PUBLISHED BY THE CENTER FOR THE ADVANCEMENT OF ETHICS AND CHARACTER [AT THE SCHOOL OF EDUCATION AT BOSTON UNIVERSITY AND THE ASCD CHARACTER EDUCATION NETWORK Spring insiute the Ete of can Teaching Themes of Care By Dr. Nel Noddings Excerpts reproduced with permission from Phi Delta Kappan v. 76 p. 675-9 May 1995 OME educators today—and I include myself among them— would like to see a complete reor- ganization of the school curriculum, ‘would like to give a central place to the questions and issues that lie atthe core of human existence. One possibility would be to organize the curciculum around. themes of cate—caring for self, for inti- mate others, for strangets and global oth- cs, forthe natural world and its nonbu- rman creatures, for the human-made world, and for ideas. 8. CAEC Spring institute: ‘The Ethic of Caring 8 rom the Trenches * Caring in Education + Caring At the Heart of an Educator’ Role + Disturbing Behavior n the lasroom:A Caring Perspective 1B On the Homefront + Modeling the Virtue of Caring There is much to be gained, both academically and humanly, by including themes of care in our curriculum. A realistic assessment of schooling in the present political climate makes it clear that such a plan is not likely to be imple- mented. However, we can use the rich vocabulary of care in educational plan- ning and introduce themes of care into regular subjece-matter cases. In this ati cle, I wil frse give a brie rationale for teaching themes of eae; second, I will suggest ways of choosing and organizing such themes; and, finally say a bie aboue the structures required 0 support such teaching Why Teach Caring? In an age when violence among schoolchildren is ae an unprecedented level, when children are bearing children with lle knowledge of how to cae for them, when the society and even the schools often concentrate on materialistic messages, it may be unnecessary to argue that we should care more genuinely for ‘our children and teach them ro cate However, many otherwise reasonable peo- ple scem to believe that our educational problems consist largely of low scores on achievement tests, My contention is, fist, ‘hac we should wane more from our edu- cational efforts than adequate academic achievement and, second, that we will not achieve even that meager success unless ‘ur children believe thas they themselves are cared for and learn to care for others. ‘There is much to be gained, both aca demicaly and humanly, by including themes of care in our curriculum. First, such inclusion may well expand our stu www.bu.edu/education/caecdents cultural literacy. Por example, as ‘ve discuss in math classes the attempts of {great mathematicians to prove the exis ‘ence of God of to reconcile a God who is all good with the realty of evil in the ‘word, students will hear names, ideas, and words that are not part ofthe stan~ dard curriculum, Although such inciden- tal leaming cannot replace the systematic and sequential earning required by those ‘ho plan careers in mathematically or ented fields, i can be powerful in expanding students cultural horizons and in inspiring further study. ‘Second, themes of eare help us t0 con- rect the standard subjects. The use of ‘erature in mathematics clases, of history in science classes, and of art and music in all classes can give students a feeling of the wholeness in their education. After all, why should they seriously seudy five ire different subjecs if their teachers, who are educated people, only seem to know and appreciate one? ‘Third, themes of care connect our stu- dents and our subjects to great existential questions. What is the meaning of life? ‘Are there gods? How should [ live? Fourth, sharing such themes can con- rectus person-to-person. When teachers discuss themes of care, chey may become real persons to their students and so enable them to construct new knowledge. Finally, I should emphasize chat caring is not just a warm, fuzzy feeling thae snakes people kind and likable. Caring implies a continuous search for compe- rence, When we care, we want to do our very best for the objects of our care. To hhave s our educational goal the produc- tion of cating, competent, loving, and lovable people is not anti-intllectual. Rather, it demonstrates respect forthe fll range of human talents. Not all human gs are good ator interested in mathe- ‘matics seience, or British literature. But all humans can be helped co lee lives of ‘deep concern for others, for the natural world and its creature, and for the preservation of the human-made world. ‘They can beled to develop the skills and knowledge necesary to make positive contributions, regardles ofthe occupa- tion they may choose Choosing and Organizing ‘Themes of Care ‘Care is conveyed in many ways. At the insticutional level, schools ean be organ- ized to provide continuity and suppore for relationships of care and trust? At the individual level, parents and teachers show their caring through characteristic farms of attention: by cooperating in children’s activities, by sharing their own ‘loving, and lovable people is not anti-intellectual. demonitrates respect for the full range of human talents. dreams and doubrs, and by providing carefully for the steady groweh of the chil- deen in their charge. Personal manifesta- tions of care are probably more important in children’s lives than any particular cur- riculum or pattern of pedagogy. However, curriculum can be selected with caring in mind. That is, educators can manifest their care in the choice of curriculum, and appropriately chosen curriculum can contribute to the growth of children as carers. Within each large domain of cate, many topics are suitable for thematic units: inthe domain of “car- ing for self.” for example, we might con- sider lite stages, spiritual growth, and ‘what ic means to develop an admirable character in exploring the topie of caring for intimate others, we might include units on love, friendship, and parenting; under the theme of caring for strangers and global others, we mighe study wa, poverty and tolerance; in addressing the idea of caring for the human-made world, we might encourage competence with the machines thae surround us and a real appreciation for the marvels of technolo ¢% Many other examples exist. Furthermore, there ate at least ewo difer- ent ways 0 approach the development of such themes: units can be constructed by interdiscipinary teams, or themes can be identified by individual teachers and addressed periodically throughout a yeu's or semesters work ‘The incerdisciplinary approach is familiar in core programs, and such pro- grams are becoming more and more pop- ular a che middle schoo! evel. One key 0 successful interdisciplinary unic isthe degree of genuinely enthusiastic suppore ic receives ftom the teachers involved. Too often, arbitrary or artificial groupings are formed, and teachers are forced to makecontributions tha chey themselves do not value highly. For example, math and s cence teachers are sometimes automatically lumped together, and rich humanistic possibilities may be lost. If, as 2 math teaches, want (0 include historical, biogra- phical, and literary topics in my math les- sons, I might prefer to work with English and social studies teachers. Thus iis imporcant co involve teachers in the ini- tial selection of broad areas for themes, as ‘well asin their implementation. Such ineerdisciplinary arrangements also work well at the college level. 