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Character Education Ethical Choices

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Title: Character Education Ethical Choices


1
Character Education Ethical Choices
  • National Organization
  • Character Counts!
  • www.charactercounts.org

Complied by Joy Rousseau, 2003
2
True Education
  • The function of education is to teach one to
    think intensively and to think critically...
    Intelligence plus character that is the goal of
    true education. Martin Luther King Jr., Nobel
    Prize-winning 20th-century American civil rights
    leader

3
Real Character
  • The measure of a man's real character is what he
    would do if he knew he would never be found out.
    Baron Thomas Babington Macauley, early
    19th-century English historian

4
Education
  • "To educate a person in mind and not in morals is
    to educate a menace to society." Theodore
    Roosevelt, 19th/20th century American adventurer
    and politician, Nobel Prize-winning U.S. president

5
Training
  • "Train up a child in the way he should go and
    when he is old, he will not depart from it."
    Proverbs, 226

6
What is it you want your students to be when they
graduate from your high school?
  • In groups of 3 discuss characteristics you think
    students should have when they graduate from your
    high school (3 minutes)
  • Select a spokesperson to share these
    characteristics with the rest of the class (5
    minutes)
  • Compare the characteristics you have listed with
    those listed by fortune 500 companies.

7
What is it that Employers
Want? List skills from most wanted to least.
(handout)
  • Interpersonal Skills
  • Leadership
  • Writing
  • Teamwork
  • Oral Communication
  • Reading
  • Computation
  • Problem-Solving
  • Listening
  • Creative Thinking

8
Answers
  • Teamwork (SCANS)
  • Problem-solving (TAKS SCANS)
  • Interpersonal Skills (SCANS)
  • Oral Communication (SCANS)
  • Listening (SCANS)
  • Creative Thinking (SCANS)
  • Leadership (SCANS)
  • Writing (TAKS)
  • Reading (TAKS)

9
SCANS (Handout)
  • Secretaries Commission on Achieving Necessary
    Skills
  • Foundational Skills (TAKS)
  • Competency Skills (Life-Long Skills)
  • Allocation of Resources Team Work
  • Allocation of Information -Life-long Learning,
    Research, and Communication
  • Interpersonal Skills Six Pillars
  • System Thinking See the big picture
    (integration of real-world skills)
  • Technology Skills

10
6 Pillars of Character
  • Respect
  • Responsibility
  • Fairness
  • Caring
  • Civic Duty (Citizenship)
  • Trustworthiness

11
Domains involved in the Development of Character
  • Cognitive
  • A Cognitive domain intellectual abilities
    Blooms Taxonomy
  • Rote memorization
  • Knowledge Comprehension
  • Application
  • Synthesis
  • Evaluation Judgment

12
Domains involved in the Development of Character
  • Domain for Creative Critical Thinking
  • F7 Creative Thinking - Uses imagination freely,
    combines ideas or information in new ways, makes
    connections between seemingly unrelated ideas,
    and reshapes goals in ways that reveal new
    possibilities.
  •  

13
Domains involved in the Development of Character
  • F8 Decision Making - Specifies goals and
    constraints, generates alternatives, considers
    risks, and evaluates and chooses best
    alternative.
  • Determine the decision to be made
  • Gather information that will help make the
    decision
  • Determine several options or choices
  • Weigh (evaluate) the options or choices
  • Select and carry out one option
  • Reflect on the results of your decision to help
    you in future decisions

14
Domains involved in the Development of Character
  • F9 Problem Solving - Recognizes that a problem
    exists (i.e., there is a discrepancy between what
    is and what should or could be) identifies
    possible reasons for the discrepancy devises and
    implements a plan of action to resolve it
    evaluates and monitors progress and revises plan
    as indicated by findings.

15
Domains involved in the Development of Character
  • F10 Seeing Things in the Mind's Eye - Organizes
    and processes symbols, pictures, graphs, objects
    or other information for example, sees a
    building from a blueprint, a system's operation
    from schematics, the flow of work activities from
    narrative descriptions, or the taste of food from
    reading a recipe.

16
Domains involved in the Development of Character
  • Fll Knowing How To Learn - Recognizes and can use
    learning techniques to apply and adapt new
    knowledge and skills in both familiar and
    changing situations and is aware of teaming tools
    such as personal teaming styles (visual, aural,
    etc.), formal learning strategies (note taking or
    clustering items that share some
    characteristics), and informal teaming strategies
    (awareness of unidentified false assumptions that
    may lead to faulty conclusions).

17
Domains involved in the Development of Character
  • Knowing how to Ask Questions, asking the right
    questions, Research Skills. Knowing how to
    determine when a topic has been adequately
    researched

18
Domains involved in the Development of Character
  • F12 Reasoning - Discovers a rule or principle
    underlying the relationship between two or more
    objects and applies it in solving a problem uses
    logic to draw conclusions from available
    information extracts rules or principles from a
    set of objects or written text applies rules and
    principles to a new situation or determines which
    conclusions are correct when given a set of facts
    and a set of conclusions. This skill definition
    is not yet completely developed

19
Domains involved in the Development of Character
  • Psycho-motor Domain physical skills and the new
    brain research which tie these together to
    improve reading and comprehension skills.
    Kinesthetic movement assists the brain in
    long-term memory. How many of you have ever been
    to Grand Canyon? Name a book you read in the
    fall of your third year in school.

20
Domains involved in the Development of Character
  • . Kohlberg's Six Stages of Moral Development
  • which reflect Blooms cognitive taxonomy.

