Show-Me 4-H Character Module 1 Why Character Development

A History of 4-H and Character For over 100 years, 4-H has encouraged young people to show good character in all they do – to be respectful, to be responsible, to follow the rules – and they have done just that. Character education is a top priority in all 4-H programming. Based on the CHARACTER COUNTS! ℠ Coalition Six Pillars of Character Missouri’s 4-H families are encouraged to “Show Me Character,” not only while involved in 4-H programs, but as an essential part of daily life. CHARACTER COUNTS! ℠

4-H PledgeI Pledge… I Pledge...  For my club, my community, my country and my world. I will use my abilities to “Make the Best Better” for everyone My head to clearer thinking  be open minded  do what is right even if no one else is doing it  pursue excellence in everything  take responsibility for my own actions My heart to greater loyalty  be a person of high integrity  tell the truth at all times and in all places  keep my word  be the kind of friend I would like to have My hands to larger service  volunteer in the community  protect my neighbor, the environment and our natural resources  promote good citizenship My health to better living  show concern to others  be kind, considerate and compassionate  treat people fairly  respect myself and those in authority For my club, my community, my country and my world. I will use my abilities to “Make the Best Better” for everyone

Why Is Character Education Important?

Lack of Values “An increasing proportion of young people are growing up without a firm understanding of and commitment to the core ethical values needed to inform and energize the conscience. “As a result, they lack internal mechanisms to help them know right from wrong and to generate the will power to exercise self-control and consistently do what is right.” —Michael Josephson

What Is CHARACTER COUNTS!?

CHARACTER COUNTS! Coalition The CHARACTER COUNTS! Coalition was founded by the Josephson Institute of Ethics, as a result of their search to identify core shared ethical values.

The Coalition’s Framework Is Based on the “Six Pillars of Character”  TRUSTWORTHINESS  TRUSTWORTHINESS – integrity, honesty, promise-keeping, loyalty  RESPECT – courtesy, autonomy, diversity, Golden Rule  RESPONSIBILITY – duty, accountability, pursuit of excellence  FAIRNESS – openness, consistency, impartiality  CARING – kindness, compassion, empathy  CITIZENSHIP – lawfulness, common good, environment

The Six Pillars of Character  Transcend cultural, socioeconomic and religious differences.  Express shared secular and religious values that bridge the gap between liberals and conservatives.

The Six Pillars of Character The Six Pillars of Character are not the only values or traits worthy of a person of good character; they simply express a shared conviction that these particular virtues are essential.

The Six Pillars of Character Since the “Six Pillars of Character” are acceptable to people of divergent political and religious convictions, character educators can concentrate on developing techniques to effectively build character knowing that their efforts will be supported by the community.

The Six Pillars of Character Rigorous adherence to the common language and definitions of the “Six Pillars of Character” provides a successful strategy to answer the question, “Whose values?” It also allays fears that CHARACTER COUNTS! programs will incorporate offensive values.

What CHARACTER COUNTS! Is NOT...  a means to introduce religion into government sponsored programs  an “add-on” program for schools or organizations  another “silver bullet” solution  a “feel-good” or “do-well” program stressing personal happiness and success.

Character Education Is About Duties Not Desires  It is not about identifying or pursuing personal preferences and desires.  It’s about teaching young people to know, accept and live up to their moral duties and obligations.

More Than Obedience  Character education is not about obedience; it is about teaching young people to make sound moral judgments.  In order to make sound moral judgments, individuals must be committed, conscious and competent.

 COMMITMENT  CONSCIOUSNESS  COMPETENCY The Three C’s Each Aspect of a Character Education Program Should Emphasize...

SELF- INTEREST Appeal to personal advantages of virtue CHARACTER Appeal to intrinsic value of good character; virtue is its own reward ENHANCING ETHICAL COMMITMENT: TWO APPROACHES

STAKEHOLDERS Consider consequences of choices in terms of who will be helped or harmed. ETHICAL PRINCIPLES Filter all decisions through the Six Pillars of Character. ENHANCING ETHICAL CONSCIOUSNESS: A TWO-STEP STRATEGY

MORAL REASONING JUDGMENT & PROBLEM- SOLVING  Evaluate facts by ethical principles.  Distinguish known facts & informed opinions from conjecture, speculation, & assumption.  Anticipate possible unintended consequences.  Develop creative, realistic options.  Apply decision making models.  Implementing decisions with tact & good sense. ENHANCING ETHICAL COMPETENCE: TWO AREAS

What Works Effective character-building programs center on:  Instilling habits.  Inspiring moral ambitions.  Imposing positive & negative consequences.  Developing thinking & problem-solving skills.  Modeling good conduct.

An Effective Character-Development Program Is...  PURPOSEFUL  PERVASIVE  REPETITIVE  CONSISTENT  CREATIVE  CONCRETE

Purposeful Clear and explicit objectives should be articulated and all elements of the program should be purposefully designed to influence values and behavior.

Pervasive The Six Pillars should pervade all aspects of organizational activity and all direct contacts with children/youth.

Pervasive Organizational Conduct – Organizational commitment to the Six Pillars should be reflected in:  Mission and Value Statements  Strategic Plan Goals/Objectives  Hiring and Training  Performance Reviews and Promotions  Marketing and Other Communications

Organizational Environment – The environment surrounding our programs should nurture and support character and the conduct of everyone who participates in our programs should self- consciously model the Six Pillars. Pervasive

Repetitive Messages about the meaning and importance of the Six Pillars should be frequently and conspicuously repeated in terms of the common language and definitions.

Consistent Attitudes, words and actions must be consistent with and supportive of the Six Pillars, regardless of how inconvenient or costly it might be.

Creative The program must go beyond moralizing; it should employ a variety of direct and indirect teaching/learning strategies to actively engage the imagination.

Concrete The values should be expressed explicitly and directly in the context of concrete, realistic, relevant situations.

Use The T.E.A.M Approach

T.E.A.M.  TEACH  ENFORCE  ADVOCATE  MODEL

 Nature and importance of character.  Definitions and application of the Six Pillars.  Ways of predicting consequences and considering how choices affect various stakeholders.  Decision-making strategies. TEACH

Teach Show how the principles embodied in the “Six Pillars of Character” apply to current situations and issues they are likely to face in the future.

Enforce Importance of Rules & Policies Rules, policies, regulations, procedures and codes of conduct, like laws, establish formal and explicit standards of behavior.

Consistent and fair enforcement of agreed upon rules is not only essential to creating a peaceful program, it also serves to highlight and uphold the core values advanced by the Six Pillars. Enforce

Advocate Communicate clearly, continually and vigorously the importance Missouri 4-H attaches to character.

Model Everything you say and do sends a message. WHAT MESSAGE ARE YOU SENDING?

Model Everything we do makes a difference. What we say and what we do starts a chain reaction that affects the lives of others.

References CHARACTER COUNTS! sm and U. S. Army Child and Youth Services Character Development Seminars H Pledge prepared by Carol A. Gehrs, 4-H Youth Specialist Cass County, Missouri February, 1997