1 recently received a copy ofthe syllabus for a college course titled “The Search for Meaning,” which was co-taught by an economist, a university chaplain, and psychiatrist? The course is interdiscipli- nary, intellectually rich, and aimed squacely atthe central questions of life. ‘Ac the igh school level, where stu- ddenes desperately need ro engage in the ‘The reachers should agree on some core {ideas elated to caring that willbe dis- ‘essed in all classes, bt beyond the c=n- tral commitment to address themes of ‘ate, the ropics can be handled in whatev- ‘er way scems suitable in a given subject. Consider, for example, what a mathe- ‘matics class might contsibute t a unit on 3. Statistical information might be gathered on the locarion and number of crimes, on rates for various kinds of crime, on the ages of offenders, and on the costco society; graphs and chares could be constructed, Dara on changes in rime rates could be assembled. Intriguing questions could be asked: Were propery crime rates lower when penalties were more severe—when, for example, ceven children were hanged as thieves? “What docs an average criminal case cost by way of lawyers fees, police invesiga- tion, and coute processing? Does it cost © Personal manifestations of care are probably more important in children lives than any particular curriculum or pattern of ., pedagos study and practice of caring, itis harder to form interdisciplinary teams. A conflict arses as teachers acknowledge the intensi- ty of the subject-matter preparation their students need for further education. ‘Good teachers often wish there were time in the day co-teach unconventional topics of great importance, and they even admit tha their students are not getting ‘what chey need for full personal develop- iment. Bur they fel constrained by the requirements ofa highly compeciive ‘world and the structures of schooling established by that world. Is there a way out of chs conflict? Imaginative, like-minded teachers might agree to emphasize a particular theme in their separate classes. Such chemes as war, poverty, crime, racism, or sexism can be addressed in almost every subject area, ‘more to house a youth in a detention ‘enter or in an elie private school? [None of this would have to occupy a full period every day. The regular sequen- tial work of the math clas could go on at a slightly reduced rate (e.g fewer text book exercises as homework), and the ‘work on crime could proceed in the form of incerdisciplinary projects over a consid erable period of time. Most important ‘would be the continual reminder in all classes chat the topic is par ofa larger ‘heme of caring for strangers and fellow citizens, Ir rakes only a few minutes to talle about what it means to live in safety, 1 trust one’s neighbor, co fee secure in greeting strangers. English and social studies ceachers ‘would obviously have much to contri 1 a unit on crime. For example, students right read Oliver Tiist and they might also seudy and discuss the social conditions that seemed to promote crime in 19th-century England. Do similar conditions exist in cour country today? The selection of mate- rials could include both classic works and ‘modern stories and films. Studencs might even be introduced to some of the mys- tery stories that adults read so avidly on aitplanes and beaches, and teachers could be engaged in lively discussion abour the comparative value of the vari Science wachers might find that a unit fn crime would enrich theie teaching of evolution. They could bring up the topic ‘of social Darwinism, which played such 2 strong role in social policy during the late 19¢h and early 20th centuries. To what degree are criminal tendencies inherited? Should children be tested for the genetic defects thac are suspected of predisposing some people to crime? Are Females less ‘competent than males in moral reason- ing? (Why did some scientists and philosophers think chis was true?) Why cdo males commit so many mote violent acts than females? “Teachers ofthe arts can also be involved. A unit on crime might provide wonderful opportunity to critique “gangsta rap” and other currently popular forms of music. Students might profitably learn how the control of art contributed + national criminality during the Nazi cra. These ae ideas chat pop into my ‘minds far more varied and richer ideas will come from teachers who specialize in these subjects Caring teachers must help students make wise decisions about what informa- tion they will share about chemselves. On the one hand, teachers wane thet stu- dents to express themselves and to trust in and consult them. On the other hand, teachers have an obligation to protect immature students from making disclo- sures they might later regret. There is ancthical problem here; a danger of intru- siveness and lack of respect in methods that fil co recognize the vulnerbiliy of scudents. Therefore as teachers plan units and lessons on moral issues, they should anticipate the tough problems that may arise. Tam arguing here tha it is morally intesponsible to simply ignore existential questions and themes of care; we must attend to chem. But itis equally irespon- sible to approach these deep concerns thout caution and careful preparation So far Ihave discussed rwo ways of ‘organizing inerdisciplinary units on (Other mathematics teachers might use an incerest in architecture and design, art music, or machinery as continuing themes in the domain of caring forthe human-made world.” Sil others might ineroduce the mathematics of living things; the possibilities are endless. In choosing and pursuing these themes, teachers are both helping their students learn to care and demonstrating their ‘own caring by sharing interests that go well beyond the demands of textbook. pedagogy. Saill nother way to introduce themes ‘Tam arguing here that it is morally irresponsible to simply ignore existential questions and themes of care; we must attend to them. themes of care. In one, teachers actually teach together in teams; in the other teachers agree on a theme and a central focus on cate, but they do whae they can, ‘when they can, in their own clastooms. [A variation on this second way—which is also open to teachers who have to work alone—is to choose several themes end ‘weave them into regular course material lover an entire semester or year. The par sicular themes will depend on the inter- cts and preparation of each teacher. For example, if | were teaching high school mathematics today, I would use religiouslexistential questions asa perva- sive theme because the biographies of mathematicians ae filled with accounts of ther speculations on matters of God, other dimensions, and the infinite—and because these ropies fascinate me, There ae so many wonderful stores to be tol: Descartes’ proof of the existence of God, Pascal’ famous wager, Plato's world of forms, Neweoris attempt to verify Biblical chronology, and mystical speculations on the infinite: Some of these stories can be told as rich “asides’; others might occupy several class periods. ‘of care into regular classrooms isto be prepared to respond spontaneously to ‘evens that occur in the school or in the neighborhood. All teachers should be pre- pared to respond to the needs of students ‘who ate suffering from the death of friends, conflict beeween groups of stu- dents, pressure to use drugs or to engage in sex, and other troubles so rampant in the lives of today’s children. Too often schools rely on experts— "grief coun- selors’and the like—when what children really need is the compassion of adults ‘who represent constancy and care in their live. Artificially separating the emotional academic, and moral care of children into tasks for specially designated experts con- tributes tothe fragmentation of life in schools. ‘OF course, I do nor mean to imply that experts are unnecesary, nor do I reat to Suggest that some matters should not be reserved for parents or psycholo- gists. But our society has gone too far in compartmentalizing the care of its chil- dren, When we ask whose jo itis 0 teach children how to care, an appropri- ate response is, “Exeryone’.” Having accepted universal esponsibility, we an then ask about the special contributions and limitations of various individuals and groups Supporting Structures ‘Whac kind of schools and teacher preparation ae required, if themes of care ate to be taught effectively? Fest, care ‘must be taken seriously asa major pur- pose of schools chat is, educators must recognize that caring for student is fun- ‘damental in teaching and that developing people with a strong capacicy for care isa major objective of responsible education, Schools properly pursue many other objectives —developing artistic talent, promoting multicultural understanding, clversfying curriculum to meet the aca- demic and vocational