21
Kohlberg's Six Stages of Moral Development
  • Stage 1 Pre-conventional Phase (Egocentric Stage
    age 4)
  • punishment obedience phase where you are only
    concerned about yourself and not getting caught
    by authority.
  • Fear of punishment dominates motives. One sees
    outside forces as being dominating.
  • Actions are judged in terms of their physical
    consequences.spankings, time in a corner, loss
    of money.not in terms of right or wrong.

22
Kohlberg's Six Stages of Moral Development
  • Stage 1 Pre-conventional Phase (Egocentric Stage
    age 4)
  • punishment obedience phase where you are only
    concerned about yourself and not getting caught
    by authority.
  • Fear of punishment dominates motives. One sees
    outside forces as being dominating.
  • Actions are judged in terms of their physical
    consequences.spankings, time in a corner, loss
    of money.not in terms of right or wrong.

23
Kohlberg's Six Stages of Moral Development
  • Stage 2 (Unquestioning Obedience K-5) One-way
    concern about another person (how I act so that I
    will benefit)
  • Looking out for 1.The basic motive is to satisfy
    my own needs. I do not consider the needs of
    others, unless I THINK IT will benefit me.
  • Sometimes called instrumental/relativist ----
    you scratch my back and Ill scratch yours
  • Motive is to just to STAY OUT OF trouble.

24
Kohlberg's Six Stages of Moral Development
  • Stage 2 (Unquestioning Obedience K-5) One-way
    concern about another person (how I act so that I
    will benefit)
  • Looking out for 1.The basic motive is to satisfy
    my own needs. I do not consider the needs of
    others, unless I THINK IT will benefit me.
  • Sometimes called instrumental/relativist ----
    you scratch my back and Ill scratch yours
  • Motive is to just to STAY OUT OF trouble.

25
Kohlberg's Six Stages of Moral Development
  • As people mature, then hopefully we move to more
    CONVENTIONAL Moral values by performing good or
    right roles, in maintaining the conventional
    order, and in meeting others expectations

26
Kohlberg's Six Stages of Moral Development
  • Stage III (is call the black white stage
  • Concern about groups of people, and conformity to
    group norms.
  • There is a two-way relationship (we are good to
    each other).
  • Motive is to be a nice guy or gal, to be
    accepted.
  • Affection plays a strong role. We will visit the
    Affective Domain Next.
  • This stage becomes frustrating because we are
    always trying to follow everyone elses rules and
    to please everyonewhich of course, cannot be
    done.

27
Kohlberg's Six Stages of Moral Development
  • Stage IV Concern for order in society. Honor
    duty come from keeping the rules of society.
  • The focus is on preserving the society.not just
    obeying it.
  • Being Dutiful plays a part here.
  • During stage IV, the individual looks to rules,
    laws, or codes for guidance in dilemma situations
  • the laws have wisdom and are the positive glue
    of society.

28
Kohlberg's Six Stages of Moral Development
  • The final stages deal with a Basis of Judgment
    Blooms uses this as his highest level of
    cognitive thinking.

29
Kohlberg's Six Stages of Moral Development
  • Stage V Is characterized by Autonomy. It is
    called the social contract, legalistic
    orientation.
  • What is right is what the whole society decides.
    There are no legal absolutes.everyone must agree
    then it is OK.
  • Changes are made in the law for reasons that suit
    the common or greatest good for the greatest
    number of people.
  • This is the problem-solving stage. How to make
    it work for everyone.
  • Reasoning at this level requires the ability to
    think abstractly (to view laws as a system of
    governance), to weigh competing claims, to take a
    stand and yet remain open in the future.
  • This moral level may take place only when
    children can see more than one POINT OF VIEW..

30
Kohlberg's Six Stages of Moral Development
  • Stage VI Universal ethical Principals Golden
    Rule.
  • What is right is a decision of ones conscience,
    based on ideas about rightness that apply to
    everyone (all nations, all people)
  • A higher law. Thou shall not kill.
  • The most important ethical principles deal with
    justice, equality, and the dignity of all people.
  • These principles are higher than any given
    law.and one has the right to disobey unjust
    laws.
  • Saint Augustine said that, an unjust law is no
    law at all Any law that degrades human
    personality is unjust.

31
Kohlberg's Six Stages of Moral Development
  • Kohlberg describes the Golden rule has having two
    parts.
  • 1. Do unto others as you would have them do unto
    you and (2) love your neighbor as yourself

32
Kohlbergs Stages
  • Note None of these moral stages (1-6) are
    wrong..at an appropriate age level all
    people should move through each of these stages
  • Being stuck at a lower developmental stage
    while maturing in age, would be undesirable.

33
Kohlbergs Stages
  • We KNOW that lack of development in the
    Cognitive Domain or even the Physical domain is
    tragic.
  • We must also see that lack of development is a
    tragedy in the Moral Development DOMAN.

34
Kohlbergs Stages
  • Inversely, one must be careful not to push
    children who are not cognitively ready into a
    stage of moral decision-making for which they are
    not ready.

35
Kohlbergs Stages
  • It is ridiculous to have small children arguing
    over moral dilemmas until they have developed a
    since of right and wrong.
  • One precaution, said Plato, is not to let
    students taste of arguments while they are young,
    the danger being that they would develop a taste
    for arguments rather than a taste for truth.
    Young minds, like young puppies, said Plato,
    would only pull and tear at arguments
  • For Plato, it was much more important for young
    people to learn to love a virtue than to argue
    about it.

