the moral life of schools: teaching ethical thinking & moral courage patrick f. bassett...

The Moral Life of Schools: Teaching Ethical Thinking &

Moral CouragePatrick F. Bassett

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The Challenges We Face

Overhead in the Hallways & NAIS Moral Life of Schools Survey Results: Student Responses

• 3rd grader: “I’m not altogether certain what immorality means, but I think it means……..

….‘living in the suburbs.’”

• 9th grader: "I haven't been here long enough….. to tackle a moral question. Sorry."

• 9th grader: "Whether or not to cheat. I've decided not to.

….Not much, anyway."


Overhead in the Hallways & NAIS Moral Life of Schools Survey Results: Student Responses

• 6th grader: "The whole class had the opportunity to cheat, but no one did….. It was an easy test."

• 7th grader: "I found $20 on the library table and turned it in. I should have kept it. The kid was a jerk and was ungrateful…..

I beat him up after school."


• 10th grader tour guide response (Episcopal-related school) to Jewish parent’s query about whether or not there was any anti-Semitism at the school: “Why yes…this is a great school, and we have everything here.”

• Teacher of the Year, after being challenged for physically punishing two boys who had published unflattering remarks about her in newly troweled sidewalk: “Well I loved them in the abstract…

but not the concrete.”

“Psst! Human Capital -What Works for Success” ~ David Brooks, New York Times Op-Ed, Nov 13, 2005

Cultural Capital: the habits, assumptions, emotional dispositions and linguistic capacities we unconsciously pick up from families, neighbors and ethnic groups - usually by age 3.– PFB note: Is it “cool” to read, to study, or not?

Social Capital: the knowledge of how to behave in groups and within institutions. – PFB note: UNC classes for students on how to behave in

restaurants; needed.

Moral Capital: the ability to be trustworthy. – PFB note: “Counter-culture” of independent schools.

“Psst! Human Capital -What Works for Success” David Brooks, New York Times Op-Ed, Nov 13, 2005

Aspirational Capital: the fire-in-the-belly ambition to achieve. “90% of life is just showing up.” ~Woody Allen. – PFB Note: Millionaire studies: C+/B- students—who

were told they wouldn’t amount to much. Worrying about “self-esteem” vs. encouraging “prove them wrong.”

Cognitive Capital: This can mean pure, inherited brainpower. But important cognitive skills are not measured by IQ tests and are not fixed. – PFB Note: EQ more important in life than IQ, especially

empathy and social judgment. “Growth mindset” most important of all.

The Intentional Culture of Great Schools

Values-laden cultures. If you were to create a utopian society, what values would you embed in it? What are the five most commonly cited values

across all major religions and cultures?1. Compassion (empathy & caring)2. Honesty (integrity)3. Fairness (equity & justice)4. Responsibility (self-discipline & reliability)5. Respect (civility, honoring expectations,

cross-cultural competency/cosmopolitanism)

Why Great Schools Are Counter-CulturalEdWeek Op-Ed, by Pat Bassett

Values of the Popular Culture vs. Independent School Values:

• Rationalizing of dishonesty Embedding of honor (excusing & inviting lying and cheating: (telling the right stories: Grimm’s Fairy Tales; www.cheat.com; Bernie Madoff’s excuse: “fear the Taser gun story; the Menorah story; of failure”; Bill Clinton’s: “Because I could.”) stories of heroes; etc.)

• Lionizing the individual Proselytizing community(star-worship: flawed heroes in sports, music, movies) (team-play; community service)

• Indulging sexual profligacy Expecting abstinence(Gov. Sanford, Elliot Spitzer, Miley Cyrus) (limits on “pda”)

• Excusing hostility & violence Eschewing violence(“rights” issues; road rage; culture of violence in (conflict resolution training)sports among athletes and fans)

• Enduring vulgarity & profanity Insisting on civility(crude language, coarse behaviors, improper dress) (confronting boorish behaviors and enforcing

dress codes – for students and adults)

Schools as Countercultural?

