This blog is the third in a series.

Click here to read the first blog "Defining Character".

Click here to read the second blog "Character Education".

Character education is more than the provision of an a well-intentioned, resourced, researched opportunities and programs targeting values, it involves a journey of becoming, where students learn to make wise moral decisions, think critically, live in harmony with others and be successful in challenges of life. It is a long-term, intentional focus on the development of students allows them to flourish in their lives and contribute to the common good. Hence this approach spans the entire school environment influencing school culture, processes and language. It is the “planned, comprehensive and systematic approach of all educational activities that develops positive personal virtues (moral, civic, performance, intellectual). It aims to intentionally, explicitly and implicitly develop students with the capacity and capability to flourish in their life and make a worthwhile contribution to a changing world” (After: [MH1] Edmonson et al., 2009; The Jubilee Centre for Character and Virtue, 2020).

Vital Consideration for the delivery of Character Education

Character education has an intentional & explicit focus on character and virtue. It involves specific planning of curriculum focusing on the development of knowledge and understanding of the meaning and importance of specific virtues. A shared language of virtues that permeates through all aspects of school life is essential (Arthur, Fullard & O’Leary, 2022; The Jubilee Centre for Character & Virtue, 2022).

Character education is only effective when delivered in the context of a school community living out its mission and vision. A school should investigate what character means to them, and how it connects with the foundational aspects of the school and its community. It should be influenced by the needs of the students and the forecasted needs of the future. This must be modelled by school leaders and teachers. They must have a clear picture of human potential, recognise good learning, identify the deep process of growing and maturing and provide students with the opportunities to become complete human beings (see: The Jubilee Centre for Character & Virtue, 2022; Ryan & Lickona, 1992 ; Berkowitz & Bier, 2005; Berkowitz, 2011; Arthur, Fullard & O’Leary, 2022; Benninga, Berkowitz, Kuehn, & Smith, 2003; Lamb at al., 2021; Pietsch, 2018).

Character education must involve meaningful holistic opportunities for growth (Lamb at al., 2021). Such activities allow for the explorations of interests and passions as well as develop citizenship, friendship and growth as team players. There should be time for student reflection to fully benefit from the experience and clear connections and ‘through lines’ with the academic curriculum (Hilby, 2000; The Jubilee Centre for Character & Virtues, 2022).

Character education is most effective when families and wider community are connected and involved. This is among the greatest influences on a student’s character development (Berkowitz & Bier, 2005). Furthermore, student involvement within the wider community and service-learning programs provides opportunities to discover intrinsic motivation to develop moral values (Lickona, Schaps & Lewis, 2003).

Pedagogical Strategies for Character Education

Research points to the following pedagogical strategies as being effective in character education through academic, pastoral and co-curricular programs.

1. Peer interactive strategies where students learn in small groups (Arthur, Fullard & O’Leary, 2022; Berkowitz & Bier, 2005; Berkowitz, 2011; Lamb at al., 2021)
2. Teaching social and emotional competence (Berkowitz & Bier, 2005; Berkowitz, 2011; Lamb at al., 2021)
3. Student empowerment developing personal capacity and involving students in program design and output (Berkowitz, 2011; Berkowitz & Bier, 2005; The Jubilee Centre for Character & Virtue, 2022).
4. Teaching about character that is intentional, explicit and comprehensive is of throughout core curriculum, and seizing on the teachable moments within curriculum delivery (Berkowitz, 2011; Berkowitz & Bier, 2005; The Jubilee Centre for Character & Virtue, 2022; Lamb at al., 2021).
5. Growth mindset and strength-based approach to learning where positive and trusting relationships are cultivated with nurturing relationships between staff and students (UK Department of Education, 2017; Berkowitz, 2011).
6. High expectations and rigour in learning. Appropriate challenge, risk-taking opportunities and hard, meaningful work (Arthur, Fullard & O’Leary, 2022; Berkowitz, 2011; The Jubilee Centre for Character & Virtue, 2022; Lamb at al., 2021).
7. Student reflection on personal experience of why and how one acted in a various particular circumstances (Lamb at al., 2021; The Jubilee Centre for Character & Virtue, 2022).

Key Readings

There are four key articles that outline how character education can be most effective. Detailed learning can be undertaken by reading these articles.

1. The Jubilee Centre for Character and Virtues (2022). The Jubilee Centre Framework for Character Education in Schools. The University of Birmingham, Birmingham.
2. What works in values education (2011). International Journal of Educational Research Berkowitz, M.W
3. What works in Character Education: A research-driven guide for educators (2005). Character Education Partnership. Berkowitz, M. W., & Bier, M.C.
4. How is Virtue Cultivated? Seven Strategies for Postgraduate Character Development (2021). Journal of Character Education. Lamb, M., Brant, J., & Brook, E.

An extended essay on this topic can be downloaded here.

Reference List

Arthur, J., Fullard, M., and O’Leary, C. (2022) Teaching Character Education: What Works Research Report, Birmingham: University of Birmingham, Jubilee Centre for Character and Virtues.

Benninga, J.S., Berkowitz, M.W., Kuehn, P. & Smith, K. (2003). The relationship of character education implementation and academic achievement in elementary schools. Journal of Research in Character Education, 1 (1), 19-32.

Berkowitz, M, W. (2011). What works in values education. International Journal of Educational Research, (50), 153-158

Berkowitz, M. W.,& Bier, M.C. (2005) What works in Character Education: A research-driven guide for educators. Washington, DC: Character Education Partnership

Edmonson, S. Tatman, S. R., Slate, J. R. (2009) Character Education: A Critical Analysis. Journal of Educational Leadership Preparation, Volume 4, Number 1

Hilby, S. (2000). Kurt Hahn and the Aims of Education. Thomas James Illustration Copyright

Lamb, M., Brant, J., & Brook, E. (2021) How is Virtue Cultivated? Seven Strategies for Postgraduate Character Development. Journal of Character Education 17, (1), 2-50

Lickona, T., Schaps, E., & Lewis, C. (2003). CEP’s eleven principles of effective character education. Washington, DC: Character Education Partnership.

Pietsch, J. (2018). Character Reborn: A philosophy of Christian Education. Acorn Press, Sydney.

The Jubilee Centre for Character and Virtues, (2022). The Jubilee Centre Framework for Character Education in Schools. The University of Birmingham, Birmingham.

UK Department of Education (2017). Developing Character Skills in Schools, Department for Education, http://www.gov.uk/government/publications/developing-character-skills-in-schools

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