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- W255278310 abstract "Discussion about aims of education is almost absent in current debates about education policy and practice. As a nation, we spend vast sums on education research, assessment instruments, accountability systems, teacher training programs, and curricular innovations, but toward what end? Is it to leave no child behind, though meaning of forward progress is ambiguous? Is it to race to top without a clear view of summit? Is it to boost our standing in international rankings without knowing how, or if, improved scores improve lives or learning? The most important question that educators and policy makers should be addressing is this: What goals should guide teachers and education leaders as they develop practices and policies to improve quality of education in our schools? We propose character as aim of education. That is to say, developing beneficial and prosocial dispositions should be prioritized over acquiring more and more facts and formulas. To elaborate, we suggest that distinct, yet overlapping goals for education can be derived from considering multiple dimensions of character. Education should develop intellectual character, moral character, civic character, and performance character, along with collective character of school. Together, four forms of personal character define what it means to be a competent, ethical, engaged, and effective adult member of society. Isn't that what we want from our education system? These multiple dimensions of character share a focus on personal dispositions and patterns of interaction. They focus on constructing meaning and how a person acts in various aspects of their life and learning. The goal of education is not acquiring knowledge alone, but developing dispositions to seek and use knowledge in effective and ethical ways. When we focus on character of learner, rather than contents of learning, we address what's likely to be sustained through time and circumstance. Few people remember most of what they learned in school, but school experience, for better or worse, nonetheless developed patterns of thinking, styles of interaction, and modes of engagement that carry forward. What endures are personal qualities that shape how a person interacts with ideas, people, social organizations, and institutions. Unfortunately, we have too often equated excellence with quantity of content learned, rather than with quality of character person develops. Of course, character and content aren't in an either/or relationship. Educators can promote both content and character. Still, one will tend to take center stage. When character takes center stage, learning of content becomes infused with both social and existential significance. Knowledge becomes enacted knowledge. By contrast, when we focus more narrowly on knowledge transmission, on teaching content, reason to learn becomes opaque to learner, resulting in isolated knowledge and superficial understanding. INTELLECTUAL CHARACTER Most educators think first about academic subject matter--math, science, and English being current Big 3--when considering goals of education. Typically, we think about academic progress in simple, quantitative terms: The more educated you are, more math and science content you've stored in memory, and so on. We may give lip service to higher modes of thinking, but focus of teaching and how we assess learning tend to emphasize memorization of specific details and procedures. Academic learning is important, of course. Yet academic goal of education has less to do with accumulating specific knowledge than with developing intellectual character. In his book of that name, Ron Ritchart defines intellectual character as the overarching conglomeration of habits of mind, patterns of thought, and general dispositions toward thinking that not only direct but also motivate one's thinking oriented pursuits (2002: xxii). …" @default.
- W255278310 created "2016-06-24" @default.
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- W255278310 date "2011-05-01" @default.
- W255278310 modified "2023-09-28" @default.
- W255278310 title "Character as the Aim of Education: We Have Too Often Equated Excellence of Education with the Quantity of the Content Learned, Rather Than with the Quality of Character the Person Develops" @default.
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