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CHARACTER EDUCATION: HOW MUCH IS IT WORTH?
BY JIM ELLSBERRY, THE DEWITT INSTITUTE FOR PROFESSIONAL DEVELOPMENT
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The May 26 issue of the Indianapolis star reported the verdicts for Enron founder Kenneth Lay and the former chief executive, Kenneth Skilling. Lay was found guilty on four counts of fraud and Skilling was ruled guilty on 19 counts of conspiracy and fraud. The legacy of these men and their roles in the Enron collapse that cost 5,600 jobs and nearly 2.1 billion in lost pension plans will surely increase employee mistrust and suspicion of those holding high corporate positions.
What does this story have to do with charter schools? Everything. Charters are awarded in the hope that those charged with the responsibility of implementing educational programs will produce superior results. Academic performance standards in language arts and math are measured religiously, and the results are highly publicized in the media. Some politicians and bureaucrats, while seeking the Holy Grail of academic excellence by scrutinizing ISTEP scores and other standardized test results, seem to be missing the point. Lay and Skilling both could have passed ISTEP.
Each year while conducting school climate audits I will involve more than a thousand teachers, staff, students, and parents in discussions dealing with the question—What is taught in this school that is so essential to one’s future that every student must know and be able to do? Generally, people are silent for a moment; it’s a strange question requiring reflection. Then the dialogue will begin. Someone will ask, “Do you mean like math and reading?” I say, “Perhaps, but I want you to tell me what is important.” In elementary and middle schools the discussion usually begins with character education, or life skills as many will call it. In secondary schools the emphasis usually remains on math, science, technology, reading, and writing, but life skills are always included as an important part of that discussion.
People want to talk about their perceptions that character counts; they want to emphasize the importance of respect for self, others, and property. They want me to understand that loyalty, integrity, compassion, persistence, common courtesy, and trustworthiness are personal qualities that count in life as much or more as being a whiz in math, science, or technology.
Of course not everyone will agree with that point of view, but there are a couple of points to be made in defense of those who would boldly assert that one’s character is as important as one’s intellectual development. The first I’ve learned from teachers. Many would observe that there are increasing numbers of students who enter school unprepared, un-coached, lacking in the most basic of social skills and civil behaviors. Teachers explain that it falls to them to teach the fundamental skills of self-control, respect, and common courtesy. Reading skills and arithmetic can’t be learned in a chaotic environment; teachers have to first establish order. The time required to correct inappropriate behavior is time lost that would be dedicated to the 3 Rs.
The second point I learned from a sixth grade girl. In an audit discussion she was holding fast to the belief that life skills must come before even
reading and math. The five boys in the group were holding fast to math and reading as the most essential skills. Finally, she got so exasperated with them she leaned across the table and exclaimed, “There are people in jail who know how to read!” Character counts.
Since that little episode, and in light of the Enron scandal, I’ve added my own little quip. The guys at Enron could do the math! Of course, in the end, there is no right answer to the question I pose as part of the audit process. Character does count and so does one’s intellectual development. However, it’s disappointing to see overwhelming emphasis being placed on academic achievement as if that’s all that counts. If charter schools want to make a mark, to be regarded as exemplary, they would not only guarantee that all will graduate but that graduates would be widely recognized as young adults well schooled in ethics and moral conduct.
Jim Ellsberry is president of the Dewitt Institute for Professional Development.
Phone: 317-933-3365
Email: Jells33@aol.com
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