How Important are Teachers in the process of Principled Thinking and/or Moral Reasoning?

The Character Education Program (CEP) through the Center for ETHICS* at the University of Idaho, which is limited to the cognitive dissonance development of moral reasoning, is not easy. The current "bag of virtues" approach touted by many as a means to teach character education encourages the notion that anyone can teach moral reasoning and thus character education. Basically, the model assumes that any respectable, virtuous adult understands morality and is qualified to teach because they are an adult and a respectable being . "Character Education is possible but ...its teachers, in a certain sense, must be philosopher-kings." (Kohlberg, 1981, p.30). In other words, we disagree that anyone can teach cognitive moral reasoning, principled thinking and thus character education.  Rather these individuals must be highly trained in moral reasoning/development theory, as well as methodology. The introduction of conflict and questioning encourages individuals to develop rational, critical thinking processes. Through our research at the Center for ETHICS*, we believe that character development via the reasoning process increases through a Socratic interaction.

Teaching Principled Thinking requires time, energy, and study. This sort of teaching methodology is highly effective in the hands of educated and trained moral development specialists. At the same time, the methodology can be highly dangerous and relativistic in untrained hands. We do not recommend this sort of a methodology for the general teaching public, as Character Education at ETHICS*© is labor intensive and demands educated teachers who have training, direction, and focus from a research based program. As an example, those who are not trained moral reasoning character educators and who attempt to teach character education, can have a strong negative impact on student principled thinking.

If the purpose of a Principled Thinking program is about character education, then that purpose must be the overall governing theme of any character education package. If the goal then is to develop character, then each and every school involved in such a process much understand that one class in principled thinking will not bring about the stated goals. We recommend a total four year program. In every educational institution that we have worked with over the last 13 years, the program must continue beyond the entry Principled Thinking class. This should occur through discussion, application, and practice. Research is quite clear in support of the same method. Lawrence Kohlberg, Thomas Lickona, as well as, James Rest have argued for total institutional support throughout the entire time the student is enrolled in education. See specifically Thomas Lickona's Web Site   Lickona has developed an Eleven Point Program that thoroughly discusses the vast array of processes that must be followed for a total character education program.  We also know that for character education programs to succeed the students need role models and supporting environments. As you know, role models and supporting environments are at a premium today. Without the role model and environment, research is clear that the progress made in the Principled Thinking class will decrease and become almost non-existent over a relatively short period of time. We also know that if a Principled Thinking class is successful, the students have developed a certain affiliation and rapport with their instructor. This affiliation is imperative to the growth process. We recommend that the rapport is support over a long term to bring about the purpose and goals of the principled thinking project.w important is the institution and community in the process of Principled Thinking and/or Moral Reasoning?

If a school wishes a credible moral reasoning program, then there is a need for accountability through affiliation with credible institutions. Obviously, many programs argue that they are credible, we argue that credible means that there is a valid and reliable measurement process tied into the educational model. Without validity and reliability, no educational program exists.

A total character education program will demand commitment from the school district and the community proper. Without the philosophical and the financial support for such a total package, the goals of any character education program will have success limitations., i.e., teachers who are committed to the project, materials to support the educational process, and community leadership necessary to carry out the final product.

For more information or to order CEP, contact:   Dr. Sharon Kay Stoll

For information on Research/Measurement Contact: Dr. Jennifer M. Beller