Virtues in Education: Aspirations for the 21st Century Creating the Climate in Adventist Schools Hamlet Canosa, Ed.D. Vice President for Education

What are the Four (4) Basic Things that Everyone Wants? Unconditional Love Respect Good Health Full Self-Expression

What are the “Basic Strategies?” Recognize teachable moments Speak the language of virtue Set clear boundaries Support basic human spirituality Offer the art of spiritual companioning Acknowledge and celebrate the best in us all Bring the best into practice

What are the “teachable Moments?” ALL moments are teachable moments ALL students are teachable Teach students of the value of every moment in their learning experience

We need to assist students in understanding their “Emotional Intelligence!” Self-Awareness: Knowing your feelings and using them to make good decisions. Self-Control: Being able to manage distressing moods well and control impulses

We need to assist students in understanding their “Emotional Intelligence!” Optimism: Being hopeful and motivated when you have setbacks. Having goals and working toward them.

We need to assist students in understanding their “Emotional Intelligence!” Empathy: Knowing what people around you are feeling (being able to read body language). Being able to put oneself in another’s shoes

We need to assist students in understanding their “Emotional Intelligence!” Ability to Delay Gratification: Being able to wait for gratification. Being able to set goals and work for them.

We need to assist students in understanding their “Emotional Intelligence!” Social Skills: Getting along with others. Managing emotions in relationships.

What is the “language “ of virtues? Life is a “conversation.” We measure it by looking at the quality of our conversations Each student is his or her conversation.

What is the “language “ of virtues? Students must learn to “be” what is in their hearts that they might not fear to “walk” their conversations. The language becomes ingrained in our culture when we live (speak) it.

Setting Clear Boundaries! Each student is led to understand the value of others. No student is deemed any better than another (teacher leads). Students are led to understand those emotional, “pain” boundaries that cannot be violated in dealing with one another. Boundaries of negative speaking and thinking are not to be crossed.

Spirituality One of the simplest and most immediate ways to change any culture is for the leaders within that culture to introduce new values. They do that in two ways: (1) by living those values; and, (2) by introducing changes to the language, the words used in that culture. In the culture of the family, the parents are the leaders.

Spirituality It is in their behavior and their language, the words they use day-to-day, that values are transmitted to their children. The development of the children’s spirituality involves the following seven components:

Spirituality Having models Forming values Learning a language of spirituality Making choices Acting responsibly Making moral decisions and, above all, Having a relationship with their Creator!

What about the spiritual dimensions of virtues? Human Spirituality: As a creation of our God, each is a spiritual creation of value! If we believe God loves us, who are we not to love one another? Spiritual Companioning: Each one, reach one! Find a way to bring the Lord into every small circle of friends Speak and live the language of inclusion (teacher models).

Seven (7) Basic Principles of Education Children are born “in” potential. Natural qualities develop into positive and negative traits depending on how children are educated. Character develops as children learn to make responsible, moral choices. Self-esteem is a natural outcome of learning to live by spiritual principles.

Seven (7) Basic Principles of Education Living and learning are a process, and we are all a work in progress. Parents and teachers, as primary educators, must always model possibilities. Educators can help others to grow only by engaging in continual self-growth through the leading of the Lord.

Help them to Experience the “Heart Start” CONFIDENCE: A sense of control and mastery of one’s body, behavior, and world; the student’s sense that he/she is more likely than not to succeed at what is undertaken and that adults will be helpful. CURIOSITY: A sense that finding out about things is positive and leads to growth.

Help them to Experience the “Heart Start” INTENTIONALITY: The wish and capacity to have an impact, and to act upon that with persistence. This is related to a sense of competence, of being effective. SELF-CONTROL: The ability to modulate and control one’s own actions in age-appropriate ways; a sense of inner control.

Help them to Experience the “Heart Start” RELATEDNESS: The ability to engage with others based on the sense of being understood by and understanding others. CAPACITY TO COMMUNICATE: The wish and ability to verbally exchange ideas, feelings, and concepts with others, including adults. AND

Help them to Experience the “Heart Start” COOPERATIVENESS: The ability to balance one’s own needs with those of others in group activity. Not Victims, But Victors!

Help them to Experience the “Heart Start” If a child does not have these capabilities upon arrival at the school doors, it is NOT TOO LATE! In fact, it is never too late to instruct students in these important “Heart Start ” areas. Instructing in these areas is as important , if not of even greater importance, than the academic curriculum.

Making Choices! “Moralizing is the direct, although sometimes subtle, inculcation of the adult’s values upon the young….young people brought up by moralizing adults are not prepared

“to make their own responsible choices” Making Choices! “to make their own responsible choices” By the same token, leaving children without guidance is equally ineffective in helping them to become

Making Choices! Spiritually conscious, morally responsible people. “Some adults maintain a laissez-faire attitude towards the transition of values….Young people left

“on their own experience a great deal of conflict and confusion.” Making Choices! “on their own experience a great deal of conflict and confusion.”

Help STUDENTS become what God intends them to be! “How does one become a butterfly?” she asked pensively. “You must always want to fly so much that you are willing to give up being a caterpillar.” Help STUDENTS become what God intends them to be!