Values of the Popular Culture vs. Independent School Values:

• Winning at all costs Fair Play(hazing of opponents, cheating for advantage) (sportsmanship credo; no cut policies)

• Conspicuous Consumption Environmental Stewardship(clothes & cars) (modeling good citizenship)

• Cultural Tribalism (Uniqueness) School as Community(asserting one’s differences) (Latin root, communitas: finding what is

common to many, shared by many)

• Distorted Definitions of Success School Definitions of Success

(getting ahead at all costs) (contributing to the common good)

Why Good Schools are Countercultural

What do morally healthy schools share?– Exceptional teachers– Effective and appropriate moral climate– The latter tends to attract the former– The former tends to reinforce the latter– An internal moral climate that is most often in opposition

to the dominant popular culture– Heads and boards who identify “school climate” as one of

the top tasks of school leaders.

Source: John Watson, TABS Conference 12/07/02

The pervasiveness of popular culture

Our inability to entirely insulate our children from popular culture

The seductiveness of sex, drugs, and rock ‘n roll and violent media in kid culture.

Adapted from: John Watson, TABS Conference 12/07/02

What We Can’t Change

What We Can Do Be clear about school community values at “teachable

moments”

Use parental tools via Common Sense Media on what games, TV shows, and films are appropriate for kids.

Communicate values as the value proposition of independent schools: John Phillips’ “goodness & knowledge” = Thomas Likona’s “smart & good”

Recognize and address the “mixed messages” we send to kids.

Adapted from: John Watson, TABS Conference 12/07/02

The Moral Climate of Schools

“I want my child to be….”

If you are a parent, how would you finish this sentence?

I Want My Child To Be…

Sociologist Anthony Campolo’s “test”:

In Japan, parents say, “I want my child to be….

…successful” (and youth culture pays a high price)

In America, parents say, “I want my child to be…

….happy” (and youth culture pays a high price)

Right answer? “I want my child to be…

… good” (if morally good, then higher likelihood of also being successful and happy). (cf. Douglas Heath’s School of Hope and Lives of Hope)

How Well-Intentioned Adults Undermine Children’s Moral & Emotional Development

• Parents have most profound impact on morals.• Mixed signals from parents: spectrum from “I

want my child to be happy” (Anthony Campolo) to Black Swan / Tiger Mom expectations of “perfection.”

• Weissbourd’s research: Teens’ perception of what they believe to be the most important value for them in their parents’ mind: 1. For you to be happy 2. Achieving a high level of income3. Having a high status job4. Being a good person who cares about others5. Gaining entrance into a selective college2/3rds public & private school kids thought #1 over #4. ½ of high income private school kids thought #5 over #4.

• Weissbourd’s comment on academic “pressure”: 30-40% of Harvard’s undergrads on anti-depressants.

Cheating: How Schools Subtly Facilitate, or Undermine Academic IntegrityConnections, September, 2013, by David StreightSchool culture embedded in messages adults send,

including about the purpose of education (not what we say, but what students hear)

1. Schools with a “Performance” Message: Emphasis on learning as a means to good grades, honor role, awards assembly, and the selectivity of college list

2. Schools with a “Mastery” Message: Emphasis on deep learning as a means to engagement, self-direction, and love of learning as an end unto itself.

3. Which message students hear has an impact on levels of stress, anxiety, confidence, and honesty. Research shows performance culture schools have more cheating.

4. Individual schools have some teacher who performance vs. other teachers who are master-oriented : Students cheat more in the former classes then in the latter.

Teaching Students Moral Reasoning

The deepest ethical dilemmas are “right vs. right” decisions (Source: see Institute for Global Ethics website, www.globalethics.org)

individual vs. community: e.g., separate the disruptive child who needs socialization skills from his cooperative learning team that is being held back and exasperated by him? Refuse to let on campus a father who is accused of murder?

truth vs. loyalty: hold a confidence of a self-destructive behavior or report it? “Narc” on a friend to support the honor code?

short-term vs. long-term: The Palace Thief / Emperor’s Club example of making an exception in the short-term (re-grading a paper for a student you think you can “re-direct”) in the hope of long term salvation?

justice vs. mercy: expelling a boy for stealing a sandwich in the cafeteria, after you find out his family is now homeless and penniless?

The Institute for Global Ethics’ “Three Ethical Frames” Rubric

1. The “Rules-Based Ethos (based on universally accepted principles of justice, what’s right vs. what’s wrong)

-PFB note: rooted in Immanuel Kant’s “categorical imperative”: “Do that which you would want to see universalized” or “The Golden Rule”

2. The Ends-Based” Ethos (based on the “greater good” ethos of doing what serves best the common good.)

-PFB note: rooted in John Stuart Mills’ utilitarianism, “Do that causes the greatest general good”

3. The Care-Based Ethos (based on empathy)

-PFB note: rooted in Carol Gilligan’s caring ethic: “Do that which a caring person would do.”

