Module 7
A K-12 Developmentally Appropriate Core Curriculum for
Character Education
The information in this PowerPoint module should be read very carefully after listening to and watching each slide, or after listening to and watching the entire presentation. Since you control the transition from one slide to the next, you can pause to read after the narration and animation on each slide, or you can single-click on each slide during a second playing of the module to bypass the narration and animation and to bring up all of the readable copy. The additional reading of one or more of several books is strongly recommended as a follow-up. You may want to investigate the books by the following authors: Kevin Ryan, William Damon, Tom Lickona, Peter L. Benson, Ruth Charney, Marvin Berkowitz, Lawrence Kohlberg, Philip Vincent, Chip Wood, John Dewey, and Gordon Vessels.
In review, we have covered using all
avenues to learning and all that we know about child
development. Now we need to look at what to
teach and when to teach it!
In review, we have covered using all
avenues to learning and all that we know about child
development. Now we need to look at what to
teach and when to teach it!
CHARACTERCHARACTERCharacter implies moral character and
a personality characterized by empathy, internalized moral standards and values,
a conscience, the ability to reason autonomously, sensitively, and fairly about moral issues, and habitual action that is consistent with moral
thoughts and feelings (virtue).
Character implies moral character and a personality characterized by empathy,
internalized moral standards and values, a conscience, the ability to reason
autonomously, sensitively, and fairly about moral issues, and habitual action that is consistent with moral
thoughts and feelings (virtue).
Moral Character can be viewed as a combination of personal and social
integrity with each defined in terms of virtues (behavioral predispositions
embedded in personality and identity) and various types of feeling, thinking, and
knowing (moral reasoning, conscience, empathy), that change naturally and qualitatively as children mature if the
necessary supports are in place.
Moral Character can be viewed as a combination of personal and social
integrity with each defined in terms of virtues (behavioral predispositions
embedded in personality and identity) and various types of feeling, thinking, and
knowing (moral reasoning, conscience, empathy), that change naturally and qualitatively as children mature if the
necessary supports are in place.
Developed by Gordon Vessels ©
FOCUS ON AUTONOMYFOCUS ON AUTONOMY
FO
CU
S
on
IN
DIV
IDU
AL
& B
EL
IEF
SF
OC
US
o
n
IND
IVID
UA
L &
BE
LIE
FS
Prudential Education
PersonalIntegrity
Ability Effort
Social Education
SocialIntegrity
Friendship Teamwork
Cultural Education
PersonalIntegrity
Kindness Courage
Curricular Emphasis
in Terms of Virtues
FOCUS ON HETERONOMYFOCUS ON HETERONOMY
FO
CU
S o
n C
OM
MU
NIT
Y &
SC
IEN
CE
FO
CU
S o
n C
OM
MU
NIT
Y &
SC
IEN
CE
Human Nature Good
Human Nature Bad
Civic Education
SocialIntegrity
Citizenship
Developed by Gordon Vessels ©
Character Operationally DefinedIn terms of Personal Virtues or Personal Integrity,
people with moral character:
1. Show KINDNESS and compassion with
empathetic understanding;
2. Show the COURAGE to be honest and principled
irrespective of circumstances;
3. Have the ABILITY to independently resolve
problems, analyze situations where moral values
or principles may be in conflict, and adapt to
change in a personally and socially constructive
manner; and
4. Display a high level of EFFORT in their work and a
high level of commitment to individual and group
goals and standards.
With respect to Social Virtues or Social Integrity, people with moral character:
5. Show an interest in and concern for others in the
spirit of FRIENDSHIP and brotherhood and act on
these concerns routinely;
6. Show responsible and other-directed TEAMWORK
within families, groups, and communities; and
7. View the preservation of social institutions and the
improvement of both self and community as civic
duties or obligations of CITIZENSHIP.
Developed by Gordon Vessels ©
Primary-Virtue Definitions for Kids
Kindness: making others feel better by knowing how they feel and causing good feelings.
Courage: being strong enough to do what is right when you are afraid to do so.
Ability: having the skills to figure out what is right and good and to make yourself and your world better.
Effort: doing your best and not giving up even when things are very hard.
Friendship: treating others the way you want to be treated.
Teamwork: helping to achieve group goals by doing your part and working well with others.
Citizenship: following rules and laws and trying to make yourself and your community better.
