01 nec TIMD-IEF Philosophy 1

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01 nec TIMD-IEF Philosophy 1

  1. 1. The Need toEducate for Character © 2002 International Educational Foundation IEF is responsible for the content of this presentation only if it has not been altered from the original. © IEF 1
  2. 2. © IEF 2
  3. 3. Best of the 20thCentury © IEF 3
  4. 4. Worst of the 20thCentury © IEF 4
  5. 5. Family in Crisis  Spouse and child abuse  Infidelity  Divorce © IEF 5
  6. 6. Youth in Crisis  Sex  Drug s  STDs  Crim e © IEF 6
  7. 7. Strongest Influences onStudents 1950 1990 1. Home 1. Peers 2. School 2. TV 3. Church 3. Home 4. 4. School Peers 5. Church 5. TVS o u r c e : Mi c h i g a n S ta te Un i v e r s i ty S tu d y, 1 9 9 0 © IEF 7
  8. 8. 1940s 1990s School School Problems Problems 1. Talking out of turn 1. Drug abuse 2. Making noise 2. Alcohol abuse 3. Improper clothing 3. Pregnancy 4. Littering 4. AssaultS o u r c e : Wi l l i a m J . Be n n e tt e t a l ., “In d e x o f Le a d i n g Cu l tu r a In d i c a to r s ,” Empower America, Ma r 1 9 9 3 © IEF 8
  9. 9. U. S. Spending Social Problems Up Crime — 500% Up 500% Divorce — Up 400% Fatherles s Children — Up 300% U. S. from 1960 — 1990 S ourc e : Wi l l i a m J . Be n n e tt, “Is Ou r Cu l tu r e i n De c l i n e ? ” Education Week, Apr i l 1 9 9 3 © IEF 9
  10. 10. “Th e g r e a te r o u r m a te r i a l po we r , th e g r e a te r o u r ne e d f or s pi r i tu a l i n s i g h tS on dc e :i Ar n o l d ...” b e e , a u r Br i titu e sTo yna n , v r s h Hi to r i Civilization on Trial © IEF 10
  11. 11. Two Dimensionsofa Human Being Mind Body © IEF 11
  12. 12. Two Dimensions ofValue  Truth  Beauty InnerMind Satisfaction  Goodness  Love Happiness  Food  Shelter PhysicalBody Well-being  Wealth  Comfort © IEF 12
  13. 13. Two Dimensions ofEducation  Truth  Beauty Education  Goodness for Character  Love  Food  Shelter Education  Wealth for  Comfort Career © IEF 13
  14. 14. Priority of Educating forCharacter Mind Education for Character Body Education for Career © IEF 14
  15. 15. Traditional Role ofEducation  Passing on knowledge & cultural values  Teaching moral standards and social responsibilities  Preparing good citizens © IEF 15
  16. 16. 1960s—Breakdown ofTraditional Values Adult IndividualismAuthority & Moral Relativism © IEF 16
  17. 17. “ Values-Neutral”Perspective  Pluralism as moral equivalence  Decline of religion  Distrust of authority  © IEF 17
  18. 18. CharacteristicsofValuesClarification  Values neutral  Feelings and process  Student choice © IEF 18
  19. 19. CharacteristicsofValuesClarification  Teacher as facilitator  Ignores traditional morality  Discounts parents’ role © IEF 19
  20. 20. Early Appeal ofValuesClarification  Interactive  Treats students as individuals © IEF 20
  21. 21. InteractiveMethodology  Participatory  Students as agents of own learning  Effective within moral framework © IEF 21
  22. 22. Limitations ofValuesClarification  No moral standards  Encourages mediocrity  Not character- building © IEF 22
  23. 23. Why Moral EducationWent Astray Dubious assumptions  “ Values – neutrality” as norm  Pluralism precludes universal values  Values = religion © IEF 23
  24. 24. CharacterEducation —Rising TrendU. S.federalfundingforcharactereducation © IEF 24
  25. 25. Character EducationBased on Universal Values Contem- Spiritual porary EasternUniversalWestern Values TraditionaMaterial l © IEF 25
  26. 26. Universal ValuesCriteria  Reversible  Generalizable  Compelling to the conscience © IEF 26
  27. 27. Universal ValuesCriteria  Objective benefits  Transcend cultures  Embodied as virtues © IEF 27
  28. 28. Common to AllCultures © IEF 28
  29. 29. “Ed u c a ti o n h a s h a d two g r e a t g o a l s : To h e l p yo u n g pe o pl e to b e c o m e s m a r t a n d …S o u b e :cTh o m es g ok od a , Educating for Character r c e o m a Li c o n .” © IEF 29
  30. 30. Moral Goals ofEducation 1. Mature character 2. Loving relationships & family 3. Contribution to society © IEF 30
  31. 31. Good Character Disposition to right conduct  Attitudes & habits  For loving well © IEF 31
  32. 32. DifferentPersonalitiesUnited in Character © IEF 32
  33. 33. Heart — Core ofCharacter True Lov e Heart Character © IEF 33
  34. 34. Cultivation of theHeart  Experiences of love  Moral examples  Practice of caring © IEF 34
  35. 35. Moral Goal — MatureCharacter  Loving heart  Self-control  Lives forothers  Words = Deeds © IEF 35
  36. 36. First Dimension ofEducation Mature Cultivation of the Heart Character © IEF 36
  37. 37. Education inNorms  Training in proper behavior  Rules and responsibilities  For respect & harmony © IEF 37
  38. 38. Education forCharacter —Balances Love &Rules Love Rules © IEF 38
  39. 39. Moral Goal: LovingRelationships &Family  Strong m arriages  Effective parenting  Ethicalpractice  Living forhigher purpose © IEF 39
  40. 40. Second Dimension ofEducation Loving Education in Relationships & Norms FamilyCultivation of the Heart © IEF 40
  41. 41. Education forMastery  Academic education  Technical education  Education in the arts © IEF 41
  42. 42. Mastery InvolvesMoral Standards  Business Ethics  Work Ethics  Environm entalEthics © IEF 42
  43. 43. Mastery InvolvesConcern for theEnvironment © IEF 43
  44. 44. Moral Goal —Contribution to Society  Technical achievem ent  Com m unity service  Sustainable environm ent © IEF 44
  45. 45. Third Dimension ofEducation Education Contributi for Mastery on to Education in society. . . Norms Cultivation of the Heart © IEF 45
  46. 46. Problem of ModernEducation Education for Mastery Education in Norms Cultivatio n of the Heart © IEF 46
  47. 47. BalancedEducation Education for Mastery Education in Norms Cultivation of the Heart © IEF 47

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