CCR-cover Character PDF

Character Education
for the 21st Century:

What Should Students Learn?
February 2015
 
Prepared by:
Maya Bialik
Michael Bogan
Charles Fadel
Michaela Horvathova
With many thanks to:

The Department of Education of Alberta,
The Department of Education of New South Wales,
Scott Cody,
Jennifer Groff,
Jordan Magid,
Peter Nilsson, and
Bernie Trilling
for their contributions.
With sincere thanks for the generous support to the:
Center for Curriculum Redesign

Boston, Massachusetts
www.curriculumredesign.org
February 2015
Copyright © 2015 Center for Curriculum Redesign. All Rights Reserved.
Table of Contents
Center For Curriculum Redesign Overview ......................................................... ii

Why Learn Character Qualities ........................................................................ 1
How Would Character Qualities Be Learned ......................................................... 3
Character Qualities Framework ....................................................................... 4
Mindfulness .......................................................................................... 7
Curiosity ............................................................................................. 10
Courage .............................................................................................. 13
Resilience ............................................................................................ 16
Ethics ................................................................................................. 19
Leadership .......................................................................................... 22
Conclusion ............................................................................................... 25
Appendix 1: Evolution of the CCR Character Framework ............................................ 27
Appendix 2: Crosswalk Comparison of the CCR Framework to other Character Frameworks ... 29
i
About the Center For Curriculum Redesign
In# the# 21st# century,# humanity# is# facing# severe# dif6iculties# at# the# societal,# economic,# and# personal# levels.#
Societally,#we#are#struggling#with#greed#manifested#in#6inancial#instability,#climate#change,#and#personal#
privacy#invasions,#and#with#intolerance#manifested#in#religious#fundamentalism,#racial#crises,#and#political#
absolutism.# Economically,# globalization# and# innovation# are# rapidly# changing# our# paradigms# of# business.#
On# a# personal# level# we# are# struggling# with# 6inding# ful6illing# employment# opportunities# and# achieving#
happiness.# Technology’s# exponential# growth# is# rapidly# compounding# the# problems# via# automation# and#
offshoring,# which# are# producing# social# disruptions.# Educational# progress# is# falling# behind# the# curve# of#
technological#progress,#as#it#did#during#the#Industrial#Revolution,#resulting#in#social#pain.##
The# Center# for# Curriculum# Redesign# addresses# the# fundamental# question# of# "WHAT& should& students&
learn& for& the& 21st& century?"& and# openly# propagates# its# recommendations# and# frameworks# on# a#
worldwide# basis.# The# CCR# brings# together# nonHgovernmental# organizations,# jurisdictions,# academic#
institutions,#corporations,#and#nonHpro6it#organizations#including#foundations.##
Knowledge, Skills, Character, and Metacognition

CCR# seeks# a# holistic# approach# to# deeply# redesigning# the# curriculum,# by# offering# a# complete# framework#
across#the#four#dimensions#of#an#education:#knowledge,#skills,#character,#and#metacognition.#Knowledge#
must#strike#a#better#balance#between#traditional#and#modern#subjects,#as#well#as#interdisciplinarity.#Skills#
relate# to# the# use# of# knowledge,# and# engage# in# a# feedback# loop# with# knowledge.# Character# qualities#
describe# how# one# engages# with,# and# behaves# in,# the# world.# Metacognition# fosters# the# process# of# selfH
re6lection#and#learning#how#to#learn,#as#well#as#the#building#of#the#other#three#dimensions.
To learn more about the work and focus of the Center for Curriculum Redesign, please visit our website at
www.curriculumredesign.org/about/background 
ii
Why Learn Character Qualities?
!
Since! ancient! times,! the! goal! of! education! has! been! to! cultivate! confident! and! compassionate! students! who!
become!successful!learners,!contribute!to!their!communities,!and!serve!society!as!ethical!citizens.!Character!
education!is!about!the!acquisition!and!strengthening!of!virtues!(qualities),!values!(ideals!and!concepts),!and!
the!capacity!to!make!wise!choices!for!a!well@rounded!life!and!a!thriving!society.!
Facing!the!challenges!of!the!21st!century!requires!a!deliberate!effort!to!cultivate!in!students!personal!growth!
and! the! ability! to! fulfill! social! and! community! responsibilities! as! global! citizens.! The! Millennium! Project!
tracks!30!variables!globally!to!discern!the!State!of!the!World1!and!identifies!“where!we!are!winning,!losing,!
and! unclear/little! change.”! Worrisomely,! areas! where! humanity! is! losing! (see! below)! are! largely! ethical!
(environmental!issues,!corruption,!terrorism,!income!inequality)2.!!
Ecological Footprint / Biocapacity ratio [*10]
Economic income inequality (share of top 10%)
Terrorism incidents [1/100]
Levels of corruption (0=highly corrupt; 6=very clean)
O2 emissions from fossil fuel and cement production