Moral Reasoning: Rule, Ends, or Caring Ethos (Case Study - Courtesy of IGE - www.globalethics.org )

Which of the right vs. right continuua in play here?• individual vs. community• truth vs. loyalty• short-term vs. long-term• justice vs. mercy

Which ethical framework is the most compelling to use here?• Rules-based (universally agreed upon values)• Outcomes-based (greater good)• Caring based (empathy based)

http://www.globalethics.org/

Cheating on a Test



Moral Reasoning: Rule, Ends, or Caring Ethos (Case Study - Courtesy of IGE - www.globalethics.org )

Charley told his classmates he would help wash cars on Saturday to raise money for their school trip. As he gets on his bike to head for the car wash, he sees his neighbor, old Mr. Brown, climbing a ladder on the side of his house. “What are you doing Mr. Brown?” Charley calls, alarmed. He’s concerned that Mr. Brown could fall off the ladder. “My upstairs window is jammed – I need to fix it.” says Mr. Brown. Charley looks at his watch. If he stops to help Mr. Brown it could take hours, depending on the problem with the window.




Schools of Hope: Moral Agency

Exercises for SchoolsName an important value at your school….• How do you know this value is present? • What and who supports the value?

Name another value, one that needs more attention…• What tells you that this value is not present enough?• What or who gets in the way of this value?• Who needs to bring about change?

NAIS Video Vignette Case Studies: The Moral Model Component -IGE’s 4-WAY TEST

1. The Gut-check Test 2. The Front Page Test 3. The Legal Test4. The Role Model Test (Kids are the “hypocrisy police”)

Final Note: The Wisdom of Mark Twain:

"To be good is noble, but to teach others how to be good is nobler -and less trouble."

The End!(See Appendix Slides – Next)

Shared Values: IGE/Gallup College Student Survey (March 2000)

Honesty

Respect

Responsibility

Equality

Fairness

Compassion

Source: Institute for Global Ethics www.globalethics.org


Shared Values: Chile

Solidaridad

Responsabilidad

Libertad

Tolerancia

Verdad/Honesticia

Justicia



Shared Values: ChinaResponsibility

Fairness

Respect

Truth



Shared Values: Guatemala

• Honestidad (Honesty)• Responsabilidad (Responsibility)• Lealtad (Loyalty)• Humildad (Humility)• Justicia (Justice)• Respecto (Respect)• Sabiduria (Wisdom)



Shared Values: Bangladesh

• Truth• Responsibility• Respect• Fairness• Freedom



Camden Hills Regional High School (ME)

Respect

Responsibility

Integrity

Honesty

Loyalty



Shared Values: Japan

Return



Building Boys, Making MenThe Seven Virtues of Manhood

• The True Friend• The Humble Hero• The Servant Leader• The Moral Mediator• The Heart Patient• The Bold Adventurer • The Noble Knight(Presbyterian Day School, Memphis)

PFB Note: a critical virtue is moral courage (vs. physical courage: cf. Rush Kidder & Gus Lee).

Return

High Expectations

Return

The HONOR CODE

Dan Ariely on Cheating@ 4:15 – 13:20

Personal fudge factor – a lot of people cheat a little, and not a lot.

1. Related to self-image; 2. Related to contextualize

(identify the Ten Commandments; signing the honor code; cheater wearing another school’s sweatshirt; etc.) = cheating goes down.

Schools with HONOR CODES

Woodberry Forest School alums have highest alumni participation in the country - 64%. Higher than highest colleges. “So Much Unfairness of Things” induction by Honor Council.

Charlotte Latin Honor Code testimonials from graduates:– “I see cheating at every turn in college – in the weight room,

on the volleyball court, and in the classroom…. I want to thank you and the school for making being honest a habit for me.” -Aristotelian insight.

– “Mr. Wall: I wrote my first English paper in college on my experience when I was caught cheating in 9th grade on a physics quiz and how helpful you were to me as a mentor from that point forward – and how that turned me into the young man I now am.” - Mark Twain on good judgment.

– “Honor above All.”Return

the moral life of schools: teaching ethical thinking & moral courage patrick f. bassett...

Documents

moral capital

pfb note

cultural capital

human capital

social capital

cognitive capital

independent schools

independent school values