Developed by Gordon Vessels ©
Abilityattentivecreativepreparedskillfulorganizedknowledgeablerealisticflexibleobjectivedeliberateprudentresourceful
Abilityattentivecreativepreparedskillfulorganizedknowledgeablerealisticflexibleobjectivedeliberateprudentresourceful
Couragehonestexploringbrave sorryindependentrisk-takingdecisiveassertiveself-disclosingself-evaluatingperseveringprincipled
Couragehonestexploringbrave sorryindependentrisk-takingdecisiveassertiveself-disclosingself-evaluatingperseveringprincipled
Efforthard-workingenergeticdeterminedcompetitivestudiousself-disciplinedambitiousdedicatedoptimisticidealisticpersistentconscientious
Efforthard-workingenergeticdeterminedcompetitivestudiousself-disciplinedambitiousdedicatedoptimisticidealisticpersistentconscientious
Kindnessnicelovinggentlecheerfulthankfulfriendlycomfortingcourteoussensitiveinterestedcompassionateempathetic
Kindnessnicelovinggentlecheerfulthankfulfriendlycomfortingcourteoussensitiveinterestedcompassionateempathetic
Teamworkon-taskrespectfulcooperativeproductiveresponsiblepositivemediatingpunctual/prompthumble/modestgenuine/sincerecompromisingtemperate
Teamworkon-taskrespectfulcooperativeproductiveresponsiblepositivemediatingpunctual/prompthumble/modestgenuine/sincerecompromisingtemperate
Citizenshippeace-lovingrule-followingdrug-freelaw-abidinghealth consciousrights-respectingvolunteeringeducated/employedsocially responsibleculturally literatehistorically literate family valuing
Citizenshippeace-lovingrule-followingdrug-freelaw-abidinghealth consciousrights-respectingvolunteeringeducated/employedsocially responsibleculturally literatehistorically literate family valuing
Friendshiphelpingsharing/givingfair/justforgivingpatientconsideratesupportiveunderstandingtrustworthydevoted/loyalcharitablealtruistic
Friendshiphelpingsharing/givingfair/justforgivingpatientconsideratesupportiveunderstandingtrustworthydevoted/loyalcharitablealtruistic
Social Virtues / Social IntegritySocial Virtues / Social Integrity
Personal Virtues / Personal IntegrityPersonal Virtues / Personal Integrity
Primary & Elaborative Personal & Social VirtuesPrimary & Elaborative Personal & Social Virtues
Developed by Gordon Vessels ©
Citizenship: Rights Respecting, Educated/Employed, Patriotic/ Voting, Historically Literate, Cult- urally Literate, Family ValuingKindness: EmpatheticCourage: Persevering, PrincipledAbility: Deliberate, Prudent, ResourcefulEffort: Optimistic, Idealistic, Persistent, ConscientiousFriendship: Charitable, AltruisticTeamwork: Compromising, Temperate
• Self-Directed, Principled, and Self-Governing Autonomy• Autonomous Critical Thinking About Moral Issues, Laws, and Social Conventions• Integration of Roles, Values, Behaviors, and Attributes into Prosocial and Ethical Identity
Courage: Independent, Decisive, Risk-Taking, Assertive, Self- Disclosing, Self-EvaluatingKindness: CompassionateAbility: Flexible, ObjectiveEffort: Ambitious, DedicatedFriendship: Understanding, Trust-worthy, Devoted/LoyalTeamwork: Humble/Modest, Genuine/SincereCitizenship: Volunteering
• Full Rational Conscience
• Early Autonomous Moral
Reasoning
• Social Consciousness or
Sense of Duty to Others
Besides Peers & Friends
• Mutual Trust
In Personal Friendships
Teamwork: Cooperative, Positive, Productive, Responsible, Mediating, Punctual/PromptKindness: Sensitive, InterestedCourage: RemorsefulAbility: Knowledgeable, Organized, RealisticEffort: Self-Disciplined, StudiousFriendship: SupportiveCitizenship: Drug-Free, Health- Conscious, Law-Abiding
• A Beginning Rational Conscience• Fairness as Equity• Context-Dependent Justice• Perspective Taking / The Cognitive Part of Empathy• Even-Handed Reciprocity in Friendships
Friendship: Fair, Forgiving, Patient, ConsiderateKindness: Comforting, CourteousCourage: Brave, SorryAbility: Prepared, SkillfulEffort: Energetic, Determined, CompetitiveTeamwork: RespectfulCitizenship: Rule-Following
• Authoritarian
Conscience
• Fairness as Equality
Competence / Want To
Do Things Well
• Unevenhanded Recipro-
city in Friendships
Kindness: Nice, Loving, Gentle, Cheerful, Thankful, FriendlyCourage: Honest, ExploringAbility: Attentive, CreativeEffort: Hard-WorkingFriendship: Helpful, SharingTeamwork: On-TaskCitizenship: Peace-Loving
• Affective Empathy
• Initiative / Do Things
• Conformity to Rules
• Nonselectively Sociable
OTHER TARGETED PRIMARY AND
ELABORATIVE VIRTUES
TARGETED PSYCHOLOGICAL
PROCESSES
MAIN PRIMARY-VIRTUE FOCUS
FOR LEVEL
DEVELOPMENTAL
LEVEL
(GRADES)
KINDNESS
FRIENDSHIP
TEAMWORK
COURAGE
CITIZENSHIP
NINTHTENTH
ELEVENTHTWELFTH
NINTHTENTH
ELEVENTHTWELFTH
SIXTHSEVENTHEIGHTH
SIXTHSEVENTHEIGHTH
THIRDFOURTH
FIFTH
THIRDFOURTH
FIFTH
FIRST
SECOND
FIRST
SECOND
PRE-K&K
PRE-K&K
VESSELS’ CORE CURRICULUM
Developed by Gordon Vessels ©
Operational Definition of Moral Character
Operational Definition of Moral Character
“Process” Extraction:Affective & Cognitive Processes