36
Kohlberg's Six Stages of Moral Development
  • Piaget and Kohlberg believe that social
    understanding leads to moral motivation

37
Domain of the 7 Intelligences
  •     Verbal / Linguistic
  •     Logical / Mathematical
  •    Visual / Spatial
  •    Body / Kinesthetic
  •   Musical / Rhythmic
  •   Intrapersonal (within ones self reflection,
    depth of thinking)
  •   Interpersonal (cooperation, negotiation,
    collaboration Six Pillars

38
What Character is and What it is NOT
  • Character is what you are when nobody is looking.
  • Character is the result of values and beliefs
  • Character is a habit that becomes second nature
  • Character is not reputation or what others think
    about you
  • Character is not how much better you are than
    others
  • Character is NOT RELATIVE

39
Ethics What it is and What it is NOT
  • Ethics is not always what is done, but what OUGHT
    to be done.

40
Knowing to do good
  • Children are not born ethical giants
  • They do not learn it by osmosis.
  • Children learn more from what they see, than what
    they are told.
  • Conflicting ethical values tend to reduce to the
    lowest common denominator
  • High expectations Accountability are corner
    stones for ethical maturity.

41
What Works
  • WHAT WORKS? Social understanding comes through
  • modeling,
  • reinforcement,
  • and an action plan for using education to steer
    ethical decisions.

42
Social Contract
  • As people come to understand the possibilities
    and conditions of cooperation, they come to
    appreciate their part in supporting social
    arrangements that follow moral principals.

43
Piaget Kohlberg Believe
  • that education overcomes prejudice,
  • exposure to great minds (literature) fosters
    social responsibility,
  • and travel (experiential social contact) assists
    in the broadening of the mind.
  • Versus Vicarious Experiences of TV Movies

44
CAUTION
  • These findings tell us that moral judgment is not
  • a matter of MEMORIZING special terminology,
  • or of mastering certain tricks of argument,
  • or of being able to drop the names of moral
    philosophers

45
Rather,
  • Moral judgment reflects basic natural growth of a
    guided good conscience if it is not halted by
    outside circumstances or forces.

46
Research
  • The most fundamental research recognizes the way
    people naturally formulate their moral judgments
    has a lot to do with their underlying conceptions
    of cooperation in social settings.

47
Real Character Development
  • Students might pass a course by memorizing facts
    and learning empty academic games, but learning
    moral decision-making involves relating real
    behavior to decision making in a real-world
    setting.
  • Integrated over multiple settings.over time

48
Practice Makes Perfect
  • Making good ethical choices is the key to
    becoming a moral person.
  • Being allowed to make choices is essential then
    to becoming a person of character.

49
Affective Domain
  • What choices are made how we FEEL after making
    those choices is a key feature of our last
    final Domain.

50
Affective Domain
  • The Final Domain we will discuss today is the
    Affective Domain.
  • What is it we want our students to be when they
    leave our institutions of learning?
  • Children must be taught character with
    consideration for the appropriate age and mental
    capacity.

51
What is it that we want them to be able to do?
  • How do we become known as the embodiment of a
    characteristic, virtue or trait?
  • Kind
  • Fair
  • Gracious
  • Caring
  • Trustworthy

52
The Affective Domain
  • . RECEIVING (ATTENDING)
  • A. Awareness
  • B. Willingness
  • C. Controlled or Selected Attention
  • 2. RESPONDING (Show some NEW behavior)
  • A. Acquiescence
  • B. Willingness
  • C. Satisfaction
  • 3. VALUING (Show some definite INVOLVEMENT)
  • A. Acceptance
  • B. Preference
  • C. Commitment
  • 4. ORGANIZATION (Value Clarification -
    Prioritize)
  • A. Conceptualization
  • B. Organization
  • 5 CHARACTERIZATION (Consistently acting in
    agreement with a value)
  • A. Generalized Set
  • B. Value Complex

53
The Affective Domain
Analyzing what we need to Become and setting
Goals for Ourselves.
54
What does not work?
  • Character education arises out of a concern for
    moral development and being a good person.
  • It is about self-improvement and achieving
    personal worthiness.

55
Some issues that defeat a realistic sense of
self-improvement are
  • A False sense of self-esteem, which is concerned
    about how good one, feels about him regardless of
    how one performs or behaves. It over emphasizes
    the feeling good and ignores the importance of
    being good

56
Some issues that defeat a realistic sense of
self-improvement are
  • What must be remembered is that a genuine sense
    of self-esteem comes from doing good, and feeling
    of pride and confidence that follows the actions.
  • Character education is concerned with adding
    virtues to ones life.

57
Issues that defeats character education
  • . Some teachers think that by teaching ethics in
    an indirect manner that children will absorb good
    character. However, research and good
    educational practices have proven that children
    need to have concrete, real-world, direct
    approaches to new concepts and ideas.
  • The hands-on approach with actual
    decision-making activities repeatedly over time
    integrated throughout the curriculum, home life
    and sports life is needed to fill the character
    education vacuum. DONT BE SUBTLE!

58
Modeling Is Costly!
  • Children need teachers and parents to model and
    mentor them in good ethical decision-making.
  • They LEARN by doing. They UNLEARN by watching!
  • Visual cues, posters, incentives, awards, and
    stressing of the importance of character building
    must be pervasive.

