o not place the emphasis on students' ability to decide, or to develop a social consciousness but rather on the kind of individuals students will grow up to be. While one version of this program emphasizes self-insight, the other presents a view of good character as virtue, habits of moral action such justice, prudence, temperance, and fortitude.
Despite differences, the psychobehavioral approach can be said to focus on helping children to know what is good, to desire the good and to do good. Character education, as approached from this psychobehavioral perspective, can be characterized as based on the belief that people do not automatically develop good character, and that conscientious efforts must be made---by schools, families, churches, and communities---to help young persons understand, internalize, and act upon core ethical values such as respect, responsibility, honesty, fairness, integrity, compassion, self-control, and moral courage.
A key question that needs to be asked here is why educators are having such a difficult time agreeing on a definition of character edu
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