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Thomas lickona’s character education theory

This work gives a brief description of Thomas Lickona's character education theory. It a brief history of character education and reasons for character education are taken care of. The work also concerns itself with how character education can be related to the three domains of learning. It finally ends with educational implications for teachers.

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Thomas lickona’s character education theory

  1. 1. THOMAS LICKONA’S CHARACTER EDUCATION THEORY BY FREDERICK QUAYSON
  2. 2. INTRODUCTION/PROFILE  Thomas Lickona was born in 1943. He is an American development psychologist and educationalist.  He attended Siena College, where he got his Bachelor’s of Arts in 1964 and Ohio State University where he got his Master’s Degree in 1965.  Lickona’s area of specialization is character education.  He was the president for the Association for Moral Education in the 1990s and is currently a consultant for the Washington DC-based Character Education Partnership (CEP).
  3. 3. INTRODUCTION/PROFILE CONT’D  Lickona was not influenced by psychologist or theory other than that of values education  There is the Belief that character education has its place at home  Basically, Lickona felt that values and morals are the job of society as a whole and not just the job of the parents at home.
  4. 4. CHARACTER EDUCATION DEFINED  The term character rooted from the Greek word ‘charakter’. The term character has come to mean the constellation/gathering of strengths and weaknesses that form and reveal who we are. Thus, assessing our character means taking an inventory of our dominant thoughts and actions (Templeton Foundation, 1999).
  5. 5. CHARACTER EDUCATION DEFINED..  character is a morally neutral term describing the nature of a person in terms of major qualities.  When we talk about a person’s character we are referring to the sum total of his or her moral qualities possibly balanced against his or her imperfections.
  6. 6. CHARACTER EDUCATION DEFINED..  According to Martin Luther King Jr.,  Goal of true Edu. = Intelligence + Character  Thomas Lickona (1992) defines character education as the deliberate, proactive effort to develop good character in kids-or, more simply, to teach children right from wrong.
  7. 7. CHARACTER EDUCATION DEFINED..  It assumes, according to Lickona (1992), that right and wrong do exist, and that there are objective moral standards (respect, honesty, responsibility, and fairness) that transcend individual choice which need to be taught to children.
  8. 8. BRIEF HISTORY OF CHARACTER EDUCATION  Character education is as old as education itself (Lickona, 1992).  Declined in the 20th century as a result of  Individualism- the worth, autonomy, sub. of the persn  People fighting for their right  Technological advancement.  etc
  9. 9. BRIEF HISTORY OF CHARACTER EDUCATION.  The 1970s saw a return of values education, but in new forms: values clarification and Kohlberg’s moral dilemma discussion (Lickona, 1992). They made tremendous contributions to moral education.  Fortunately in the 1990s, a new character education movement surfaced. Scholars began investigating the relationship b/n x’ter and performance/achievements.
  10. 10. REASONS FOR CHARACTER EDUCATION Thomas Lickona gave ten reasons for character education. 1. There is a clear urgent need for character education 2. Society needs character education both to survive and to keep itself intact. 3. Children get little moral teaching from their parents
  11. 11. REASONS FOR CHARACTER EDUCATION.. 4. There is a common ethical ground even in our (American) value-conflicted society 5. Democracies have a special need for moral education. The people must care about the rights of others and the common good and be willing to assume the responsibilities of democratic citizenship.
  12. 12. REASONS FOR CHARACTER EDUCATION… 6. Also, there is no such thing as value-free education. Everything a school does teaches value, including the way teachers and other adults treat students, the way the principal treats teachers, the way the school treats parents, and the way students are allowed to treat school staff and each other.
  13. 13. REASONS FOR CHARACTER EDUCATION… 7. The great questions facing both the individual person and the human race are moral questions (Lickona, 1992). 8. In order to attract and keep good teachers 9. Lickona pointed out that character education is a doable job
  14. 14. RELATING X’TER EDU. TO THE THREE DOMAINS OF LEARNING  The cognitive side of character includes six specific moral qualities.  Awarene of the moral dimension of the situation at ha  Knowing moral values and what they require of us  Perspective taking  Moral reasoning  Thoughtful decision making  Moral self knowledge
  15. 15. RELATING X’TER EDU. TO THE THREE DOMAINS OF LEARNING…  These rational moral thought are required for full moral maturity and citizenship  Lickona argues that the affective or emotional side of character education serves as the bridge between judgment and action. It motivates the individual to put into practice whatever he or she learnt.  It includes qualities such as conscience, self-respect, empathy, loving the good, self-control, and humility.
  16. 16. RELATING X’TER EDU. TO THE THREE DOMAINS OF LEARNING…  Psychomotor (moral action)  Lickona stressed that students are constructive learners, and they learn best by doing.  Learners need many and varied opportunities to apply values such as responsibility and fairness in everyday interactions and discussions.
  17. 17. EDUCATIONAL IMPLICATIONS  Teachers must know their students very well.  Teachers must work hand in hand with parents in order to achieve effective character education.  Teachers must serve as role models to learners.  Teachers must create classroom environment that will help learners develop good characters. There should be a democratic environment where each learner will feel free to share his or her ideas. Teachers should encourage group discussion in order to address students’ need of belonging, competence, autonomy, et cetera . By this, students will learn to care for one another and accept responsibility.

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