(billion tonnes) (GtCO2)
Forest area (% of land area)
Renewable internal freshwater resources per capita

(thousand cubic meters)
Figure 1. Millennium Project analysis of areas where we are losing.
At!the!same!time,!advances!in!science!and!technology!are!a!double@edged!sword.!Although!they!provide!more!
opportunities!for!global!collaboration!and!progress,!they!also!create!new!ethical!challenges!such!as!the!use!of!
nuclear! energy,! pesticides,! genetic! modification! and! more! broadly! a! paradigm! of! material! progress.3! On! a!
practical! level,! their! exponential! growth! is! also! rapidly! compounding! problems! via! automation! and!
offshoring,!which!are!producing!social!disruptions.!!
1 Glenn, J. Gordon, T. J., & Florescu, E. (2007). State of the Future. The Millennium Project.
2 See https://themp.org
3 Eckersley, R. (2001). Postmodern science: The decline or liberation of science? In, Science Communication in Theory and Practice. Kluwer
Academic Publishers, 83-94.
!
Character(Education(for(the(21st(Century(
! © CCR – www.curriculumredesign.org( 1!
It!is!through!a!sense!of!personal!and!ethical!responsibility!that!students,!the!citizens!of!the!future,!will!be!able!
to! make! knowledgeable! and! wise! decisions! that! address! the! challenges! above.! These! are! the! broad! aims! of!
character!education:!
• to!build!a!foundation!for!lifelong!learning;!
• to!support!successful!relationships!at!home,!in!the!community,!and!in!the!workplace;!and!
• to! develop! the! personal! values! and! virtues! for! sustainable! participation! in! a! globalized! world.!
!
Our!human!interdependency!is!both!our!strength!and!weakness.!In!the!words!of!Nobel!Prize!winner!Christian!
de!Duve:!“We!have!evolved!traits![such!as!group!selfishness]!that!will!lead!to!humanity's!extinction!–!so!we!
must! learn! how! to! overcome! them.”4! Indeed! our! collective! well@being! comes! through! our! individual!
awareness.!!
Research! has! shown! that! students’! capacities! beyond! academic! learning! of! knowledge! and! skills! are!
important!predictors!of!achievement,5!and!that!it!proves!useful!once!in!the!workforce.!While!knowledge!and!
skills!may!or!may!not!be!used!in!future!jobs,!character!qualities!will!invariably!be!applicable!to!a!wide!range!
of!professions.!!
4 De Duve, C. & Patterson, N. (2010). Genetics of original sin: the impact of natural selection on the future of humanity. Yale University Press.
5 For a review, see Farrington, Camille A., et al. (2012). Teaching Adolescents to Become Learners: The Role of Noncognitive Factors in Shaping School
Performance—A Critical Literature Review. Consortium on Chicago School Research.
!
How Would Character Qualities Be Learned?
In!brief,!it!is!not!the!intent!of!this!paper!to!address!the!“How”!of!teaching!character!qualities,!but!rather!the!
“What”!of!what!those!qualities!ought!to!be.!Here!we!provide!a!brief!discussion!of!how!they!might!be!learned!
just!to!provide!a!concrete!example!for!both!in!the!classroom!but!also,!critically,!outside!the!classroom!and!
even! outside! the! school,! which! will! challenge! traditional! education! systems! to! cater! to! such! needs! via!
activities!such!as!scouting,!adventures!such!as!Outward!Bound,!etc.!
In!school,!“practices”!will!include!a!wide!range!of!pedagogical!activities!beyond!didactic!instruction,!such!as!
play,!inquiry,!debate,!design,!performance,!sports,!and!contemplative!practices.!Each!pedagogical!activity!has!
unique!challenges!and!benefits.!!
Practices!may!feature!characteristics!such!as:!
• Growth!mindset6!
• Stages!of!moral!development7!
• Systems@awareness!
• “Co@opetition”:!Competition!(in!sports,!music,!robotics,!etc.)$and!Collaboration!(team@structured)!
• Fail@safely!experimentation,!with!endeavors!that!stretch!the!student!
• Processes,!not!just!flat!Knowledge!
• Systematically!metacognitive!(reflection!on!processes)!
• Longitudinal/multi@year!span!(of!projects,!and!Self![career!planning,!metacognitive…])!
• Senior!citizens!involvement!for!mixed!aged!dynamics!(wisdom,!sensitivity,!etc.)!
• Global!cause!involvement!
• Internships/job!training!
• Embedding!technology!deeply!and!wisely!
6 Dweck, C. (2006). Mindset: The new psychology of success. Random House LLC.
7 Kohlberg, L., Levine, C. & Hewer, A. (1983). Moral stages: A Current Formulation and a Response to Critics: Contributions to Human Development. S
Karger Publications.
!
Character Qualities Framework
“There$is$every$reason$to$place$renewed$emphasis$on$the$moral$and$cultural$dimensions$
of$education…$this$process$must$begin$with$self:understanding$through…$knowledge,$
meditation$and$the$practice$of$self:criticism.”!
~ Report from the International Commission on Education in the 21st Century
UNESCO 19968
First,! a! definition:! “Character”! encompasses! all! of! “Agency,”! “Attitudes,”! “Behaviors,”! “Dispositions,”!
“Mindsets,”! “Personality,”! “Temperament,”! “Values”! aka! “Social! &! Emotional! Skills”9! (OECD).! “Character,”!
although!sometimes!charged!with!negative!connotation,!is!a!concise!term!that!is!recognizable!by!all!cultures.!!
Character!qualities!are!defined!as!distinct!from!Skills,!which!represent!the!ability!to!effectively!use!what!one!
knows.!Higher@order!skills!(such!as!the!“4!C’s”!of!Creativity,!Critical!thinking,!Communication,!Collaboration!–!
also!known!as!“21st!Century!Skills”10)!are!essential!for!acquisition!and!application!of!Knowledge!as!well!as!for!
work!performance.11!!
"Why$ “Qualities”?$Because! “Traits”! are!incorrectly!assumed!by! many!as! fixed! and! immutable".! Herein,! the!
accent!is!placed!on!brain!plasticity,!implying!that!aspects!of!Character!can!be!learned!to!a!certain!extent.12
Why$ a$ framework?! Simply! because! it! is! human! nature! to! focus! on! what! gets! clearly! identified,! and! even!
further,!measured.!It!makes!crisper!the!“design!goals”!of!Character!education.!As!to!what!would!make!a!good!
framework,!it!would!need!to!be:!
1. Complete!→!no!major!elements!missing!
2. Compact!→!actionable!and!deployable!
3. Uncorrelated!→!no!duplication!and!confusion!
4. At!the!Appropriate!layer!of!abstraction!→!for!robustness!and!clarity!–!sensical!
5. Globally!relevant!→!for!broad!acceptability!
!
As!a!framework!responding!to!all!of!the!aforementioned!criteria!was!not!located,!the!Center!for!Curriculum!
Redesign! (CCR)! synthesized! and! then! refined! a! composite! of! many! frameworks! from! around! the! world,!
including:!
8 For more information see:

