The Inevitable Role of Character Formation in Schools

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THE INEVITABLE ROLE OF CHARACTER FORMATION IN SCHOOLS
Man is a moral being. Historically, the mission of schools has been to develop in the young both intellectual and the moral virtues. Concerns for the moral virtues, such as honesty, responsibility, and the respect for others, are the domain of moral education. T. Okere maintained that “without Moral Education in our school curriculum, our future generations will continue to be systematically malformed, half-educated, mentally misshapen and spiritually dwarfed”. Then, Holmes (1929) posited that ‘the way to change our society is to foster the growth of child’s soul.’ Man is a composite being (body & soul). If we pay more attention to one invariably the other will suffer. There is need for harmony to exist between the duo. Your character is the real you. Character is the complex of mental and ethical traits making a person or is said to be the stable and distinctive qualities built into an individual’s life which determine his or her response regardless of circumstances. Everyone has character; it transcends race, religion, education, position, age, gender and personality. No wonder, Abraham Lincoln said: ‘reputation is the shadow. Character is not just what we try to display for others to see, it is who we are even when no one is watching.’ Good character is doing the right thing because it is right to do what is right. So, in order to make character, there is need for the formation of character. Character formation refers to helping children to acquire those virtues or moral habits that will help them individually live good lives and at the same time become productive, contributing members of their communities. In this view, moral education should contribute not only to the students as individuals, but also to the social cohesion of a community. The word Moral comes from Latin root (mos, moris) and means the code or customs of people, the social glue that defines how individual should live together Men of...
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