Calls for renewed moral education in America's schools, offering dozens of programs schools can adopt to teach students respect, responsibility, hard work, and other values that should not be left to parents to teach.
|Publisher:||Random House Publishing Group|
|Product dimensions:||6.04(w) x 9.00(h) x 1.02(d)|
About the Author
Dr. Thomas Lickona is a developmental psychologist and professor of education emeritus at the State University of New York at Cortland, where he directs the Center for the Fourth and Fifth Rs (Respect and Responsibility). A past president of the Association for Moral Education, he serves on the Board of Directors of the Character Education Partnership and speaks around the world to teachers, parents, religious educators, and other groups concerned about the character development of young people.
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Excerpted from "Educating for Character"
Copyright © 1992 Thomas Lickona.
Excerpted by permission of Random House Publishing Group.
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Table of Contents
|Part 1||Educating for Values and Character|
|1.||The Case for Values Education||3|
|2.||Educating for Character--and Why Schools Need Help from Home||23|
|3.||What Values Should Schools Teach?||37|
|4.||What Is Good Character?||49|
|Part 2||Classroom Strategies for Teaching Respect and Responsibility|
|Introduction to Parts Two and Three: Teaching Respect and Responsibility: The Big Ideas||67|
|5.||The Teacher as Caregiver, Model, and Mentor||71|
|6.||Creating a Moral Community in the Classroom||89|
|8.||Creating a Democratic Classroom Environment: The Class Meeting||135|
|9.||Teaching Values Through the Curriculum||161|
|11.||The Conscience of Craft||208|
|12.||Encouraging Moral Reflection||228|
|13.||Raising the Level of Moral Discussion||249|
|14.||Teaching Controversial Issues||268|
|15.||Teaching Children to Solve Conflicts||286|
|Part 3||Schoolwide Strategies for Teaching Respect and Responsibility|
|16.||Caring Beyond the Classroom||303|
|17.||Creating a Positive Moral Culture in the School||323|
|19.||Drugs and Alcohol||375|
|20.||Schools, Parents, and Communities Working Together||395|
|Appendix A||Getting Started and Maintaining Momentum||421|
Most Helpful Customer Reviews
First off, I will admit that I only read the first four chapters of the book, and only because it was required for a class (had I been reading voluntarily, I would have thrown it away after the third page). However, those four chapters were enough to tell me that the rest of the book wouldn't be worth reading anyway. The way Lickona argues in favor of a universal moral sense suggests that he already knows exactly what it is, but we disagree on enough points there that I would hardly call his morals 'universal.' On one page he says that all sex by young people should 'be classified as abuse - of both self and other.' On another he suggests that questioning authority is an inherently bad thing, and another sign of general moral decay among youth. The evidence Lickona uses to back up his assertions is hardly top quality either. While he does offer some legitimate statistics on things like crime rates, he also tries supporting himself by citing poorly-designed research and urban legends such as Satanic Ritual Abuse (which was thoroughly debunked after intensive investigation by the FBI). On the other hand, the book is rescued from a one-star rating by the fact that, once in a while, the author does actually make a valid point. For example, he mentions several character education studies that have been implemented in some school districts in America and Canada that have been successful. While he does not go into the specifics of these programs (at least, not in the chapters I read), some of the improvements attributed to these programs are hard to see as anything but actual improvements - improved school performance, increased attendance, and lower rates of drug use and pregnancy among students. Lickona even quotes interviews from students in elementary schools with these programs who say that students overall are much more friendly and polite than in other schools they've seen. In conclusion, while this book does have a few good things in it, they are sandwiched in between way too much b.s. If you are looking for a guide to implementing a character education program in your school district, this is not it.