www.unesco.org/new/en/education/themes/leading-the-international-agenda/rethinking-education/visions-of-learning
9 And not the incorrect and incomplete terminology: “non-cognitive skills” or “soft skills”. See:
http://www.oecd.org/edu/ceri/educationandsocialprogress.htm
10 Trilling, B. & Fadel, C. (2009) 21st century skills. Wiley.
11 The Conference Board “Are they really ready to work?”; AMA “Critical skills survey”; PIAAC program (OECD).
12 Lickona, T. (2004). Character matters: How to help our children develop good judgment, integrity, and other essential virtues. Simon and Schuster.
!
•!!CAEC •!!Royal!Society!for!the!Arts
•!!Character!Counts!!Coalition •!!Singapore!MoE
•!!CharacterEd.Net •!!South!Korea!MoE
•!!Character!Education!Partnership •!!CASEL
•!!China!MoE •!!Sweden!MoE
•!!Facing!History!and!Ourselves •!!Thailand!MoE
•!!KIPP!Schools •!!Young!Foundation!
•!!P21.org
CCR’s!Character!Framework!also!incorporated!the!education!philosophy!of!thought!leaders!such!as!Howard!
Gardner13,!Robert!Sternberg14,!and!Edgar!Morin15,!whose!concepts!are!presented!below:!
Gardner: Sternberg: Morin:

● Disciplined! ● Practical! ● Pertinence!in!knowledge!
● Synthesizing! ● Analytical! ● Confronting!uncertainties!
● Creating! ● Creative! ● Detecting!errors!
● Respectful! ● Wise! ● Understanding!each!other!
● Ethical! ● Teaching!the!human!condition!
● Ethics!for!Humanity!
It! was! then! iteratively! refined! with! input! from! more! than! five! hundred! teachers! from! around! the! world,! in!
late!2014.!For!a!sample!of!previous!drafts!of!the!framework!that!led!up!to!the!current!one!and!a!comparison!
of!our!framework!with!others,!see!Appendices!1!and!2!respectively.!
The!table!below!identifies!the!six!essential!qualities!that!emerged!from!the!Center’s!research,!as!well!as!a!host!
of! associated! traits! and! concepts.16! It! is! important! to! keep! in! mind! that! the! list! of! associated! qualities! and!
concepts! is! not! exhaustive,! and! very! often! cross@defined,! which! makes! this! field! ripe! for! never@ending!
academic!debates.!
13 Gardner, H. (2009). Five minds for the future. Harvard Business Review Press.
14 Sternberg, R. (2003). Wisdom, intelligence, and creativity synthesized. Cambridge University Press.
15 Morin, E. (1999). Seven complex lessons in education for the future. UNESCO.
16 Along the way, it was found that the distinction of Moral vs. Performance is difficult and partially duplicative. The Distinction between Inter-
and Intra-personal is also unnecessary for the same reasons.
!
Top Qualities Associated Qualities and Concepts (non-exhaustive)
Mindfulness Wisdom,!self@awareness,!self@management!self@actualization,!observation,!
reflection,!!consciousness,!compassion,!gratitude,!empathy,!caring,!growth,!vision,!insight,!
equanimity,!happiness,!presence,!authenticity,!!listening,!!sharing,!interconnectedness,!
interdependence,!oneness,!!acceptance,!beauty,!sensibility,!patience,!!tranquility,!balance,!
spirituality,!existentiality,!!social!awareness,!cross@cultural!awareness,!etc.!
Curiosity Open@mindedness,!exploration,!passion,!self@direction,!motivation,!initiative,!innovation,!
enthusiasm,!wonder,!appreciation,!spontaneity!etc.
Courage Bravery,!determination,!fortitude,!confidence,!risk!taking,!persistence,!toughness,!zest,!optimism,!
inspiration,!energy,!vigor,!zeal,!cheerfulness,!humor!etc.
Resilience Perseverance,!grit,!tenacity,!resourcefulness,!spunk,!self@discipline,!effort,!diligence,!
commitment,!self@control,!self@esteem,!confidence,!stability,!adaptability,!dealing!with!ambiguity,!
flexibility,!feedback,!etc.
Ethics Benevolence,!humaneness,!integrity,!respect,!justice,!equity,!fairness,!kindness,!altruism,!
inclusiveness,!tolerance,!acceptance,!loyalty,!honesty,!truthfulness,!authenticity,!genuineness,!
trustworthiness,!decency,!consideration,!forgiveness,!virtue,!love,!helpfulness,!!generosity,!
charity,!devotion,!belonging,!civic@mindedness,!citizenship,!equality,!etc.
Leadership Responsibility,!abnegation,!accountability,!dependability,!reliability,!conscientiousness,!
selflessness,!humbleness,!modesty,!relationship!skills,!self@reflection,!inspiration,!organization,!
delegation,!mentorship,!commitment,!heroism,!charisma,followership,!engagement,!leading!by!
example,!goal@orientation,!focus,!results!orientation,!precision,!execution,!efficiency,!negotiation,!
consistency,!socialization,!!social!intelligence,!diversity,!decorum,!etc.!
In!the!following!sections,!we!will!describe!each!one!of!the!six!Character!Qualities,!and!briefly!summarize!how!
they!can!be!learned!and!–!whenever!possible!–!measured.!The!subject!of!character!assessment!is!a!large!and!
important! undertaking.! The! cursory! coverage! of! these! ideas! in! this! document! aims! to! simply! give! some!
examples! of! possible! methods! of! assessment,! not! prescribe! any! particular! assessments! or! exhaustively!
describe!all!possibilities.!
A. Mindfulness
Self-awareness, self-esteem, self-actualization, growth, vision, insight, observation,