Types of moral thinking and feelingprocesses that may or may not bring
about moral behavior
“Content” Extraction:Virtues & Meta-Moral Characteristics
Types of habitual good behavior thatsuggest the possibility of related moral
feeling and thinking
ReasoningConscienceSocial Integrity
Personal Integrity
Primary Virtues:KINDNESSCOURAGE
ABILITYEFFORT
Targeted at all 5developmental levels
in four objectives
Primary Virtues:FRIENDSHIPTEAMWORKCITIZENSHIP
Targeted at all 5developmental
levels in 3 objectives
Elaborative
Virtues:
Twelve for each of
the four Primary
Virtues listed above
with 8 to 10
targeted at each of
the 5 developmental
levels in 4 objectives
Elaborative
Virtues:Twelve for each of
the three Primary
Virtues listed above
with 5 to 10
targeted at each
of the 5
developmental
levels in 3
objectives
Age-appropriate forms
or precursors targeted at each of the 5
developmental levelsin 1 objective
Age-appropriate forms
or precursors targeted at each of the 5
developmental levelsin 1 objective
Motivated by (1) a sense of obligation to others
that reflects internalized
social-role expectations and moral principles, (2) a genuine concern
for others that includes affective empathy and role taking, and (3) self-
regulative and self-reinforcing feelings
that accompany reflexive
self-judgment, that is, a social-empathetic, emotionally self-
regulating conscience
Have the independentability and will (1) to think critically about Moral issues, (2) to
reason autonomously and objectively when
values and ethical principles are in conflict, (3) to
engage in critical and objective self-evaluation that amends self-
exonerative reality distortion, and (4) to effectively take the
perspective of others about self and others
Developed by Gordon Vessels ©
Instructional Focus for Early Elementary (Middle Childhood)
Targeted Virtues for Early Elementary (Middle Childhood)
The primary focus for first and second grade students is . . .
● Friendship and the elaborative virtues of fair, forgiving,
patient, and considerate.
Other targeted virtues include:
● Kindness and the elaborative virtues of comforting and
courteous;
● Courage and the elaborative virtues of brave and sorry;
● Ability and the elaborative virtues of prepared and skillful;
● Effort and the elaborative virtues of energetic,
determined, and competitive;
● Teamwork and the elaborative virtue of respectful; and
● Citizenship and the elaborative virtue of rule-following.
Developed by Gordon Vessels ©
Psychological Processes
The targeted processes forfirst and second grade children are . . .
● Expanding their natural affective empathy to include a beginning cognitive or perspective-taking component,
● Promoting the process of internalizing adult rules and standards through inductions, which connect transgressions with their affects, elicit empathetic distress and guilt, and yield an early authoritarian conscience,
● Promoting the development of a beginning notion of fairness that appreciates equality but not equity,
● Promoting the transition from wanting to do things (initiative) to wanting to do them well (competence), and
● Encouraging early forms of cooperation and
friendship that will be limited by a one-way social perspective that is self-serving, unevenly reciprocal, and instrumental.
Psychological Processes
The targeted processes forfirst and second grade children are . . .
● Expanding their natural affective empathy to include a beginning cognitive or perspective-taking component,
● Promoting the process of internalizing adult rules and standards through inductions, which connect transgressions with their affects, elicit empathetic distress and guilt, and yield an early authoritarian conscience,
● Promoting the development of a beginning notion of fairness that appreciates equality but not equity,
● Promoting the transition from wanting to do things (initiative) to wanting to do them well (competence), and
● Encouraging early forms of cooperation and
friendship that will be limited by a one-way social perspective that is self-serving, unevenly reciprocal, and instrumental.
Developed by Gordon Vessels ©
1. Students will begin to take the perspective of
others, will internalize adult rules and
standards, and will begin to show a desire to
do things well. They will demonstrate this
growth through their responses to teacher
questions and their expressed feelings and
attitudes, and by behaving in accordance
with adult rules and expectations when
adults are not present.
2. Students will expand their understanding of
kindness to include being polite, comforting,
and courteous, and will demonstrate this
understanding by using gentle talk and
touch and offering to play with upset peers,
and by adding to their social skills the
courtesies of saying "good morning" and
"excuse me," and by not interrupting the
teacher when she is talking to someone else.
Sample Standards or Instructional Objectives