59
Talk the Talk Walk the Talk
  • Children need to have habits instilled in them
    that reflect the virtues
  • Verbiage is Crucial!
  • Be Nice
  • Be a Gentleman
  • Straighten Up
  • Keep Still
  • Shhhhhhhhh
  • Dont

60
Talk the Talk Walk the Talk
  • Direct instruction with clear messages is needed
    to develop thinking and problem-solving skills.
  • Stolen Calculator Story
  • Stealing Music from Internet
  • Stealing Projects

61
Talk the Talk Walk the Talk
  • Encouragements and punishments -- consequences
    must be felt for bad choices
  • Mentoring through teacher, parents, grandparents,
    employers, coaches, church family, nurturing and
    directing without fail. will build convictions
    and inspire children to have moral ambitions.

62
Talk the Talk Walk the Talk
  • Encouragements and punishments -- consequences
    must be felt for bad choices
  • Mentoring through teacher, parents, grandparents,
    employers, coaches, church family, nurturing and
    directing without fail. will build convictions
    and inspire children to have moral ambitions.

63
Talk the Talk Walk the Talk
  • Dr. Lawrence Kohlberg The first step in raising
    a moral child is to treat a child morally

64
10 Steps that Work
  1. Morality is respect. Teach children to respect
    themselves, others, and for all forms of life and
    the environment that sustains life
  2. Know that children develop morality slowly and in
    stages BE PATIENTBE PERSISTANT
  3. Teach by example-- BE HONEST. Tell them that you
    are not perfect. That you make mistakes.we are
    all learning and we can learn together how to
    make a better society.
  4. Teach by telling the TRUTH and clarifying the
    TRUTH by using concrete examples
  5. Help children learn to think and think
    independently Encourage reflection and
    encourage empathy

65
10 Steps that Work
  1. Help children to take on real responsibilities
  2. Help children to feel valuable that they make a
    difference in society TEACH THEM TO SERVE
    OTHERS
  3. Balance independence and control guided
    practice debriefing Help children to grow a
    good conscience instead of anesthetizing their
    conscience with rationalizations. Remember that
    we have some very powerful instincts...to do what
    we think is best for ourselves, pursuing
    self-interest, happiness, health, love, sex,
    security, wealth, status, power these are
    natural preoccupations of most people. They must
    be tempered with self-discipline, tenacity, and
    courage to do what is right.

66
10 Steps that Work
  1. Love children and help them develop a positive
    self-concept this will affect their attitude
    and attitude is everything it is ones personal
    commitment to do what is right, good and proper.
    Ultimately, ethics is an action concept it is
    about conduct and behavior.coming from an inward
    conviction of what is right wrong.
  2. Explain, explain, explain, teach, teach, teach,
    every act of misbehavior is a learning event and
    opportunity. What you permit you condone. What
    you condone you encourage what you prohibit you
    condemn, what you condemn you discourage.

67
Remember!
  • Be OPEN. Tell kids what you think is important,
  • BE HONEST, Tell them when you make mistakes
  • MENTOR BY EXAMPLEno one is perfectwe are all
    struggling to become better all our lives.no one
    has arrived at perfectionhelp them to
    understand that a person of good character works
    their entire life at building a quality
    character.

68
Remember!
  • THINK OUTLOUD.help children hear what a person
    of character thinks about while trying to make a
    good decision.
  • MODEL Reflection not only thinking about the
    past and how to learn from it.but also about
    future behavior Olympic Athletes visualize
    performing each movement for a successful
    execution and performance

69
Remember!
  • MOTIVATE ENCOURAGE
  • MANAGE behaviordont ignore it.
  • Help students to learn self-management techniques
    gain independence and self respect.

70
The Josephson Institute
  • Nonpartisan Aspen Coalition
  • 300 teachers, counselors, ministers, clergymen,
    psychiatrists, coaches, social workers.
  • Non-negotiables
  • Reduced to lowest set of ideals
  • 6 Pillars of Character

71
6 Pillars
  • Respect
  • Responsibility
  • Citizenship Civic Duty
  • Fairness
  • Caring
  • Trustworthiness

72
RESPECT
  • The essence of respect is to show solemn regard
    for the worth of people, including oneself.
  • The ethical duty is to treat everyone with
    respect not to respect everyone in the sense
    that we admire them.

73
RESPECT
  • Treating people with respect means letting them
    know that their safety, and happiness matter,
    that they are important and worthy simply because
    they are fellow human beings.
  • Lubemire

74
RESPECT
  • Our duty to be respectful requires that we treat
    others with courtesy and consideration
  • It means we behave according to accepted notions
    of taste, propriety, and decency.
  • It means we honor traditions, customs, and
    beliefs important to others.
  • People are not things

75
RESPECT
  • All of us have a basic right to be treated with
    dignity
  • The well-being of all people is important no
    person should be used simply as an instrument of
    anothers needs.

76
RESPECT
  • Live by the Golden Rule
  • Respect others dignity, privacy, freedom, and
    possessions
  • Be Courteous and Polite
  • Be Tolerant and Accepting of Differences
  • Respect the autonomy of others

77
RESPECT DOES NOT
  • Use or manipulate others
  • Abuse, demean or mistreat anyone
  • Pre-judge or discriminate against others

78
RULE of RESPECT
  • All individuals are important and the well-being
    of each is a moral end in itself never treat
    others as simply the means for your own gain or
    gratification.