consciousness, compassion, listening, presence, sharing, interconnectedness, empathy,
sensibility, patience, acceptance, appreciation, tranquility, balance, spirituality, existentiality,
oneness, beauty, gratitude, interdependency, happiness, etc.
“If$every$8$year$old$in$the$world$is$taught$meditation,$we$will$eliminate$violence$from$
the$world$within$one$generation.”$$
— Dalai Lama
!
a. What it is
The!practice!of!mindfulness!comes!from!Eastern!spiritual!philosophy,!first!translated!from!Sanskrit!to!English!
by! British! scholars! in! 1784,! and! later! influencing! a! range! of! western! thinkers;! Zen! Buddhism! in! particular!
experienced!a!boom!of!recognition!in!America!after!World!War!II!both!in!the!intellectual!and!public!spheres.17!
In!addition!to!fulfilling!a!spiritual!role,!mindfulness!has!been!used!successfully!for!clinical!purposes!(treating!
stress,! chronic! pain,! anxiety,! depression,! borderline! personality! disorder,! eating! disorders,! and! addiction),!
and!has!recently!been!introduced!as!a!practice!that!enhances!everyday!life.18!!
Mindfulness! can! be! defined! as! “the! awareness! that! emerges! through! paying! attention! on! purpose,! in! the!
present!moment,!and!non@judgmentally!to!the!unfolding!of!experiences!moment!by!moment.”19!Although!it!is!
common!to!practice!mindfulness!through!meditation,!the!two!should!not!be!confused,!as!mindfulness!can!be!
practiced!through!any!daily!experience!such!as!eating,!walking,!driving,!etc.!
Ellen! Langer! famously! argues! that! the! traditional! view! of! “no! pain,! no! gain”! education! in! which! learning!
occurs!with!repetitive!study!and!unwavering!focus!is!designed!for!a!perfectly!static!environment!and!for!the!
constantly!changing!environment!we!live!in,!mindfulness!education!is!far!more!effective.20!Research!suggests!
that! mindfulness! training! can! enhance! attention! and! focus,! and! improve! memory,! self@acceptance,! self@
management! skills,! and! self@understanding,21! although! the! size! of! the! effect! is! debated.! It! has! also! been!
associated!with!higher!positive!affect,!vitality,!life!satisfaction,!self@esteem,!optimism,!and!self@actualization,”!
as!well!as!with!“higher!autonomy,!competence,!and!relatedness.”22!It!has!also!been!proposed!as!a!mechanism!
to!address!oppression23!and!combat!global!and!environmental!crisis!and!the!apparent!inability!to!respond!to!
17 McCown, D., Reibel, D., & Micozzi, S. (2010). Teaching Mindfulness: A Practical Guide for Clinicians and Educators. New York. Springer.
18 Hooker, K. & Fodor, I. (2008). Teaching mindfulness to children. Gestalt Review, 12(1), 75-91.
19 Kabat-Zinn, J. (1990). Full Catastrophe Living: Using the Wisdom of Your Body and Mind to Face Stress, Pain, and Illness. New York: Delacorte.
20 Langer, E. (1993). A mindful education. Educational Psychologist 28(1) 43-50.
21 Hooker, K. & Fodor, I. (2008). Teaching mindfulness to children. Gestalt Review, 12(1), 75-91.
22 Brown, K. & Ryan, R. (2003). The benefits of being present: Mindfulness and its role in psychological well-being. Journal of Personality and Social
Psychology, 84(4), 822-848.
23 Orr, D. (2014). The uses of mindfulness in anti-oppressive pedagogies: philosophy and praxis. Canadian Journal of Education. 27(4), 77-497.
!
it! due! to! a! lack! of! translating! knowledge! into! action! and! value! the! world! intrinsically.24! Even! brief!
mindfulness! meditation! trainings! have! shown! reduced! fatigue! and! anxiety,! and! improved! visuo@spatial!
processing,!working!memory,!and!executive!functioning.25!
b. How it can be taught

