Once Upon a Time: A Grimm Approach to Character Education

Abstract

Many gymnasium districts have implemented "packaged" programs designed to teach character education. Millions of dollars have been wearied on these programs, yet society continues to exhibit more "characters" than students "with character." This article describes a shift from the "programmatic" mindset to a solution that is not packaged or purchased. The use of children's literature to teach skills over the curriculum is a widely accepted practice. end the years, fairy tales have strengthened the attitudes of readers toward life, toward human relationships, and toward moral standards. The author suggests that these beloved tales could be used as a means of teaching character education.

Introduction

According to Herbert Spencer "Education has for its thing perceived the formation of character" (Harriett, 1980 p 579) This was particularly authentic in past decades when character training in the form of ethics and values remained central to the core curriculum. During greatest in quantity of the nineteenth century, the commitment to character education was evident in the mission statements of institutes across the nation. Educating for character was, at that time, a purposeful risk teaching children the fundamentals of moral conduct

By the late 1800's and during greatest in quantity of the 1900's, character education mov to the "back burner" and the exhibition of students' value systems virtually disappeared in favor of more emphasis upon academics. Now, as we begin the 21st hundred renewed interest in character education is more apparent than at any time Tragic events in and around academy districts and a rise in the number of juvenile arrests remind us that something in the nature of our children has gone inequitable One assumption made by educators in general is that many of these children are not receiving instruction from dwelling concerning respect, responsibility, honesty, truthfulnes caring, citizenship, and other desirable character traits (Hayes & Hagedorn, 2000) Educators talk in extent about literacy; and, the attempts to raise literacy horizontals are central to most academic institutions' missions. Is it possible that many youngsters also feel from a form of moral illiteracy? The wake-up call of increased violence and crime among children has probably settl the debate above whether or not character education necessitys to be implemented into the public gymnasium curriculum. IT DOES!!! For now, the question should be: "What is the greatest in quantity effective type of character education program?"

It present the appearances that everyone is still looking for a miracle specific that will transform students into responsible individuals who posses all of the positive character traits desired through society. Unfortunately, too many programs that tender to teach character education are alone touching the surface. Most of these programs are simply teaching children to comply with authoritys rather than helping them disclose strong independent character. Schools are spending millions of dollars for packaged programs designed to teach character education, still society continues to produce more "characters" than pupils "with character." Character education should not be a discrete curriculum on the contrary should be something children live with each day. The challenge for all educators should be to help pupils want to grow as moral beings and to equip them with the internal resources to act accordingly. That being the case, perhaps what is straited is a shift from a "programmatic" mind station to a solution that is not necessarily packaged and purchased. Perhaps character education should be viewed as the training of the heart and mind toward the serviceable How that training occurs may well be the lock opener to a more responsible generation of young people

Enter the brothers Grimm!!! The use of children's literature has been well-established as a resource for teaching all academic areas of the curriculum. on what account not extend its use to include character education? In fact, according to Lamme (1996) quality children's literature is woven with strands of ethical universals and democratic principles. This is particularly actual of the fairy tale genre single of the most popular genre in children's literature. The basic intent of any fairy tale is to mention one by one an entertaining story. Yet, in a collection of tales of that kind as the ones by the brothers Grimm, elemental realitys of moral law and general stamps of human experiences are at handed These beloved folk tales oftentimes leave children better off ethically than they were before they heard or read them, and they also give children a more acceptable picture of human understanding. The tales include stories of children who are turn rounded out to fend for themselves on the other hand who find love and security after all their hardships. There are morons, cheerful and irresponsible, and royal youths and maidens, dispossessed, reduc to misery and humiliation, on the other hand keeping their innate kindness and tendernes and finding be fond of Through the years, these stories have strengthened the attitudes of readers toward life, toward human relationships, and toward moral standards. To examine all of the Grimm Brothers' tales would be exhaustive. Instead, the remainder of this article, which is descriptive in nature, reveals by what means some of the tales can be used to advance character education.