79
RULE of RESPECT
  • Respect is Given NOT demanded
  • How do we demonstrate Respect? (T Chart)
  • To Friends?
  • To Parents?
  • To Teachers?
  • To Strangers?

80
Characteristics of RESPECT
  • Tolerance
  • Acceptance
  • Autonomy
  • Privacy
  • Nonviolence
  • Courteous
  • Polite
  • Concerned

81
Famous Quotes about RESPECT
  • The honor we receive from those that fear us, is
    not honor Montaigne Essays (1580-1588)
  • Respect gained by fear is not real it is only
    an empty pretense that turns to contempt the
    moment the threat disappears Michael Josephson
  • Respect, like love, has value only when it is
    given freely and out of genuine feelings.
  • Do unto others as you would have them do unto
    you Jesus Christ

82
Rule of Universality
  • Do only those acts which you are willing to allow
    to become universal standards of behavior
    applicable to all people in similar situations.
  • Ask yourself, If everyone did it would it be a
    good thing?

83
Application
  • I will treat you like a gentleman, not because
    you are one, but because I am one

84
Application
  • In Groups of 4
  • Build a T Chart --- Teachers Respect to
    Students
  • Label 1 side What it does not look like
  • Label 2 side What it does look like

85
Responsibility
  • Life is full of choicesBeing responsible means
    being in charge of our choices, and thus, our
    lives.

86
Responsibility
  • Responsibility requires us to recognize that what
    we doand what we dont do matters, and that we
    are morally responsible for the consequences of
    our choices.

87
Responsibility
  • Responsibility means being accountable for what
    we do and who we are.
  • Everyone is responsible for the development of
    his or her personal character.

88
Responsibility
  • We cant choose whether we are good looking,
    smart or athletic. We cant choose our parents
    or the circumstances in which we grow up.
  • But all of us choose how to deal with the
    outrages and opportunities of life.
  • From these choices, our character is formed

89
Responsibility
  • Choosing NOT to choose is a choice.
  • Some of our choices are conscious and some are
    not.
  • We choose whether to be conscious and concerned
    about the consequences of what we say and do,
    including the choice to be willfully blind.

90
Responsibility
  • Do Your Duty
  • Be Accountable
  • Pursue Excellence
  • Exercise Self-Control
  • Acknowledge and meet your legal and moral
    obligations

91
Responsibility
  • Life is full of choicesBeing responsible means
    being in charge of our choices, and thus, our
    lives.

92
Responsibility - TERMS
  • Duty
  • Laws
  • Contracts
  • Promises
  • Job Descriptions
  • Relationship Obligations
  • Universal Ethical Principles
  • Religious Convictions
  • Accountability
  • Diligence
  • Reaching Goals
  • Positive Outlook
  • Prudent
  • Rational
  • Time Management
  • Resource Management
  • Teamwork
  • Financial Independence
  • Self-motivated

93
Responsibility
  • Everything we do makes a difference
  • What we do and what we say starts a chain
    reaction that affects the lives of others
  • Decisions Activity.

94
Responsibility
  • Work Ethic
  • There is an ethical dimension to good work habits
    the work ethic when others depend on us to
    show up on time, prepared and ready to do our
    work and dedicated to stick with the job unit it
    is done.

95
Dimensions of Responsibility
  • Accountability. Our ability to reason and
    freedom to choose makes us morally autonomous
    and, therefore, accountable for our choices.

96
Responsibility
  • Duty. We are bound by principles of morality to
    make choices that honor rather than degrade
    universal ethical obligations to be trustworthy,
    respectful, responsible, fair, caring, and good
    citizens
  • Nuremburg Trials.
  • 9/11 and Student Email

97
Responsibility
  • Dont blame others
  • Dont buy into being a victim
  • Pursue excellence and take pride in everything
    you do
  • Do the best you can with what you have. No
    excuses.

98
Look Out for Excuses
  • Thats just the way I am We are what we choose
    to be, nothing less and nothing more.
  • Its not my fault Could I have done something
    that would have mattered?

99
Responsibility
  • Its not my job Our moral duties often go
    beyond specific job responsibilities.
  • It was legal Legal does not always mean
    morally correct.

100
Responsibility
  • Your living is determined not so much by what
    life brings to you as by the attitude you bring
    to life not so much by what happens to you as by
    the way your mind looks at what happens. --
    John Homer Miller

101
Responsibility
  • We are responsible for our attitudes.

102
Responsibility
  • Our attitudes propel us forward towards our
    victories or bog us down in defeat. They are what
    others see most of the personality within us
    they describe us and define us, projecting the
    image we present to the world.

103
Responsibility
  • Our attitudes make us rich or poor, happy or
    unhappy, fulfilled or incomplete. They are the
    single most determining factor in every action we
    will ever make. We and our attitudes are
    inextricably combined. We are our attitudes and
    our attitudes are us.
  • --Shad Helmstetter

104
Responsibility
  • Blaming the wolf would not help the sheep much.
    The sheep must learn not to fall into the
    clutches of the wolf. Mahatma Gandhi
  • The buck stops here Harry Truman

105
Responsibility
  • Duty is the sublimest word in our language. Do
    your duty in all things. You cannot do more.
    You should never wish to do less. -- Robert E.
    Lee

106
Responsibility
  • Let us have faith that right makes might, and in
    that faith let us to the end dare to do our duty
    as we understand it. -- Abraham Lincoln

107
Responsibility
  • To ignore evil is to become an accomplice to it.
    -- Martin Luther King, Jr.
  • Destiny is not a matter of chance, it is a matter
    of choice it is not a thing to be waited for it
    is a thing to be achieved. William Jennings Bryan

108
Responsibility
  • If you are not part of the solution, you are part
    of the problem. The price of greatness is
    responsibility. Winston Churchill
  • Knowledge is power. Knowledge plus character is
    super power. Houston police officer

109
Civic Duty -- Citizenship
  • Civic virtues refer to conduct that is desirable
    and praiseworthy but not morally mandated.
  • Citizenship are the duties, rights, conduct and
    responsibilities of the citizen of a state.
  • Respecting the rules, laws, and property of the
    state and doing your share to preserve them is
    your honest share in citizenship.

