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John Locke viewed learning as secondary to virtue. He acknowledged the importance of both reading and writing in education, but did not believe that it was the most important part of educating the child. In his opinion, a virtuous man was much more valuable than a scholar (Edmonson, Tatman, & Slate, 2009).
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School Character was both smart and good citizens, knowledge and virtue went together. Teacher and parents agreed with this type of education. Teachers also accepted this role happily and were aware that teaching virtues went directly with the traditional educational subjects (Edmonson, Tatman, & Slate, 2009).
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He believed that moral education was to be mankind serving one's country. During this time, schools were started and in existence because of morals. The founding fathers knew that in order for their new democracy to work, the people needed to be virtuous (Edmonson, Tatman, & Slate, 2009).
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Called for public institutions to promote principles of humanity and general benevolence. It was written by John Adams, Samuel Adams, and James Bowdoin. (Edmonson, Tatman, & Slate, 2009)
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He believed the morality was crucial to education. He popularized character development with terms like 'good citizenship' and patriotism. He also felt that morality was an important part of education. He believed that values would be directly correlated with the health and happiness of the country (Watz, 2011).
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This document by Thomas Jefferson included primary education should have morals and intelligence and faithfulness in social relations (Edmonson, Tatman, & Slate, 2009). -
Dewey perceived education involved individuals participating in social consciousness. He believed that students needed to be a part of "humanity's collective intellectual and moral resources" (Edmonson, Tatum, & Slate, 2009). -
There was a decline in character education, one reason being due to Sputnik, which led to more of an emphasis in science and technology, and less attention went to character education. There were a variety of reasons that this decline happened (Preswich, 2012).
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The New Deal included that the social studies curriculum should have components of respect and honesty. Even though at that time the budget was extremely tight, and progressive educational styles were favored, there was also a push for clear character education (Watz, 2011). -
This approach allowed children to attempt to clarify their own values without the adult perspective (Prestwich, 2012). -
There was a strong push for the separation of church and state. Christian schools were very popular as people wanted more values in education. These schools opened and promised an education that was more inline with what parents wanted their child to be learning (Watz, 2011).
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Kolberg's moral reasoning was gaining popularity (Watz, 2011). -
Kohlberg came up with six stages of moral development. It also included have children solve problems they were presented (Prestwich, 2011). -
His secretary of education pushed for values to be in education. Character education became a movement during the 1990s (Prestwich, 2011). -
Schools have seen a rise in 'Social Emotional Learning' teaching. They seek to teach students, teacher, parents, and the community. There are many popular curriculums that strive to help teachers implement these important lessons (Edmonson, Tatman, & Slate, 2009).