Why_the_Need_for_Character_Education_in_Schools

Jody Bishop Assignment: Analysis Essay on Education March 4, 2010 Why the Need for Character Education in Schools "And these words [of God's law] that I am commanding you today must prove to be on your heart. And you must inculcate them in your son. You must speak of them when you sit in your house, when you walk on the road, when you lie down, and when you get up." The quotation above is part of Moses' farewell address to the nation of Israel given about 3,500 years ago. It well illustrates the traditional role of parents as the primary teachers of values, ethics, and beliefs for much of human history. It also reminds us that the values and ethics that shaped the foundation of western civilization are based on what was thought to be pleasing to God. With the founding of Christianity 1,500 years later, the church became the major institution for providing moral guidance for the western world, although daily instruction of children in such matters remained the duty of parents. Why then, do public schools now feel compelled provide moral guidance under the label of "character education'" It is in order to fill the recent void left by left by parents and religions who are no longer able or willing to teach values and ethics to their children. The modern disintegration of traditional family life, the widespread rejection of traditional values, as well as the shift within most churches toward nonjudgmental political correctness have left these institutions without a moral compass to pass on to the next generation. Children must now go to school to learn honesty, respect, fairness, caring, kindness, generosity, and courage. The current disintegration of traditional family life, the diminished influence of religion, and the rejection of traditional morals are all part of a continuum that began in the mid-1800s as the theory of Darwinian evolution began to undermine belief in God as the authority on moral standards. At the same time, the quest for individual rights and freedoms began taking precedence over the collective conscience of the community. World War I greatly hastened this departure from traditional values as religion lost its moral high ground. On both sides of the battlefield, the clergy proclaimed it to be "a just war" and preached their young men into the trenches, declaring that God was on their side. As it became clear that the war was a colossal folly, an exercise in human arrogance, and an unforgivable waste of human life; confidence in religion was shaken considerably. As each generation since World War I passed on a progressively weakened respect for religion and traditional moral values, respect for the family as an institution also diminished. According to the US Census Bureau, the divorce rate for males was 84 per 100,000 in 1900, 489 per 100,000 in 1930, 1,070 in 1950, 4,539 per 100,000 in 1980, and 9,255 per 100,000 in 2000. Views on sex outside of marriage also changed rapidly. Prior to the 1960s, living together out of wedlock was termed "living in sin." By the end of 1960s, 2% of men and women were cohabiting prior to marriage and the percentage jumped to 80% by the end of the 1990s. Both psychologists and educators remind us that the happiest children and most academically successful students are those living with both parents in a secure family environment. But with four out of 10 babies are now born out of wedlock and many more living with a divorced parent, it comes as no surprise that schools must contend with growing numbers of insecure, unhappy children who are at greater risk of becoming involve with alcohol, drugs, crime, and gang activities. To be sure, many parents are making heroic efforts to provide their children with a set of standards and values that will lead to a happy, successful adulthood. But having grown up in a society where ethics and morals are relative rather than absolute, many modern parents feel unsure as to what values they should try to instill in their children. How does a parent who experimented with alcohol, drugs, or sex as a teenager encourage their own children to "say no" to these activities' Most parents do not want their 12-year-olds engaging in sex, but at what age does it become okay' Similarly, most parents do not want their teenagers smoking marijuana; but how can they forbid something that they themselves were once eager to try' A parent struggling to deal with such questions may be eager to hand over responsibility for such instruction to the child's teachers. Can teachers and paraeducators fill the shoes left empty by parents and pastors' Only time will tell, but the task looms large. According to the publication, "What Works In Character Education," the goal of character education in public schools is to "raise children to become morally responsible, self-disciplined citizens." Notice that the goal of the school is to "raise children." If it has become necessary for teachers to raise our children for us, perhaps we should look at direction in which our civilization is headed. References: CEP’s Eleven Principles of Effective Character Education http://www.character.org/uploads/PDFs/Eleven_Principles.pdf Moral Relativism - What's It All About' http://www.moral-relativism.com/ The Left's Moral Absolutism http://www.americanthinker.com/2009/08/the_lefts_moral_absolutism_1.html Marital Status of the Population by Sex: 1900 to 2002 http://www.census.gov/statab/hist/HS-11.pdf New Report Sheds Light on Trends and Patterns in Marriage, Divorce, and Cohabitation http://www.cdc.gov/nchs/PRESSROOM/02news/div_mar_cohab.htm Out-of-Wedlock Birthrates Are Soaring, U.S. Reports http://www.nytimes.com/2009/05/13/health/13mothers.html Changing Patterns of Cohabitation http://www.sociology.org.uk/c2_5.pdf Couples study debunks 'trial marriage' notion of cohabiting http://www.usatoday.com/news/nation/2009-07-08-living-together_N.htm What Works In Character Education http://www.rucharacter.org/file/practitioners_518.pdf