needs of all stu- dens, forging connections wich commu- nity agencies and parents, and soon. Schools cannot be single-purpose Once i is recognized that school isa place in which students are cared for and learn to care, that recognition should be powerful in guiding policy. In the late 1950s, schools in the U:S. placed the cur siculum at che top ofthe educational pr ority list. Beeause the nation’ leaders ‘wanted schools to provide high-powered courses in mathematics and science, it ‘was recommended that small high schools be replaced by efficiene larger structures complete with sophisticated laboratories and specialist reachers. All over the coun- try, small schools were closed, and stu- ddenes were herded into larger facilities with “more offerings.” We did not think carefully about schools as communities and about what might be lost as we pur- sued a cutriculumn-drven ideal. Today many ‘educators are calling for smaller schools and more fami- Iyaike group- ings. These are good proposals, but teachers,parents, and students should be engaged in continuing discussion about what they are trying to achieve through the new arrangements, For example, iF est scores do not immediately tse, participants should be courageous in explaining chat test scores were not the main object of the changes. Most of us who argue for ‘caring in schools are intuitively quite sure thar children in such settings will in fact become more competent learners. Bus, if they cannot prove their academic compe- tence in a prescribed period of time, should we give up on caring and on teaching them to care? That would be foolish. There is more to life and learning than the academic proficiency demon- strated by test scores. In addition to steadfastness of purpose, schools must make it possible for students and teachers to say together for several years so chat mutual trust ean develop. and seudents can fel a sense of belonging in thee “schoolhome.”* ‘More than one scheme of organization can satisfy the need for continuity. Elementary school children can stay with the same teacher for several years, or they can work witha stable team of specialise ‘teachers for several years. At he high school level, the same specialist teachers might work with students throughout their yeas in high school A policy of keeping students and teachers together (by mutual consent, ‘whenever possible) for several yeas sup- ports cating in two essential ways it pro- vides time forthe development of ating ‘lations, and it makes teaching themes of care more feasible. When trust has been ‘established, teacher and students can dis- ‘cuss matters that would be hard for 2 ‘group of strangers to approach, and class- rates learn to support one another in ‘The structural changes suggested here are not expensive—and I believe that they are easly made—but the curricular and pedagogical changes that are required may bbe more difficult. High school textbooks rarely contain the kinds of supplementary material I have described, and teachers are ‘not formally prepared to incorporate such satetal. Too often, even the people we regard as strongly prepared ina liberal arts major are unprepared to discuss the history oftheir subjecr, it elation t0 other subjects, the biographies ofits great figures, ies connections to great existential questions, and the ethical responsibilities of those who workin that discipline. To teach themes of care in an academically cffective way, reachers will have o engage in project of self-education. ‘Ae present, neither liberal arts depart- ‘ments nor schools of education pay much artention to connecting academic subjects with themes of care, For example, biology students may learn something of the anatomy and physiology of mammals but nothing tall about the care of living ani- ‘mals; they may never be asked to consider the moral issues involved inthe annual euthanasia of millions of pecs. Mache- matics students may learn to solve quad- ratic equations but never study what it a mathematicized world, In enlightened history classes, students ‘may learn something about che problems ‘of racism and colonialism but never hear anything about the evolution of child- hood, the contributions of women in both domestic and public caregiving, ‘or the connection beeween the feminiza- tion of caregiving and public policy. A liberal education that neglects matters, that are central to a fully human life hard- ly watrans the name, and a professional education that confines itself to technique does nothing to close the gaps in liberal education. ‘The greates structural obstacle, how- ever, may simply be legitimizing the inclusion of themes of cae in the curticu- Jum, Teachers in the early grades have long included such themes 26a regular patt of their work, and middle school educators are becoming mote sensitive 0 developmental needs involving care. But secondary schools—where violence, apa- thy, and alienation are most evident—do Title wo develop the capacity to cae. “Today, even clementary teachers complain thatthe pressure to produce high test scores inhibits the work they regard as central to their mission: the development of caring and competent people. ‘Therefore, it would seem that the most fundamental change required is one of autitude, Teachers ean be very special peo plein the lives of children, and it should be legitimate for them to spend time developing relations of trust, talking wich students aboue problems that are central to their lives, and guiding them toward greater sensitivity and. competence across all the domains ofeare. [Ned Nadas isthe Lee Jacks Profesor of Child Education at Stanford University and author of ‘The Challenge to Care in Schools (Teachers Colge Pres). woTes 1 Far the there arene. x Ne Nodding, The Chalage to Caren Schone (New York Tes Coles Pre, 1992 fr paca cpl and rch des smote Shen Quin Scaling Homeless (Ciden (ew Yor Tce Calg Pres 1994) 2 Nodding cap 12 3. So Thoma H. Nal, Wii H, Wilimon and ‘Maclene RNa. The Such for Meaning (abil, Tnn Abingdon Pre, 1999. Sor many mar exp ee Ne Nodtng, Educing foe oligen Bat and Unb (New Yor Teacher (Clie Pre, 1985) 5 Se ne Ble Marin, The Schoobome Reding Schooe or Changing Fie (Combi, ‘Mas: Hard Univer Pre 1982). 6 Se Bree Willie The Moral Colpo de ‘reo Alben Sate Uninet of New York Pres, 150How Do We Care? Let Us Count the Ways ceachers (ideally) care abour our students, our respective subject areas, and ‘managing our time well. More specifica ly, we eate about that which affecs our seudents the particular milieus they must navigate and events that shape their lives. ‘We care about how we can best help them fear and hone skills while we uphold high expectations and offer needed sup- port, We try to transmit information that resonates: to develop rich curricula and. lesson plans. We search for methods that suit our temperaments and those of our classes and that reflect good practice. Many of us care about our professional development, our career trajectory, arrending t the various demands in our lives, and taking time to recharge. Rarely, however, do we stop to reflect on the ends 10 which all this cating is aimed, In Aristotelian terms, what isthe “telos’— ‘or ultimate goal—with which we are concerned? ‘Our work-related endeavors shape, in part, our destinies. Having chosen a noble profession, we have opportunities to regu larly practice (and model) wisdom, jus- tice, and compassion; in other words, ro lead good lives. Must we not care about helping each of our students make strides coward this same overarching goal? Lest such cating seem esoteric, listen to the voices of educators who work in an extreme setting—a public high school in Boston. In this school, eighty-five percent of the students qualify for free lunch under federal law. The students’ par- cents—a number of whom are single Dr. Bernice Lerner snoms—struggle to earn a living: few earn more than $24,000 a year, Many of the teens are exposed to crime, violence, and drug addiction. Some fee chy live in a “wae zone,” with school being their only haven. Some carry knives—which they hide around the schoo!’ grounds—to protect themselves. Such students must be vigilant, know “the code,” never squeal, and know how to steal and manipulate to get what they need or want. They have low expectations of themselves and others, and low self-esteem. Others fare well, are engaged in their clases, and work outside of school. Many own the standard fare of ‘American teens—cell phones, iPods, and coordinating sneakers and clothes. How do the educators of these stu- dents aim to help them lead good lve? In thiee ways: 1) By enabling them to dliscern right from wrongs 2) By fostering in chem the desire to do what is good: and 3) By encouraging them to rake responsibility “Teachers cannot assume that their stu- dents know right ftom wrong. The most troubled of this public high school’s stu- dents bring a hortifying history with hem co ninth grade. They have had diffi- culty in school sctngs for yeas and lack basic skills. One counselor notes that par- ents are “the whole key"—if they neglect to think about their children’s needs and do not consider education important, the teacher must cate enough to impart fan- damental lessons: Part of my job is... moral education. Students} need to make their own deci- sans, So fone must} tach them bow to rake the right decisions. I eal [what I do} ‘milieu therapy For example, some- thing happens—there sa fightin he ‘allay and then the kids ae all exct- cd... it like watching a soap opert. So 1] proces it with thems, right then and there The kids were watching one fight sue had 50 my job was to ges them back into the clasroom. I promised to tell shem the whole tary al he derail [They] would sa, Ob, you should have les them fighs, you should have done this you should have done that.’ Sometimes ‘whae they are saying is ‘right is what would get them results that shey want. ‘that why they consider it righ. But ‘then, you fed it ou, asking, How would that be if you were the other per- son?’ You dons fel them] the golden rule. You have to actually let thers tall and you have to listen to thems ‘This counselor describes how within certain groups’ mores i is expected that boys will sexually harass gins that gels beat up boys: that fighting berween gids is vicious. She explains thar students le to her because they fear they will otherwise get ineo trouble; that she has rewarded ‘those who ell her the truth for an entire day by taking them co Twin Donut. She hha found chee when she teats students with kindness and respect, chey respond accordingly, and that she must also be “incredibly strict.” She will not rolerate swearing in her presence. Her students rust say “please” and “thank you” or they are asked ro leave.In order for students to lead a good life hey must not only know right from ‘wrong but also desire ro do what is right Ac the time of this writing columnists are discussing the behavior of Wesley Autrey, the main who leapt in font of a New York. ity subway rain co save the life of a stranger who had fallen onto the tracks. ‘Why the fascination with this courageous deed? I believe we need exemplars of human goosiness to inspite us to want to act well. We need to be shown what is within che ealm of human possibilty. [A Career Pathways program at the Boston high school puts before students choices they would not otherwise be exposed to, Between menial jobs and roles dramatized on television are a host of positions in areas such as law and govern- ‘ment and health cae, Seudents who wish to contribute to society and ive a solidly ‘midle-clas lifestyle indeed have realistic aspirations. to put effort into their schoolwork (because that's “acting white”) char they are making a huge mistake. Minoriey teachers in particular serve a authentic role models. ‘An English-as-a-second-language teacher fears for her students who are ‘recent immigrants. Though incegration is desirable, she does not want them t0 adopt the unseemly behavior typically seen in the school’s hallways. She has ‘observed that those who come from ‘countries co which they cannot return put great ffore into their studies, She names and reinforces postive habits. She cares that her students desire the good. Ie is not enough, of course, to know right from wrong and want co act well. In ‘order to live a good life, one muse ake responsibility. In this urban high school ie is not unusual for abusive and/or laviless parents co blame the system (eg, unin. fa matter where or what we teach, the goal to which our efforts should be aimed is to help our students lead good lives. \ i Beyond schoolwide initiatives, individ- ual teachers try to foster in students the desire to do wel. After 9/11 one teacher was disturbed thac che majority of his stu dents felt that the attack did not concern them—it touched no one in their neigh- bothoods. He cares that as students regis- ter his own appreciation of history and ics lessons that some will want co expend their horizons. He ties to “work toward [students] interests as much a [possible given the nature of che curriculum,” and to give chem the opportunity to discuss sex, drugs jobs, and other topics about which they need honest information. Pethaps most importantly, he—and other of the school’s teachers—debunk myths ‘They ell seudents who ate disinclined to participate in extracurricular activites ot teresting lessons) for their children’s lack. of effore or suspensions, thereby perpetu acing a cycle of apathy and self-destruc tion, When parents are satisfied with report card full of Cs and Ds (as they had not done better themselves) reaching responsibiligy falls on school personnel. (One caring counselor gives concrete instructions. Sometimes this means mak ing clear to students and their parents chat teenagers must be provided with an alarm clock and breakfast and be in on ‘weeknights aca reasonable hous that there are expectations regarding handing in homework and consequences when a student breaches school rules. Of course, there ate many situations in which parents desire what is good for their children and students assume responsibilty. One special education teacher is proud of a boy whom she believes will ead a good life: Once somebody wants something and you sive them the formal 10 get, and they ‘have the strength and the perseverance (to go for ith, they can succeed. We have one dy who we think is going to be succes ful Hes got low intelligence; rested ‘almost borderline... his mother is low intelligence and does’ understand the _pstem. So here be is—low intelligence, no support, but he want 1 own his own brusiness at Fenway Park asa hotdog ven- dor. Hell probably make it. The teachers say es such a mudge. He always gets what he wans—he goes after it 1 would argue that the ways in which these Boston high school educators care apply call school communicies. No mat- ter where ot what we teach, the goal isto help our stadents lead good lives. Toward this end, we must care that they know sight fom wrong, desire what is noble, and exercise their will wo act.THURSDAY, APRIET2, 2007' Noon 1:00 p.m. FRIDAY, APRIL 13, 2067 13, 7 9:00-1:30. ance Speer 9:00-1030.0m, oor cam Dr.James Tracy is theese PLAGIARISM ig A COMPLEX VIRTUE. master of the Cushing A MATTER OF ETHICS The Center forthe Plenary Sexion 1 ‘Academy in Ashburnham, MA. “AND CARING é Hest previous headmaster AND CARING “Advancement of Di Bemice emer directs the of BU Academy and has wit eseepern fer z CaEG teaches n Us femovecredtcdthtee books. F.CarolJenkins holds her Ethics and Character of Educ and College of doctorate degree from Boston eB Arcanscerats angie o0~g00pm Golege and an associate futhor of the Try professor of elementary ed Theschool of ucation euitseurandwoauter WHOcARESaxD wine En thinlCarin Seen Unie Fone a gS ain earment 30.8. Noon Pare Prnaion 1o:30.4m.