Character development is defined as the way a person changes over time in dealing with concerns of direction and quality of life. Herbert Spencer defines character as the inherent complex of attitudes that determine a person’s moral and ethical actions and reactions. Abigail van Buren states that the best indications of a person’s character is (a) how he treats people who cannot do him any good, and (b) how he treats people who cannot fight back.
While it seems that there is an intentional effort to avoid even using the term “character development” in the major educational arenas; it is well known that little is directed toward highlighting its importance to one’s success. As I believe it is of paramount import, in my PowerPoint briefing on the Success Program, I do not hesitate projecting the following quote on the screen, and on pointing out how the Success program makes the idea a reality.
“The end and aim of all education is the development of character”
– Francis W. Parker (1837-1902)
Although some may disagree with the statement as it reads, many forward thinkers agree that character development should be on par with other school district goals such as “increasing student achievement.” These thinkers also agree with the notion that character development is knowledge based; however, the most popular developmental programs are student conduct improvement programs based on pillars having to do with an individual’s personal conduct in the areas of trustworthiness, respect, responsibility, fairness, caring, and citizenship. Because the portions of our program that deal with character are education based, it is considered far superior to those based on personal conduct alone.
This is so because of the success program developer’s view of what character education is, how it should be developed, and the activities that bring this training to light in wholesome fashion. He believes that character development results from a combination of basic and advanced learning experiences, where the basic ones deal with students’ knowledge of themselves and others — to include how to deal successfully with these others; and the more advanced experiences deal with the issues of learning to learn, thinking critically, solving problems, making decisions, confronting challenges, with skills related to studies, jobs, careers, with living and prospering wholesomely, and with learning to do these successfully as end-goals.
This nutshell view of the topic supports Herbert Spencer’s definition more than any other. It is intended to debunk the idea that class courses on the specific subject of character development is the answer for causing the behavior changes we want our students and success seekers to make. From this it is clear that in order for one’s character to develop in full, his mental abilities must be comprehensively developed. As this should be the aim of such training, all who understand the value of experience will acknowledge the fact that special tips are needed in order to affect this order of mental and ethical development. Ironically the research conducted by Vanguard Success CDC tends to confirm that when the tips espoused for this sort of development are emplaced, the problems cited as the major ones that plague school districts and too many of our universities today are also alleviated.
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