It! is! very! important! that! the! person! who! is! teaching! mindfulness! also! practices! it! in! his! or! her! own! life,!
otherwise! the! authenticity! and! effectiveness! is! likely! to! be! lost.26! It! is! important! to! explicitly! discuss! the!
exercises! with! children! in! order! to! address! misconceptions! such! as! meditation! is! only! for! experts,! that! it!
means! going! into! a! trance,! or! that! it! is! used! for! relaxation.27! Some! children! may! experience! anxiety! from!
practicing!mindfulness,!and!teachers!should!be!careful!to!gently!encourage!these!students!only!in!the!ways!
that!are!appropriate!for!them.!
Many! successful! mindfulness! curricula! for! children! begin! with! exercises! emphasizing! awareness! of! the!
environment,!such!as!writing!in!a!journal!about!their!daily!routine!in!increasing!detail,!or!drawing!a!picture!of!
an!object!with!increasing!levels!of!detail.!Slightly!more!advanced!exercises!focus!on!awareness!of!the!body’s!
movement,28!or!on!the!senses.!Consider!for!example!the!following!script.29!
Bring!your!attention!to!the!raisin,!observing!it!carefully!as!if!you!had!never!seen!one!before.!
Pick!up!one!raisin!and!feel!its!texture!between!your!fingers!and!notice!its!colors.!Be!aware!of!
any!thoughts!you!might!be!having!about!the!raisin.!Note!any!thoughts!or!feelings!of!liking!or!
disliking!raisins!if!they!come!up!while!you!are!looking!at!it.!Then!lift!the!raisin!to!your!nose!
and!smell!it!for!a!while!and!finally,!with!awareness,!bring!it!to!your!lips,!being!aware!of!the!
arm!moving!the!hand!to!position!it!correctly!and!of!your!mouth!salivating!as!the!mind!and!
body!anticipate!eating.!Take!the!raisin!into!your!mouth!and!chew!it!slowly,!experiencing!the!
actual!taste!of!the!raisin.!Hold!it!in!your!mouth.!When!you!feel!ready!to!swallow,!watch!the!
impulse!to!swallow!as!it!comes!up,!so!that!even!that!is!experienced!consciously.!When!you!
are!ready,!pick!up!the!second!raisin!and!repeat!this!process,!with!a!new!raisin,!as!if!it!is!now!
the!first!raisin!you!have!ever!seen.
!
Some! classic! exercises! such! as! meditation! on! the! breath! may! not! need! to! be! adjusted! very! much! at! all.!
Counting!breath!in!various!ways!is!a!helpful!exercise!for!focusing!awareness,!and!it!is!important!to!remind!
children!that!it!is!normal!for!the!mind!to!wander,!and!when!they!notice!this!they!should!simply!bring!it!back!
to! focus! on! the! breath,! without! judgment.! A! particularly! useful! exercise! emphasizing! not! engaging! with!
thoughts! involves! imagining! thoughts! as! bubbles! rising! up! or! clouds! drifting! across! the! sky.30! Explicitly!
connecting!such!exercises!to!their!daily!life!(particularly!when!they!feel!anxious,!overwhelmed!or!angry)!can!
be!especially!effective!if!it!is!reinforced!by!other!adults!in!the!children’s!lives.!Mindfulness!exercises!may!also!
be! coupled! with! breathing! techniques! that! physiologically! prepare! the! body,! such! as! in! the! Youth!
24 Bai, H. (2001). Beyond Educated Mind: Towards a Pedagogy of Mindfulness. In, Unfolding Bodymind: Exploring Possibilities Through Education,
eds. B. Hockings, J. Haskell, & W. Linds (Brandon, VT: The Foundation for Educational Renewal), 86 - 99.
25 Zeidan, F. et al. (2010). Mindfulness meditation improves cognition: evidence of brief mental training. In, Consciousness and Cognition.
26 Kabat-Zinn, J. (2003) Mindfulness-based interventions in context: Past, present, and future. Clinical Psychology: Science and Practice, 10(2), 144-
156.
27 Gunaratana, V. (1991). Mindfulness in Plain English. Boston: Wisdom Publications.
28 Fontana, D. & Slack, I. (1997). Teaching Meditation to Children: A Practical Guide to the Use and Benefits of Meditation Techniques. Boston: Element.
29 Kabat-Zinn, J. (1990). Full Catastrophe Living: Using the Wisdom of Your Body and Mind to Face Stress, Pain, and Illness. New York: Delacorte.
30 LeShan, L. (1974). How To Meditate: A Guide to Self-Discovery. New York: Bantam Books.
!
Empowerment!Seminar.31!This!grounded!approach!may!be!especially!useful!for!children,!or!people!suffering!
through!hardships!like!PTSD.32!
At! the! beginning! of! the! day,! during! key! transitions,! or! before! important! events! may! be! the! best! times! to!
engage!children!in!mindfulness!exercises!so!that!they!may!approach!their!activities!centered!and!focused.!
c. How it can be assessed