~ Noon a THE ARTOFLEARNING —Panelstsare membersof TEACHERS AND STUDENTS: AO TT Ney sae Boston Univenstys widely MAGES OF CARING IN THE gam.to4 pm. diverse communty ofchap-_ UDDHIST TRADITIONS Dr Rosanna Warrenisan—leisandeampusminstes. OF ASIA Shard-wining poetand has yrs Boston University ‘writen or contributed to everete berate al Plenary Sesion It School of Management. humerous poetry publications. ‘She is a professor of English Sages Reverend Sakena Young: Dr. M. David Eckel is Associate Professor of Religion at BU 595 Commonwealth Avenue and moder foreign am. ‘father arc Tel and recelved his doctorate ie Guages in BU College of Arts Sister Olga Yagol from Harvard Unversity His oe SindSciences andisaisoa_8abbiJoseph Polak expertise Is in Aslan religions, Boston, Massachusetts University Professor. Reverend Joanne Engaulst with particular focus on var- Mr Dokuro Jackel tties of Buddhism Caring in Education ST'm an academic dean, my phone rings more frequently during the final weeks and days of the fll term. In fact it’ the time of year when the opening lines of Yeatss “The Second Coming” haunt me: “Turning and turning in the widening sgyre/The falcon cannot hear the flcon- cer Things fll apart; the centre cannot hold.” Students are nervous to the point ‘of visceral reaction in anticipation of final ‘exams, papers, and projects: teachers are ‘overwhelmed with grading and comment ‘writings parents are making frantic phone calls about the phone calls and e-mails By Susie Carlisle they ate receiving from their sons and daughters who may be dangerously close to the proverbial edge. And yet, itis also a time of reconciliation and celebration and a fiem reminder of why we, as educaros, do what we do, ‘We all know that cating happens ac ‘every level of interaction with our students and with each othe. It is particularly con- centrated in a boarding school seting— swe are teachers, dotm parents, coaches, advisors, deans —where our role ae intr- cately woven together. We have a unique opportunity to challenge each other to respect, understand, and care in myriad ways In these increasingly demanding and ‘often confusing times for teenagers, we need to consciously remind them (and ourselves) ofthe importance of their pres- ence in cher family circle, ia our school community, and in the world. I fear that too often we get caught up in the monot- nous, day-to-day routine of adjusting schedules and crunching numbers and we forget about being “human.” We need © remember that a kind word—or time spent over a cup of coffee or bowl of ice cream—ean go along way:Noon 1:00 pm. pring Inne Registration deadline: Lancheon Speer REGISTRATION FORM April 6,2007 seer Eabeth umnch, a math Fee $390; $390 fr thee oF teacher at Boston College movetesthes tomone shee, Please return ths form to: High School formerly served! Syansaton (AEC at Boston Universtty as avolunteer teacher on 6 Commonwealth Avenue v0 Feetncudes continental beak aie Chicago's west side. fast, lunch, and materials, Fee also. _ 7 ath Floor includes a $40 nonrefundable pro- Shane Tax Boston, MA 02215 pre eee ae ‘cessing charge. Or fax it to 617.353.4351 ET Name() and poston) of parc Ema eee ae MAKING: THE Digricutry { N2"ethandrosion) of par . OrBaLANeinG THBoRY | | Fame ndate enact Pen yey ping itatefee contact usa 735994600 [AND PRACTICE ‘390 ec coec@bu.edu olor tree Plenary Sesion IIT — or mor teachers Directions to Boston University DE Nicholas Washienko's feces alist of area hotel and expertise fin continuing Barking intrmaton vl be duction fr professionals {Polen ‘alle taal registrants Sand busines presentations Cenectsenosed He received his doctorate nat payable to fomBU oot cutest ches | ZHAFE GAECeE Boston Univesiy) The CAECS Spring stat inthe Special Programs Payment type fhe one) Stating retract hat ealtates department. iar Giga Mastercard CiDbover the neletuol nes of educators, inp them to embrece a — renewed sense of respons, 230 ~4:00 pm. ae coo LESSONS AND RERLECTIONS | S75RE on etn ote of tc Dr.Bernice emer anand cee rere Ms. Lauren K.Terty is the Postion opportare teen ivi forcharctr Plenary presentations {extemal relations Coordinator Soe lecwsynccaicedse” “by Boston Uvety scholars atthe CAECandis pursuing | —— Se Spain relevant phlsopia pin her master’s degree in Art a ciples and demonstrate how History at BU. ‘Sure of dom canbe mined iain iboats Dae forenduing lesen Dont misunderstand me; we must ‘maintain high expeceations forall of our seudents, ftom being on time for commit- ‘ments to meeting and exceeding the stan- dards and goals we have set for them and that they have st for themselves. The ‘moment we stop doing this is, I think, the tipping point for when we truly do sop cating. Indeed, asking our students to push their comfortable limits and make connections berween seemingly di parate ideas is constant reinforcement of ‘our respect for them as individuals, and ‘evidence that we do care—deeply— about cheir character, growth, and unique talenss. 1 make tea for students in study hall ‘tho have colds coming on and the couch in my office offers a respite from the ‘world of papers, grades and lose basketball games, but I also try co demonstrate the depth of my caring in ways that are less apparent, I think itis essential that we infuse our every action with care and. respect. 1 co my position as academic dean, I teach a senior English seminar, ‘The overarching theme of the fill rem was Joseph Campbells notion ofthe “hero journey.” The final novel in my section was Virginia Woolf's Mrs Dalloway-—a challenging piece of lte- cure atthe college level, where Ist taught ite With drce weeks to goin the term, however, found myself introduc- ing i to exhausted seniors who were bate- ly recovering from submiting college applications. They struggled a8 they went through the day with Clarissa, from buy- ing “the Rowers herself” to sitting with Peter Walsh on the bench in Regents Park, watching Septimus Sich fll ro his death, and—finally—going co Classis party and experiencing all de terog, ccstasy, and exttaotdinary excitement that accompanies the seemingly mundane. ‘As we read, we also watched The Hours a film thar draws on Mrs. Dalloways themes co interne and juxtapose the lives of three women. It helped my sta dents visualize characters and understand the nuances of Woolf’ style bus only rarely in our class conversations did we direcly question whether Clarissa (or any of the other characters) was heroic, After all, what could possibly be heroic about buying lowers and mending a dress in anticipation of a party? As ic turns out, plenty. Some of my collegues thought Iwas perhaps asking two much of these seniors (Virginia Woolf? Ms. Dalloway?). Bus, on the ‘ther hand, why not ask them to go beyond their own expectations? Why not respect chat chey might indeed find a way int a text that is meaningful and potent? 1 did, and as result, my students were able co articulae that Claris’ struggle to Conia om page 16 9Caring: At the Heart of an Educator’s Role LTHOUGH I have been out of An high and high school cass- for almost a dozen years, I found rmyself sharpening pencils and buy- ing notebooks for no particular reason this past September. The poignancy of the season was particularly heightened for me as both of my daughters had decided to sake life-changing career moves and. become teachers. I began sifting through dozens of aching resources, articles, les- son plans, and curricula, hoping to extract for them what had mattered most from my thirty-three years of education experience (and knowing full well that they had to discover it for themselves), ‘When I arrived for my first day of work in my junior high classroom ae the tender age of 21,1 was ill-prepared for what it meant to bea teacher. remember going home physically exhausted my entire first year of teaching. eventually had an epiphany: teaching ‘was not about lesson plans or bulletin boards; ie was about the quality of my character and the moral ethos of my class room, What mattered were the caring relationships and sense of community ‘that my studencs and I were experiencing, ‘As the days unfolded, I slowly realized ‘hae caring was so integral to the work ‘that no other goal could be accomplished until chose trusting relationships existed. Indeed, my students’ development—eheir sense of safety and community—depend- ced on the climate we established together. As learned co work effectively with pat- cents, [also recognized ther critical role in shaping their children’s character. I learned, too, that I needed to involve my students in a varity of activities with the ‘greater community. Learning to teach became, for me, a series of epiphanics. 