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Character Education: What Counselor Educators Need To Know.
Introduction Character education is the “fastest growing reform movement in P-12 education today” (Williams, 2000, p. 32), thus all counselor educators and counseling students need to be informed and cognizant of various P-12 character education programs. Currently, more than 30 states mandate some aspect of character education (Otten, 2000) and school counselors are frequently responsible for introducing character education curricula to their schools. However, research suggests that counselor education programs are not emphasizing character education in their preparation programs (Ryan & Bohlin, 1999). DEFINITIONS AND APPROACHESWhat is character education and how does it affect education? Williams & Schnaps (1999) detail the work of the now defunct National Commission on Character Education, formed in 1997, to answer these questions. The Commission defined the term character education as “any deliberate approach by which school personnel, often in conjunction with parents and community members, help children and youth become caring, principled and responsible” (Williams & Schnaps, 1999). According to Williams (2000), the Commission used character education as an umbrella term that encompasses diverse approaches, philosophies and programs. Problem solving, decision-making,and conflict resolution are important aspects of developing moral character. Character education offers students opportunities to experience these traits directly. Typically, the goals of character education are to help children become morally responsible, self-disciplined citizens (McBrien & Brandt, 1997).
The American School Counselor Association stated that the purpose of character education is to “assist students in becoming positive and self-directed in their lives and education and in striving toward future goals” (ASCA, 1998). These goals are carried out by teaching children about basic human values such as honesty, kindness, generosity, courage, freedom, equality, and respect (McBrien & Brandt, 1997). TYPES OF PROGRAMSNumerous types of character education programs exist. Williams and Schnaps (1999) provided a thorough description of five major theoretical perspectives of character education: Watson’s community of caring (1989); DeVries’s constructive approach (1998); Berkowitz’s child development perspective (1985, 1999); Lickona’s eclectic approach (Lickona, 1991); and Ryan’s traditional approach (Ryan, 1995). In a later study, Williams (2000) delineated four commonalities among the five theories. First, each theory involves direct instruction wherein youth are inculcated with virtues of society through training on habits or virtuous behavior (including Ryan [1995], Lickona [1991], and Berkowitz [1985]). Second, indirect instruction is a common component of character education. Williams and Schnaps (1999, p. 12) defined indirect instruction as “building a child’s understanding which is believed to lead to interpersonal interactions of peers under the guidance of caring adults.” Williams and Schnaps (1999) cited theorists DeVries, Lickona, Watson, and Berkowitz as participating in indirect instruction. Third, theorists Watson (1989) and Berkowitz (1999) included community building in their theories. Community building enhances moral character through caring relationships and environments. Fourth, all character education theories utilized adults as role models.
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