Self@report!questionnaires,!especially!those!that!take!into!account!multiple!facets!of!mindfulness,!have!been!
found! to! be! valid! measures! in! psychometric! research.33! This! is! philosophically! aligned! with! the! practice! of!
mindfulness!as!it!encourages!people!to!reflect!on!themselves!and!their!experiences.!!
31 Ghahremani, Dara G., et al. (2013). Effects of the Youth Empowerment Seminar on impulsive behavior in adolescents. Journal of Adolescent
Health, 53(1), 139-141.
32 Seppälä, Emma M., et al. (2014). "Breathing‐Based Meditation Decreases Posttraumatic Stress Disorder Symptoms in US Military Veterans: A
Randomized Controlled Longitudinal Study." Journal of Traumatic Stress, 27(4), 397-405.
33 Baer, R. et al. (2006). Using self-report assessment methods to explore facets of mindfulness. Assessment, 13(27) 27-45.
!
B. Curiosity
Open-mindedness, exploration, passion, self-direction, motivation,

initiative, innovation, enthusiasm, spontaneity, etc.
“I!have!no!special!talents.!I!am!only!passionately!curious.”$$
— Albert Einstein
!
a. What it is
Early!discussions!of!curiosity!as!a!character!quality!date!back!to!Cicero,!who!described!it!as!“an!innate!love!of!
learning!and!of!knowledge,!without!the!lure!of!any!profit”34;!and!Aristotle,!who!saw!it!as!an!intrinsic!desire!
for!information,35!a!view!that!is!still!widely!recognized!as!important.!Modern!psychology!research!has!taken!
several!different!approaches!to!studying!curiosity:!examining!its!source,!situational!determinants,!correlates,!
and!relationship!to!motivation.!!
Research!suggests!that!curiosity!is!both!a!trait!(general!capacity)!and!a!state!(sensitive!to!context).!It!is!also!
both!an!internal!(homeostatic)!drive!as!well!as!a!response!to!external!cues!(stimulus!evoked)36.!Curiosity!can!
be! conceived! of! as! a! drive! (comparable! to! thirst! or! hunger)! due! to! organisms! trying! to! minimize! the!
unpleasantness! of! uncertainty.! Behavioral! studies! of! organisms! ranging! from! cockroaches! to! monkeys! to!
humans!have!found!that!when!deprived!of!sensory!input!they!will!seek!out!information,!and!that!the!“thirst!
for!knowledge”!can!be!satisfied!with!information!just!as!physiological!thirst!can!be!satisfied!with!water.!
It! has! also! been! described! as! a! response! to! violated! expectations! (or! perceptual! and! conceptual! conflict37),!
following!an!inverted!U@shaped!curve!where!the!greatest!amount!of!curiosity!is!elicited!by!an!optimal!degree!
of!violated!expectations;38!when!we!know!enough!to!be!interested,!but!we!are!still!to!some!degree!uncertain!
of!how!best!to!make!sense!of!the!idea.!The!optimal!arousal!model!was!arrived!at!separately!by!three!different!
researchers! in! different! fields:! Hebb! (who! studied! neuroscience),! Piaget! (who! studied! developmental!
psychology),! and! Hunt! (who! studied! motivation).! Curiosity! has! also! been! placed! in! a! larger! model! of!
motivation,!stemming!from!the!drive!to!resolve!uncertainty39.!
This!model!is!both!intuitive!and!supported!by!research:!we!naturally!try!to!understand!the!world!around!us,!
and!this!manifests!as!curiosity.!As!one!would!expect,!it!is!highly!specific!to!the!interplay!of!person’s!strengths!
34 Cicero. (1914). De finibus bonorum et malorum (H. Rackham, Trans.). Cambridge, MA: Harvard Press.
35 Aristotle. (1933). Metaphysics. Cambridge, MA: Harvard University Press.
36 Lowenstein, G. (1994). The Psychology of Curiosity: A Review and Reinterpretation. Psychological Bulletin, 116(1), 75-98.
37 Berlyne, D. (1960). Conflict, arousal and curiosity. New York: McGraw-Hill.
39 Kagan, J. (1972). Motives and development. Journal of Personality and Social Psychology, 22(1), 51.
!
and!the!difficulty!of!the!task.40!This!is!related!to!ideas!such!as!cognitive!dissonance,!ambiguity!aversion,!and!
gestalt!psychology.!The!Information@Gap!theory,41!building!on!these!findings,!models,!connections,!and!at!that!
time! unexplained! observations,! treats! curiosity! as! the! feeling! resulting! from! paying! attention! to! a! gap! in!
knowledge! between! what! one! knows! and! what! one! wants! to! know.! The! Interest/Deprivation! theory!
combines!the!ideas!from!curiosity!models!with!the!neuroscience!of!desire!and!reward,!and!claims!that!both!
induction!of!a!positive!sensation!of!interest!and!reduction!of!a!negative!sensation!of!uncertainty!are!involved!
in!curiosity.42!
A!recent!fMRI!study43!successfully!found!that!the!greater!the!curiosity,!the!more!resources!(time!or!tokens)!
participants!were!willing!to!spend!on!receiving!the!answer,!and!(in!line!with!mounting!evidence)!the!more!
likely! they! were! to! remember! the! information! later.! Additionally,! higher! curiosity! correlated! with! higher!
activation!of!areas!of!the!brain!associated!with!anticipated!reward,!prediction!error,!and!memory.!