10 By Kristen Fink Gordon Vessels, an Atlanca psychologist and outstanding character educator, said: The moral growth of children... occurs twhen adults strive robe the sype of people thas children need for them 10 be, when children have many sustained rlation- ships with socially responsible adults, and when children are provided with a neswork of supportive relationships or community | was discovering thar my students needed clear examples ofthe kinds of. people they might aspire to become. I dis. covered that children wane caring adults to help guide them, teach them how to negotiate life's challenges, and help chem discover their owa unique potential and purpose. A few yeats ago, I came across a Fathers Day card thet reminded me of this tha said: “Dad, you tried to teach sme patience J constantly tried yours You set limits...1 pushed you to yours. You made the rules... made every effort to break them.” The inside ofthe card read: “Are we a great ream or what?” | found myself exploring biography in a variety of ways in both my cheatre and English clases, asking students to comb through stories and distill grea individu ale’ most outstanding accomplishments and contributions and the core values they embodied thar supported their con- tributions. When I aught Shakespeare I discovered that my students wanted to discuss his insights into moral character and how they shaped lives. I remember ‘one performance in which my Sth-grade acting company staged a dramatic presen tation for our yearly awards ceremony intended to celebrate che importance of striving for excellence and accomplish- sent. Their presentation consisted of ‘meaningful quotations from among hun- dreds they had sifted through, inthe form of a choral reading sec to music. My 1957 New Jetsey kindergarten report card, which I found a few years ago ina tucked-away box, included not only “Grow in Skills and Information,” but categories such as “Growth in Habits of ‘Work’ and "Groweh in Habies of Living with Others.” Indicators such as “refrains from laughing at others’ mistakes.” “works independently.” and “takes turns cheerful- 1y” also reveal that we have long known thar the development of good characteris cssential vo ones positive human develop- ment. Character development is an age- old goal of education, identified as core acros all times and cultures. Albert Einstein sid, “The most impor- tant human endeavor is serving for morality.” Iti hopeful to know that char- acter education is currently embedded in virtually every sate’ learning standards. Most have woven it into their core curtic= ula, considering attudes, dispositions, and “character principles integral to sub- jects and learning. The importane point is that when broad groups of people get together to talk abou what is eitical for students to know, be able ro do, and “be like" (c9 use aterm by Ivor Prichard, sen- ior researcher atthe U.S. Department of Education), character development is very likely o be part of the conversation. Research is converging today to suggest that a comprehensive, high-quality char- acter education inivative may not only help students overall positive develop- ment but may also be a highly effective approach in preventing a variety of nega- tive behaviors such as drug and alcohol use, bullying, school failure, and teen pregnancy. (Go to wiouicharacterorg to see the Character Education Parenership's position paper by Dr. Vietor Battistich on“Character Education, Prevention, and Positive Youth Development.) This idea of caring and character development has even greater reach—it includes schools caring about and nurtar ing their civic mission. Last fll I attended US. Department of Education confer ence at which Lee Hamilton, the Co-Chair of the 9ll Commission, gave a presenta tion; the topic of the conference was "What Do We Owe Our Children?” As ‘Mr. Hamilton explored that topic, he said ‘we owe our children three things ist, we ‘owe them safe chools—the horrific school shootings we have experienced speak vol- umes about how right he iss second, we ‘owe chem civic edueation, so that they will understand our nation’ principles, values, and ideals; and third, we owe chem character education, so that they can become the best people they can possibly Oe QUOTES ON CARING “One must care about a world one will never see.” Significance.” “without a sense of car- ing, there can be no sense of community” ANTHONY DANGELO BOOKS ON CARING For Kids: Caring, sharing, and Getting Along; ‘50 Perfect Poems for Promoting Good Behavior in the Classroom Caring (Way to Bel) When | Care About Others (The Way | Fel) “/feel the capacity to care isthe thing which ives life its deepest “Want of care does us ‘more damage than want of knowledge.” become and contribute wo their communi- ties, their nation, and their world Here, then, is another kind of caring. Our counery’s founders realized thatthe health and furure of the nation depended ‘on cultivating citizens commitced r0 service and the common good. Public schools were ro be charged with fostering an understanding in our children of our nation’s importanc civic mission and dem: So, a8 I revisited my own teaching cateer and tried to convey to my daugh- ters what matters most as they begin their ‘own teaching journeys, it came down to this: Tiacy and Britany, you are engaged in the worlds most important work— work cha is about passing on the best of civilization and inspiring young people to discover meaning and purpose. Think deeply about your roles as ceachers and abous the personal qualities and caring “Care provides a con- duit for our spirits expression in the midst know ourselves and others.” For Adults: Educating for a Caring Society: Classroom Relationships and Moral Action . AY JOHNSTON Caring Enough to Lead: How Reflective Thought Leads to Moral Leadership. Caring Spaces, Learning Places: Children’s Environments That Work LELLA GANDINI AND JOA GREENMAN Critical Lessons: What Our Schools Should Teach NEL NoDDINGS Too often we underes- timate the power of a touch, smile, a kind ing, all of which have the potential totum a = 0€ CHILDRE® Ife around.” ran oan ona you bring to the classroom. Diligently plan for how you will develop cating rela tionships and a sense of communiey in yur lasrooms—how you will make cet tain cha every single student fels tha his or ee worth and dignity is valued and affirmed, Include in your array of best practices effective strategies for weaving character development across your cur riculum—pethaps by highlighting values in your daily lessons or planning service learning activities to give students oppor- ‘unites for civie engagement. Pethaps most important, involve students in set- ting up a cating classroom rooted in excellence, respect, and tesponsibilcy. Kristen Fink har bona elasroo teacher aed sus pei for character action and sevice learning She carey ere a he save Director of he Uta Coalition for Civ, Character, and Sec Learning “The care of human life ‘and happiness and not their destruction Is the of our social existence. word a listening ear,an first and only legiti- =PAs.0 CASAIS The more we truly care, honest compliment, or mate object of good the more we'll come tothe smallest act of car- government.” MOVIES ON CARING ‘Anna and the King {oth Century Fox 2000) Gandhi (Sony Pictures, 200%) Guarding Tess (Sony Pictures, 1998) tris (Miramax, 2002) Live and Become (Menemsha Films, 2005) Not One Less (Sony Pictures, 2000) The Best Years of Our Lives (MGM, 1946) nDisturbing Behavior in the Classroom: A Caring Perspective “If we fail to teach dffcule children, and ‘entrust their enculturation elsewhere, we must first realize... there is no else- where.” —Johm Goodlad ET'S face it, students who exhibie | ante behav aia each. Generally, our response sys- em refleces a pattern of apprehension (we catch them doing something wrong) and prosecution (we deliver a consequence some form of punishment) ‘That’ it. Typically, we find ourselves confronted by the same or similar behav- ior and deliver the same response. For ‘most students, once or twice through che system is enough; they eventually choose more appropriate behaviors and life goes con happily. But fr a small population of kids—the habitual offenders—the cycle can soon spin out of contol. This may lead a fractured teacher/student relationship characterized by anges, frustration, isap- pointment, and despair a sicuation hardly conducive to caring, There may be a better way to reach difficult students, Consider three important “elements” of the behav- ioral change process: responsibility, recov- xy, and redemption, Responsibility: When pusting the situ- ation under a microscope, we may ask ourselves: Are we somehow contributing to the problem? No, we are not. The stu- dene clearly needs to be held accountable for disturbing behavior, apprehension and prosecution rake care of that. Our respon- sibility i to change the behavior. Appre- hension and prosecution may work for ‘most kids, but not for our repeat offender. 