowledges the fact
of education. We asked: What is char-
possible to have a child for 180 days
that people come into life and con-
acter education? How does a school
a year in a social environment where
sciousness in a very plastic way in
or district reach consensus on whose
there are rewards and punishments,
many dimensions. Although 'char-
values to teach? What evidence, if any,
where issues of values are continually
acter' is an old word, it is experienc-
exists that such programs are effective
part of their livesand while they are
ing a renaissance, mainly because it
in achieving their stated goals of im-
in this plastic stateand not address
speaks to a more dynamic approach
proving behavior?
the ethical, moral, and character
Ryan is the co-author (with Edward
domain."
Wynne) of Reclaiming Our Schools: A
He adds: "It's inevitable that a
Handbook on Teaching Character,
school has some sort of a moral im-
Academics, and Discipline (Mac-
(...
pact, but we see plenty of examples of
millan, 1993). A former high school
W e need
schools in wealthy and not-so-wealthy
English teacher, he has written or
communities where there is no serious
edited 15 books, including Those Who
attention to issues of character. The
Can, Teach and The Roller Coaster
to make sure
results are quite troubling. If schools
Year: Stories by and for First Year
do not address moral issues, parents
Teachers, as well as over 80 articles.
are very much within their rights to be
that people are,
His primary academic foci are moral
enormously angry."
education and teacher education.
Enlarging upon his theme, Ryan
Ryan has received awards from the
at a minimum,
notes: "In a way, the state puts a gun
University of Helsinki, the Association
to the heads of parents and takes the
of Colleges for Teacher Education,
child. For many people, there is no
and the Association of Teacher
good people."
choice about which school their child-
Educators. In 1990 he was the reci-
ren will attend. Therefore, it is very
pient of Boston University's Scholar
troubling to have the child in a school
Teacher Award.
that does not address the moral con-
Ryan explains that the Center for
cerns of parents in a satisfactory way."
the Advancement of Ethics and
to trying to help a child develop a
But who determines what comprises
Character addresses the needs of
a satisfactory treatment of parents'
moral compass, develop himself or
schools and teacher education institu-
moral concerns in our pluralistic socie-
herself as a moral individual."
tions, working to renew interest in
that youth are
ty? Ryan acknowledges that con-
Ryan believes
character education.
straints on some public schools might
especially plastic around issues of right
pushfrom necessitythe emphasis
and wrongand that places a moral
To Kevin Ryan, it is clear why disaf-
but he
away from moral issues,
imperative on schools to shape values
fection with public schools is on the
believes it is possible to achieve a dif-
and beliefs. "Forming a character
increase: public educators, he says,
ferent scenario in which an emphasis
means forming both 2 noral sensibility
have folded their tents and abandoned
on character is paramount.
and also the enduring habits by which
the moral arena, leaving parents
"There may be no solution within
one lives one's life, such as a sense of
hungry for moral answers for their
the current structure of public
responsibility and diligence about
children. "We have stopped asking the
schools," he says. "It may be that the
doing assigned tasks. Character educa-
moral question: What's the right thing
lies behind
state compulsion that
tion tries to get both the student and
to do?" Ryan says emphatically. "We
public education runs against the issue
the institution to be attentive to the
no longer ask: Did we do the right
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