Test Is Satisfied. Where Thinking On Character Education

Charactqr Education Movement has attaind a position ofproIninene onthe Ainerican educational agend sinCe l980s. Many schools, states, andPrOfessional organhaons buy into the chaIacteT education agend4 inveStresources into character education cdricula and training, and StrUggle toAnplemtal a prograIn. As a result, CharaCte Education's theory and Praticehas become comPlex and plentiAn.The thesis mainly discusses five parts concendng LickOna's theory oncharacter education as follows:The first part analyses the background of Lickona's theory on chaIactereducation. The advantages and disadvantages of the tradional charactereducation (moral education), the gains and losses of the moral education'stheory and practce in l960s and 1970s, the rectification of motal educationtheories in 1980s all hold claim to the theoretical backgroUnd of Lickona'stheory wnle the characteristics of the tAnes (l980s uP to noW), ie. ThetransfOrmation of conservatism in the fields of po1itics, economy and cultUre,the tendency of consensus from contrOversy in the area of scientism andhUInedsm form his theory's backgroUnd abreast of the thaes.The second part is about the philosophical basis of Lickona's theory oncharacter education: vha ethecs. Vtw ethecs originated frOm thediscussions about vha by Scobos, PlatO and Aristohe in Ancieni Greek.M ethecs rejects moral relativism. It reassertS the idea of objechve moralwt notion tha some things are tnily right and otherS truly wrong. Jusas Lickona mentoned in his publications: charaCte education is theconstellation of tws possessed by a person. wnle vtws are objectivelygood huInan qualities." Charader Education is tO helP studen bow what thevthees are, aPPreciate their irnportane and wan tO POssess theIn. and Practicethem in their day tO day conduct.3The third part describes the main cOnteniS of Lickona's theory oncharater education. Aner analyzing the moral crisis in American societyLickona mainfor that thesponsible and deStrUtive behaviors such asviolence, dishoneSty drig abuse, sexual proInisculty and a poor work eAnchave a commn core: the absence of good chaIacteq and that thee are widelyshared, pivotally. booM core ethecal valueech as respect,responsibilitw form the basis of good charaCter. Lickona also thinks thatcharforr itSelf has three prt: moral knowing, moral feeling, moral behaviorLickona's M tOWards the basic themes in moral education lgi therelationship between "individuals and society", "moral reasoning andbehavior", "moral knoWing and proceeding", "atonomy and heteronomy","indoctrination" aS well as the idea of "charaCterbased sex education" isintroduced in thes part.The fodri part is about Lickona's thoughts on the practice of charactereducation. His "comPrehensive apPoach" including twelverpoint programand the pndiPles of charaCer education evaluation are discussed here in thesPart.FinaIly, the fiffo part is my comment on Lickona's theory of charactereducation. ie. First, Lickona's thoughts on character education have gonebeyond the previous moraI education theories. Second, his thoughts have acomPNly sense of conservatism. Third, his thoughts have thecharacteristic of idealism.