In this article, the authors describe the experiences of five cadets and college students serving as camp leaders for the United States Air Force Academy's (USAFA) Leaders of Character Camp (LoCC). Additionally, they describe the work in which three other universities are engaged to adapt the LoCC model to their own university contexts. In so…

The idea that participation in sport builds character is a long-standing one. Advocates of sport participation believe that sport provides an appropriate context for the learning of social skills such as cooperation and the development of prosocial behavior (Weiss, Smith, & Stuntz, 2008). Research in sport regarding character development has…

Many schools attempt to implement multiple programs to promote positive young adolescent development; however, these programs are often fragmented and lack coordination. The authors describe an initiative designed to help schools coordinate their social-emotional and character development (SECD) efforts to improve school climate and help students…

The role of teachers in the social, personal and moral development of students apart from education is discussed.

Developing a sound coaching philosophy and displaying ethical behavior is the backbone of effective coaching at any level. Coaches cannot communicate the standards of behavior they expect from their athletes or coaching staff if they have not identified the priorities and values associated with their coaching philosophy. When reflecting on Domain…

The contribution of various educators, including William Holmes McGuffey, in developing a character education-based curriculum in the United States is discussed. The role of teachers in moral education of students too is described.

Describes the Child Development Project in California, which holds that academic and character education are equally important goals for schools. The project has been established to produce long-lasting effects on children's "prosocial" development. (MD)

This chapter addresses the role of character development in the college experience, the dimensions that constitute it, and various methods to assess its outcomes.

Discusses research results indicating that teachers, students, parents, and employers in the United Kingdom agree that the primary goal of education is to develop student character and self-motivation. The author contends that secondary schools neglect this function because they have no objective way to measure their effectiveness. (AM)

Cultures throughout time have marked the passage of young people into adulthood with carefully designed tasks and rituals. The purpose of these activities is to prepare youth to mindfully consider their individual and communal life intention. The relative lack of modern rites of passage for adolescents is seen as having significant implications…

Examines how the principles and virtues of Confucianism holistically meet moral education's requirements. Discusses justice, equality, and truthfulness as Confucian principles and the character virtues (wisdom, courage, compassion, and love) necessary for living the moral life. Stresses understanding motive, arguing that the moral person desires…

The subject of objectives in character education was discussed in a report of progress to the National Education Association, July, 1924. While this topic is not treated separately in this report, the general point of view of the 1924 report is maintained in Chapter 1, The Processes of Character Education, and is restated briefly and discussed at…