110
Civic Duty -- Citizenship
  • What is a veteran?
  • Words to Star Spangled Banner and God Bless
    America
  • Discussing the words in the Pledge of Allegiance
  • Service Projects

111
Civic Duty -- Citizenship
  • Civic duty implies obligations to contribute to
    the overall public good. It refers to ethical
    obligations, standards of conduct that establish
    minimal requirements of ethical citizenship
  • Playing by the rules, obeying the law, and paying
    all taxes
  • Participating in the democratic process by
    voting, serving on a jury, reporting crimes, and
    testifying as a witness.

112
Civic Duty Doing Your Share
  • Protect the environment by conserving resources
    and minimizing waste and pollution.
  • Being a good citizen and a good neighbor.
  • Care about and pursue the common good.
  • Be a volunteer help your school and community
    be better, cleaner and safer
  • Participating, voting, sharing your opinion,
    serving on committees, reporting wrongdoing, and
    paying taxes.

113
Civic Duty Obeying the Law
  • The Vital Social Contract that makes a democracy
    work is the agreement that we will be governed by
    laws.
  • Rules of Engagement running naked in the
    woods
  • Each of us gives up some personal freedom in
    order to achieve collective benefits of
    orderliness, economic stability, personal safety,
    and justice.

114
Civic Duty Obeying the Law
  • In a democracy we deal with unwise or unpleasant
    rules by changing the rules, not by disobedient
    conduct.
  • Compliance to immoral laws? universal standards
    walk through the six pillars, then act

115
Civic Duty -- Citizenship
  • Enforcement policies do NOT determine the
    validity of the law if no one sees you, its OK.
  • Just because you have ACCESS, does NOT give you
    the right to STEAL.
  • What about Downloading Music from the Internet?.

116
Civic Duty -- Citizenship
  • Running for office, accepting appointments to
    office, working for candidates or issues.
  • Giving time and / or money to charitable and
    other social causes.

117
Civic Duty -- Citizenship
  • Ask not what your country can do for you but what
    you can do for your country.
  • --John Fitzgerald Kennedy

118
Fairness
  • First of ALL It is much more difficult to know
    what is fair than what is unfair. A just person
    is never knowingly unfairMichael Josephson
  • Being Fair is a moral obligation
  • Treat ALL people fairly
  • Listen to others try to understand what they
    are feeling and saying.
  • Rushing judgment is UNFAIR.

119
Fairness
  • Unfortunately, one mans justice is another mans
    injustice one mans beauty anothers ugliness
    one mans wisdom anothers folly

--Ralph Waldo Emerson
120
Fairness
  • Consider all the facts, including opposing views,
    before making decisions
  • Make impartial decisions, using the same
    criteria, rules, or standards for everyone
  • Correct your mistakes in judgment

121
UNFairness
  • Dont take advantage of other peoples mistakes
    or ignorance
  • Dont take more than your fair share
  • Dont let personal preferences, prejudice or
    other feelings improperly interfere with
    decisions which should be based on merit.

122
Fairness
  • Maturity is the ability to analyze evaluate
    fairly after listening to all the facts
    differing points of view.

123
Fairness
  • 3 Volunteers
  • Job Interview
  • What is your name?
  • What is your favorite color?
  • Do you have a pet?
  • What color are your eyes?
  • Can you type?

124
Fairness
  • Rewarding or Punishing indiscriminately is unfair
    and causes prejudice in society.
  • What does Fairness Unfairness Sound Like / Look
    Like
  • Activity Build a T Chart

125
PERSPECTIVES ON JUSTICE
  • Small fish --- There is NO justice
  • Medium fish There is SOME justice
  • Big fish The world IS JUST.
  • The innocent love justice, everyone else prefers
    mercy. -- Michael Josephson

126
Fairness
  • All virtue is summed up in dealing justly
    Aristotle
  • To receive instruction in wise behavior,
    Righteousness, justice and equity Bible, Prov
    13
  • Learn to do good Seek justice Bible, Isa 117

127
Fairness
  • It is not what a lawyer tells me I may do but
    what humanity, reason and justice tell me I ought
    to do.

--Edmund Burke
128
Basic Rules of UNFairness
  • It is unfair to impose punishment that is
    disproportionate to the offence.
  • Motives are important. Intentional violations
    and unintentional mistakes should be considered
    differently
  • It is unfair to handle similar matters
    inconsistently. When possible extenuating
    factors should be explicitly acknowledged as part
    of the statement of policy.

129
Basic Rules of UNFairness
  • Legally Mandated Favoritism. Sometimes these are
    mandated to correct historic patterns, but
    whenever possible there should be equality among
    ALL people.
  • It is unfair to make a judgment that favors or
    discriminates against individuals based on
    improper factors.
  • Nepotism. Criteria for employment or promotion
    should be applied to everyone alike.

