Character Education in Public Schools
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Morale problems continue in American public schools (Lickona, 2004), pointing to the need for formal character education to help bring increases in moral conduct (Lickona, 2001). While there is a controversy related to this type of education, since it remains unclear whose values would be taught in a formal program, it is equally possible that values such as acceptance of and caring for others, respect, honesty, patriotism, and other fundamental values would be taught in this program (Harned, 1999; Leo, 1999). In addition to moral problems, teacher stress and dissatisfaction are a problem (Friedman, 2000). Latham (1998) pointed out that contradictory demands, lack of empowerment or autonomy, crowded classrooms, and other problems decrease teacher morale and job satisfaction. Alternatively, teachers require a work environment with high levels of empowerment and morale to feel more satisfied with their position (Ma & MacMillan, 1999), again pointing to the need for a formal character education program that is focused on providing this type of ethical and moral work place. Lickona (2004; 1997) pointed out that teachers have an important role as caregiver, model, and mentor in the creation of a caring classroom that builds character in students.Statement and Background of the Problem The public school is an ideal place to present character education because the school serves most American school-age children (Ryan &
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ership, academic failures and drop-outs, and sexual promiscuity are among the major problems that social institutions (including schools), families, and youth themselves are being challenged to address. In Lickona's (2001) view, the most basic kinds of moral knowledge seem to be disappearing from our common culture, leading many in education to call for enhanced emphasis on values or character education as a means of re-establishing fundamental and commonsensical behaviors and attitudes among young people.
Lickona (2001) proclaimed that teachers and parents must make it a high priority to teach children about and help them build character. Others agree with this assessment of the responsibilities of the public school system, while still recognizing that "values education" and "character education" can be inherently controversial constructs and concepts (Monseau, 2000). Ryan and Bohlin (1998), though advocates of such efforts, point out that educators have come under fire in the past for purportedly "indoctrinating" young people with respect to values and moral codes that are not necessarily shared or accepted in full by some constituent groups. Fears that "values" and "morals" are code words for a specific religious orienta
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Approximate Word count = 9499
Approximate Pages = 38 (250 words per page)
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