2 By Dr. Ed Orszulak efforts sith consistent practice, our response patterns to disturbing havior will develop into more effective, positive, and sustained ti renew the classroom covenant of expectations, \ rep nsibilivies, and requirements. Recovery: We should not assume the habitual offender understands how to recover. Recovery involves the recognition of deviation from personal responsibilities as well as of the steps (and opportunities) to.get back on track; this takes instruc- ‘ion, Jus like the student who believes ‘one plus one equals three requires instruc- tional patience, the student who believes ‘wo, three, four...ten wrongs make a sight will equire instructional patience to learn more appropriate behavior. Thus, cour instruction should reflec an effort co stop the behavior, as well as to increase the probability that che behavior will not ‘occur again. This brings us co the ment” most often ignored when dealing with a student exhibiting disturbing behavior: redemption. Redemption: This element—ofien ‘ignored in che face of challenge, diste- spect, and defiance—provides solutions and multiple pathways to appropriate choice; reaffirms the belief thatthe indi- vidual is capable of social achievement; delivers insruction about expectations, responsibilities, and requirements for pos- itive change; and restores the covenant bbeeween the individual and other mem- bers ofthe classroom community to adhere to standards of ethics, morality, and honesty ‘Our help (and consistent demonstra- tion of eating) isin evidence when we develop cavity in purpose and practice; learn to listen deeply with empathy to ‘others inthe spirit of dialogue: acquire the ability to stay focused on possibilities ‘rather than fall prey o resignation and, dependency on ineffective (yet expedient) processes; generate multiple pathways to achieving goals; and model and practice fective techniques to inspire positive change. his help is offered and delivered with and for the student, not tothe student. A ‘word of eaution: This elfort—this ability vo care—can be very difficult ro muster ‘when we are exposed ro the dissonant, ‘contradictory or even dismissive perspec- tives of the child exhibiting disturbing, behavior. However, with consistent prac- tice, our response patterns to disturbing behavior will develop into more effective, positive, and sustained effort that renew the classroom covenant of expectations, responsibilities, and requirements. This redemptive perspective will havea posi- tive influence on our sometimes delicate and strained relationship with the repeat offender in che classroom. ® Dr Bd Orsalak i choo adminiranr and educational comsdans with mare then swensy- ioe year of experience working wih aden, soho eshibiedixurbing behaviors El and bis wife lve in Connecicu wit their 109 dlangherModeling the Virtue of Caring |ARING is one of those words that seems easy to define undies necessary to do just tha. Merriam-Webster online dictionary tlls us that care is 1:10 feel eouble or anxiety b : t0 feel interest oF concern care about fieedom 2: to give care car forthe sick 3.a: 10 havea liking, fondness or taste 1 don’ care for your attitude by: wo have an inclination would you care for some pie? ‘TRANSITIVE VERB 1: tbe concerned about of to the extent of dont care what the say 2: Wish ifyou care to go For the purpose of discussing the ethic of caring, let look at these definitions and identify which are most appropriate “To feel an imterest or concern” and “eo be eoncerned about or tothe extent of” seem the most applicable. {In today’s world, what are people interested in and concerned about? Listen to the morning and evening radio talk shows and flip through your ‘TV channels during the day; the media Ihighlighes aeractive celebrities such as actors, actresses, singers, and athletes. People care about what is going on in ehe ‘personal lives of popular figures such as ‘Tom Cruise, Katie Holmes, Brad Piet, Jennifer Aniston, and Angelina Jolie. ‘Take a look at magazines such as, Usand People. Wonder why should you fr I care how pop singer Britney Spears spends her time, how many kids she has, and about her relationship with hee hhusband? ‘lip dhrough the VH-1 and MTV channels on basic cable, MTV has a show By Joni Pelta called “Cribs” thac features celebrities giv- ing cours of cheir over-the-top homes. “These homes usually feature swimming pools, many pricey cars, extravagant ‘media rooms, and top-ofthe-line kitchens in which probably no one ever cooks. I have never scen any books dis- played in these celebrity homes. ‘Continue to be a voyeur into che privae lives of the rich and famous on ‘VEL-I’s series “The Fabulous Life of...” ‘celebrity such as Cameron Diaz will be feacured in segments that revolve around hee many homes, how much she spends com her hai, and her fancy cars. Another episode of the show features billionaires and how they compete to see who can build the biggest, most opulent yaches, Celebrity magazines and TY shows discuss physical acributes. Perhaps we could combine one sta’s eyes, anothers sear, a chin’ hair, and a fourths legs for the perfect body. If we grow tired of fan- tasizing about this, we can hire a phasic surgeon to mold our ovin features into our idea. Does our medias fixation on celebri- ties and appearance have anything to do With the ethic of caring we want 10 pass fn to our children? Do we want our ehil- dren to care only about the activities of the “beautiful people"? Do we want our children to feel char they don't measure up to the airbrushed, made up, surgically ‘enhanced bodies of models? Do we want them to resort ro painful expensive plas- tie surgery in an endless quest for youth and beauty oF to—in other ways—be consumed with the superficial? Perhaps, you counter, there are noble celebrities, such as Angelina Jolie and Brad Pie (People magazines “Mose beauri- ful couple in the world”), who engage in charitable endeavors, or Oprah Winfrey, who poured $40 million into building 2 school for girls in Aftica. I would argue that too few of our celebrities are devoted 0 worthy causes. If we want to pass on the ethic of car- ing about something besides celebrities and outward appearance to our children, how do we do i? ‘Children learn what they see their par- ‘ents do, not just what their parents tale about. IFyou want your child to care, you have to care ‘What are your special talents? Tike cook and frequently do so for people who ate ill, bereaved, have newborns, or need some help. My husband is a talented piano player and often plays ac benefics and synagogue events Another way co model caring for your children is t pick a favorite charity to support asa family. Fr years my family supported Lekotek, a computer and toy play place for kids with special needs. My older son would volunteer ac the Lekorek camps co help special needs children with computer games. Asa family, we would run in Lekoreks annual fund raiser and vigorously bid on inceresing items at their silenc auction ‘You can also model caring by partci- pating in PTA activities at your children's schools. My husband works long hours at his job, but always makes time to atend the annual schoo! curriculum nights. 