130
Basic Rules of UNFairness
  • So many factors can go into the notion of a fair
    judgment, that oftentimes, we do not know what is
    truly fair. We do, however, know what is unfair,
    and our first obligation is to avoid being unfair.

131
Establishing Fairness in the Classroom
  • Respect Self
  • Respect Others (privacy, possessions, humanity,
    differences)
  • Respect Education
  • Respect the Environment
  • Dont pollute my air, listen to music with
    headphones
  • Respect Resources (If you teach it, you can grade
    it)
  • Breaking pencils, erasers, throwing paper clips,
    staples
  • Playing games on computer instead of being
    productive

132
Six Theories of Substantive Fairness
  • Merit
  • Need
  • Might
  • Equality
  • Seniority
  • Effort

133
Theories of Fairness
  • EFFORT a person is entitled to more if he/she
    tries harder irrespective of talent, ability, or
    need
  • SENIORITY a person is entitled to more if
    he/she has been there longer irrespective of
    merit, need, power, or effort
  • EQUALITY a person is entitled to an equal share
    irrespective of merit, need, power, or effort

134
Theories of Fairness
  • MIGHT a person is entitled to whatever he/she
    can acquire irrespective of merit, need, or
    effort. Power determines what a person deserves
    might makes right.
  • NEED a person is entitled to whatever he/she
    needs. In a just system, everyone will have what
    they need. Excess above needs can be distributed
    by any other theory of justice.

135
Theories of Fairness
  • MERIT a person is entitled to whatever he/she
    can earn or acquire based on skill, talent, and
    /or hard work.
  • Persons with little skill, talent or hard work
    are not entitled to anything except what they
    need.

136
3 Rules to Fair Decisions
  • First, since disagreement and criticism are
    inevitable, we must content ourselves with
    reaching fair decisions based on personal
    conscience and ethical justifiable standards.
  • If you need to be liked or approved of by
    everyone, avoid accepting responsibility that
    requires tough choices. Charges of unfairness
    come with the territory.

137
3 Rules to Fair Decisions
  • SECOND, we should be clear in our own minds about
    the CRITERIA used for making judgments. It is
    ONLY FAIR if EVERYONE knows the criteria
    beforehand.
  • THIRD, the PROCEDURES used to weigh a decision
    must be and appear to be fair. These procedures
    should be a matter of record. (Common knowledge)

138
Fairness
  • The wide variety of approaches to fairness means
    that for every decision there will be people who
    will claim it is unfair.

139
Procedural Fairness
  1. Fair Notice
  2. Impartiality
  3. Gather of the Facts
  4. Fair Hearing

140
Fair Notice
  • Have the rules been posted? Has the person been
    given fair warning? Is the person unaware of the
    rule?

141
Impartiality
  • Is the judgment based on the CRITERIA ?
  • Have conclusion be made based on facts and clear
    evidence?
  • Has all the information been considered?
  • Are the conclusion clear?

142
Gather Facts
  • Has judgment been suspended until all the
    opposing sides have been given time to give their
    statements?
  • Have you gathered facts without undo
    embarrassment or disclosing your suspicions to
    others?
  • Are there ambiguities that can be clarified?

143
Fair Hearing
  • Has everyone been given time and due process for
    a fair disclosure of their side of the story?
  • Has right of confrontation been given to the
    accused
  • Has everyone been allowed to explain, listen, and
    understand?

144
Decision-Making
  • Decisions should be made and should appear to be
    made, carefully, honestly and objectively, with
    the knowledge that even a process of the greatest
    integrity does not always produce certainty.
  • PROCESS RESULTS must be FAIR

145
Decision-Making
  • Even though the underlying concepts of fairness
    and justice are simple, almost intuitive,
    applying them in real life proves very difficult
  • Discussions among students on the Definitions,
    Process, and Results will help them to better
    understand both the importance and the effort
    needed in practicing FAIRNESS

146
Decision-Making
  • You are an employer who for budget reasons has to
    let go of one employee. What is FAIR?
  • Who do you let go?

147
Decision-Making
  • Able, your newest employee who is young and
    unmarried is your best producer. He gets more
    work done effectively than any other employee
  • Nettie is a competent worker of four years, a
    single mother with 3 small children at home, she
    needs the job most
  • Oldham has worked for the company for the
    longest, for 18 years and is two years away from
    retirement
  • Tryhard is a good producer with terrific attitude
    and the hardest worker you have
  • Nepo, a competent employee is the son of one of
    the owners of the company.

148
Caring
  • Caring is the GLUE of society
  • Without CARING we are less than moral beings

149
Caring
  • Caring is the GLUE of society
  • Without CARING we are less than moral beings
  • Compassion
  • Kindness
  • Consideration
  • Charity

150
Caring
  • Caring takes TIME ACTION
  • Teach children to love their family, friends, and
    community.  
  • Separate the person from the behavior or choices
    the person has made.
  • ACTIVITY Draw a picture of caring.

151
Caring
  • A person of character is empathetic, helpful,
    considerate, and compassionate.
  • A caring person is one who strives to make life
    better for ALL people
  • A caring person helps people in need
  • Is NOT mean, critical, hurtful or insensitive

152
Caring
  • Make a list of things a caring person might do

153
Trustworthiness
  • Integrity wholeness, predictable, consistent
    in thoughts, words, and actions, not two
    faced.
  • Honesty sincerity, real, not hypocritical
  • Promise Keeping accountable to promises that
    have been made

154
Trustworthiness
  • Loyalty benefit of the doubt to those who you
    have a relationship with.
  • Sincerity not trying to trap or make fun of
    others honest feelings. Essential for meaningful
    personal relationships that are rewarding
    enduring successful associations in school,
    social activities workplace.

155
Trustworthiness
  • From your own experience
  • What kinds of words or actions build or undermine
    trust?

156
Trustworthiness
  • People of character understand the importance of
    trust and pursue a life that makes them worthy of
    trust.
  • Even small lies deceptions can topple towers of
    trust.
  • Towers of trust are built stone by stone, yet no
    tower is so tall or so strong that it can stand
    when lies deception undermine its base.
  • Integrity is moral wholeness demonstrated by a
    consistency of thoughts, words, deed, and duties.

157
Trustworthiness
  • Beliefs People with integrity listen to their
    conscience
  •  
  • Words Have the courage to say what is right or
    wrong
  • Actions Dont do anything they think is wrong.

158
Trustworthiness
  • Moral Obligations are not hypocrites. Their
    sense of duty to what is good.
  • A person of integrity has a wholeness like a
    whole number --- it is undivided, complete.
    There are not dark pieces hiding out of sight.
  • Integrity requires a discerning conscience that
    acts with good character regardless of personal
    cost, proclaiming openly the reason you act is on
    your understanding of right from wrong. There
    are no hidden agendas, to forked tongue, and not
    looking to judge.

159
Trustworthiness
  • Integrity requires both being true to oneself
    living up to ones highest and best personal
    values with courage and self discipline.
  • How does one always act with integrity?
  • A person with integrity is not reflex oriented.
    They are self-reflection oriented so they have
    thought clearly and act accordingly.
  • A person of integrity consistently behaves
    according to firm convictions about right wrong.

160
Trustworthiness
  • Living up to good principles means that we always
    do what is right even when doing so will not get
    us something we want or will keep us our of
    trouble.
  • It is right to do right even if no one else is
    doing it.
  • Ethics is not for wimps! It takes moral courage
    to hold onto important values even in the face of
    criticism, embarrassment or pressure to do
    otherwise.

161
Trustworthiness
  • Honesty requires that one looks at all the facts.
    Communication Conduct are the two keystones of
    honesty. Communication requires that one does
    not stay willingly blind. Candor, openness, and
    truthfulness lead to understanding.
    Understanding leads to conduct that is becoming
    of an honest person. Cheating, stealing, sneaky
    behavior, deceitfulness are acts that demean one
    character. An honest person will not keep silent
    when silence is intended to cause another person
    to believe something that is not true.

162
Trustworthiness
  • A lie has speed, but the truth has endurance.
  • To a liar the lie is a means to manipulate.
  • To one being lied to a lie is a manipulation.
  • Promise Keeping Do not make promises that you
    cannot or should not keep. The lack of promise
    keeping will make you loose respect for yourself.
    Good work habits demand reliability. Do not
    over book yourself so that you have to break good
    habits or destroy someones trust in you.

163
Trustworthiness
  • Loyalty to stand by the relationships that you
    have made.
  • Give examples of Moral Dilemmas using
    "Trustworthiness".

164
Trustworthiness
  • Self Quiz
  • How do you rate yourself?
  • 1.  Tell the truth even when it may cost me.  
    Yes  No
  • 2.  Being sincere -- not being deceptive, tricky
    or sneaky.   Yes   No
  • 3.  Being candid and forthright, volunteering
    information others need or want to know.    
    Yes    No
  • 4.  Honoring another's property (not stealing). 
    Never taking what is not mine.  Yes  No

165
TEACHING CHARACTER
  • If you TEACH it, you can GRADE it
  • What gets Rewarded, gets Repeated
  • How do you reward RESPECT in your school?
  • If praising virtues and condemning vices does not
    take place you will betray one and encourage
    the other.

166
TEACHING CHARACTER
  • It is easier to be bad because being right is
    self sacrificing -?delays gratification and
    depends on the long run for rewards.
  • It takes COURAGE to do the right thing.
  • Must show heroes who have succeeded in
    self-sacrificing and still succeed in life.

167
TEACHING CHARACTER
  • It is easier to be bad because being right is
    self sacrificing -?delays gratification and
    depends on the long run for rewards.
  • It takes COURAGE to do the right thing.
  • Must show heroes who have succeeded in
    self-sacrificing and still succeed in life.

168
TEACHING CHARACTER
  • Must distinguish between the human being and the
    behavior.
  • Child can fail math and still be a valuable
    person
  • When a person has a clear sense of dignity and
    self value, they can respect and care for others.
  • Teachers must avoid shaming techniques when
    addressing behavior management.

169
TEACHING CHARACTER
  • T.E.A.M
  • TEACH
  • ENFORCE
  • ADVOCATE
  • MODEL

170
5 Levels of Mastery
171
5 Levels of Mastery
172
5 Levels of Mastery
173
5 Levels of Mastery
174
5 Levels of Mastery
175
5 Levels of Mastery
176
Membership
  • http//www.charactercounts.org
  • ListServ
  • Newsletters
  • Conferences
  • Website
  • Updates Issues through Email
  • District Membership is 45

177
Community Integration
  • Involve all areas of the community
  • Involve parents
  • Involve businesses
  • Have a systemic Plan

178
(No Transcript)
179
Arp Website
  • http//www.arp.sprnet.org/curric/CC!/Ethics.htm
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