1 hhave chaied the same committee at my sixteen-year-old sons schools since he was in elementary school. Among the benefits of helping at your children’s schools are getting to know the staff and teachers in an informal way (as opposed to calling 1Bupon them co support your children dur- ing a crisis) and having your children knove that you are actively supporting their education. What eould be better than thac? ‘Maybe you work fulltime to pu food on your family's table and feel you donit have the time or energy to volunteer in the community; this does not mean you dont care and cant bea good role model for your children. Try stocking up on an assortment of greting cards to keep at home; sending cards to fiiends and rela- tives on ther special occasions will make them fel great. Hear about a fiend or relative who isl o has suffered a death in the family? Send a card. Its amazing hhow few people bother to do this any- ‘Another way of showing your children that you cate is by rewarding thei teach- ‘ers, Some parents complain that teachers are overpaid and don’ do enough. Have these parents spent an hour in ther chil den’ classroom? Try that and you will be wondering “How do teachers do this ll day [feel that teachers are greatly under paid and underappreciated. Most of my sons’ teachers have been amazing, How do I show teachers that I appreciate chem? Tiseen to chem and respect what they have to say. I they ask for classroom sup- plies (be aware most teachers spend theit ‘own money to supplement the meager amount for supplies thir districts pro- vide), I prompaly send them in and even send in some extra to make up for those parents who donit bother. Give veachers smal gifts forthe winter holidays and at che year’s ends nothing lavish or expensive is necessary. You can give each reacher—male or Female—an individually wrapped, long,stemmed rose ‘ot bake chem some brownies. Other gifts ve given include small gift certificates, coffee mugs, nice pens, stationery, bath products, wallets, and silk flowers. ‘Another way for both parents and ceachers to shows caring in school settings is to include everybody: My younger son, 4 Mile, i féiendly teen with special needs. Last fll, when he was a sopho: more, Mike phoned a “regular ed” senior girl he knew at school; he asked her to the homecoming dance and she accepted! She explained ro me that since she didnt have a steady boyftiend she fle that it would be fun to attend the dance with Mike. For her to include and accept Mike ‘meant alot to his; most high schoolgirls ‘would not have had he courage to attend a dance with a special needs classmate. (On the other hand, caring is not always motivated by the right reasons— please dont volunteer to help my son in sports or other programs for kids with special needs if this is only to build your résumé. Mike was once ignored ata party by a gil who had helped him every week ata sports program. Ie is surprising how often students swith special needs get forgoten a school ‘The last rwo yeats of orientation at Mike's high school, the sixey students in his spe- cial program felt left out all the other students’ names were posted on the wall with cheir home rooms listed. What a ter- rible feeling it was for Mike and me to go through thar list his freshman year and not se his name and home room includ ced on that list! ‘Another parent and T advocated on behalf ofthe special needs students, and the school comected this oversight for Mike junior year of orientation; the spe- cial needs seudents’ names and home ‘rooms were posted on the list, We felt included! My last example involves a fund raiser for the junior elass at Mike’ school. I did not realize that his class was selling gift weap to fund their prom unl I saw the sales literature in the school office. I ‘ordered a lot of gift wrap and also «e-mailed the teacher coordinating the project to cell her she was missing lots of potential revenue by not including the juniors in Mike's program. The school staff quickly amended the error ‘When we die, no one is going cite ‘our financial net worth at our Funeral ss an indication of our success in lif Caring about others, our families, and the world around us builds strong relation- ships—the ultimate measure of our suc- cess in the world, Taking the time to teach our children the ethie of caring is ‘much more importan than letting our cclebrry-obsessed media dominate our children’s choughes. oni Pele ican acbome mother, rans the special needs committe at her soni igh school and graduated Phi Bete Kappa from the Universny of Maryland. Caring in Education From page discover her tue sel is che greatest quest of ll, hae Clarissa was heroic in turning her journey inward to face her past and finaly, chat in confronting death, Clarissa begins to appreciate and understand “the adventure of being alive.” While we cer- tainly did noe dive as deeply into the text as I would have liked, my class emerged from this experience realizing that their ‘own lives—their days, their hours, their rmoments—are as heroic asa literary rep- resentation. There is something to be said for caring enough to ask them ro go beyond what they perceive as thei Himita- ms and discover something that is beau- ‘if, real, and illuminating, ‘And so the term ends. The students leave and che faculty spend two days shar- ing concerns about—and celebrating milestones of —our charges. Some will reccive leners of commendation; others “will receive letters alerting them that they ate going co be placed on academic pro- bation. No matter what is communicated, cach conversation is characterized by care and thoughfal reflection. Because the falcon does hear the fal ‘conet, things dont fall apare. And because swe cate, the center holds ‘Susie Carle i the Ausizans Director of Academie Afi at Cushing Arademy in Aubburnbam, Masachusts | | | | : |ene We want to hear from you! The strength of this newsletter depends on your Our next issue will spotlight “JUSTICE.” active participation. Our readers want to learn what The deadline for submissions is May 25, 2007. is happening in your school or community—that’s _ Please address all correspondence to: what our“From the Trenches” section is all about. Newsletter Managing Editor Center for the Advancement of Ett 621 Commonwealth Avenue, Boston, MA 02215. \d Characte We welcome submissions of any Kind, including and Character letters, articles, and anecdotes. What has worked in your classroom, home, or school? What has inspired your dedication to character education? We also encourage recommendations for our Selected Bibliography, Movies, and Character Quotes. 3g Rinne Please use this form to initiate, renew, or update your membership. ore 1 NEW membership ditional ontbutions Biannual newsletter, occasional mailings. B Renewal $. ASCO Character Education Network (520): |_l NEW membership Biannuol newsletter occasional mailings. | i Renewal Please make checks payable to CAEC at Boston University. Name Occupation, Tite, or Position Mailing Address Q work home Telephone Qwork Ghome E-mail Address Visit our website! www.bu.edu/education/caecENTREE R Center forthe Advancement of thes and character Bist University 62 Commonwealth Avenue th Flor Boson, MA O22 33. 10-914-183.9 wwncbuedu/education/caee RRR a FEBRUARY 28-MARCH 3 MARCH 17-19, Denver, co © Anaheim, cA INAIS 2007 Annual Conference: ASCD 2007 Annual Conference People, Planet, and Purpose and Exhibit Show: Valuing the Contact: Whole chitd National Association of Contact Independent Schools Association for Supervision pons and Curriculum Development wwnnaisorg 800-933-2723 (On March 3 Dr. Bernice Lerner Wwwascd.org and Dr. Karen Newman will present “Building Character in the independent School.” APRIL 12—13 Boston, MA CCAEC Spring institute ‘The Ethic of Caring Contact Center for the Advancement of Ethies and Character 617-353-3262 wurwibu.edu/education/eaec NONPROFIT US. POSTAGE PAID BOSTON MA PERMIT NO. 1839 GUE tee wel NOVEMBER 15-17 New York, NY [AME 33rd Annual Conference: Civie Education, Moral Education, and Democracy in a Global Society Contact Association for Moral Education wurmamenetworkorg