One! thing! that! is! clear! from! research! into! curiosity! is! that! simply! “giving”! students! information! is! not! as!
effective! as! first! piquing! their! curiosity.! This! can! be! done! in! a! variety! of! ways! that! challenge! their! existing!
mental! models! and! orient! them! toward! a! gap! in! their! knowledge! such! as! presenting! a! contradiction,44! or!
through!inquiry@based!learning!and!problem@based!learning.45!An!operationalized!notion!of!the!information!
gap!has!been!developed!to!estimate!the!information!gap!in!students’!knowledge:!the!lower!bound!is!students’!
confidence! in! their! knowledge! of! the! information,! and! the! higher! bound! is! how! important! learning! about! a!
topic!is!to!the!students.46!
However,!while!many!relevant!factors!are!in!the!teachers’!control,!it!is!important!to!keep!in!mind!that!since!
curiosity! is! closely! related! to! students’! intrinsic! drive! to! make! sense! of! the! world! around! them,! students’!
autonomy!must!be!closely!considered.!An!environment!that!is!too!controlled!by!the!teacher!leaving!no!space!
for! the! agency! of! the! student! is! not! going! to! be! effective! in! encouraging! curiosity.47! Research! suggests! that!
monitoring!children’s!play!and!offering!them!rewards!decreases!their!interest!in!the!activity!even!two!weeks!
later.48! In! further! support! of! this,! studies! have! found! that! the! most! important! aspect! underlying! students’!
curiosity! is! their! perceived! value! of! the! information.49! If! they! are! learning! because! they! must! do! so! for! the!
class,! this! undermines! the! students’! intrinsic! curiosity! for! the! knowledge,! which! must! stem! from! their!
understanding! of! its! importance.! In! addition! to! autonomy,! personalization! and! contextualization! have! also!
40 Miyake, N., & Norman, D. (1979). To ask a question, one must know enough to know what is not known. Journal of Verbal Learning and Verbal
Behavior, 18(3), 357-364.
42 Litman, J. (2005). Curiosity and the pleasures of learning: Wanting and liking new information. Cognition and Emotion,19(6), 793-814.
43 Kang, M., Hsu, M., Krajbich, I., Loewenstein, G., McClure, S., Wang, J., & Camerer, C. (2009). The wick in the candle of learning epistemic curiosity
activates reward circuitry and enhances memory. Psychological Science, 20(8), 963-973.
44 Vidler, D. (1974). The use of contradiction to stimulate curiosity. Educational Technology, 14(10), 41-43.
45 Pluck, G. & Johnson, H. (2011). Stimulating curiosity to enhance learning. Educational Science and Psychology, 2(19) 24-31.
46 Gentry, J., Burns, A., Dickinson, J., Putrevu, S., Chu, S., Hongyan, Y., Williams, L., Bare, T., & Gentry, R. (2002). Managing the curiosity gap does
matter: What do we need to do about it? Developments in Business Simulation and Experiential Learning, 26, 67-73.
47 Niemec, C. & Ryan, R. (2009). Autonomy, competence, and relatedness in the classroom: Applying self-determination theory to educational
practice. Theory and Research in Education. 7(2), 133-144.
48 Lepper, M., Greene, D., Carskaddon, G., & Gronner, P. (1972). Turning Play into Work : Effects of Adult Surveillance and Extrinsic Rewards on
Children’s Intrinsic Motivation. Journal of Personality and Social Psychology, 31(3), 479–486.
49 Rossing, B. & Long, H. (1981). Contributions of curiosity and relevance to adult learning motivation. Adult Education Quarterly, 32, 25-36.
!
been! found! to! increase! students’! intrinsic! motivation.50! Finally,! teacher! involvement! has! been! found! to! be!
particularly! important! to! motivation,! and! students! who! are! initially! are! more! motivated! receive! greater!
attention!from!their!teachers,!thus!enhancing!their!involvement!further.51!

Measurement!of!trait!curiosity!directly!is!very!difficult,!since!any!test!must!be!biased!toward!some!particular!
subjects!and!not!information!in!general!and!since!most!studies!found!it!to!be!highly!correlated!with!IQ!and!
creativity.!The!measurement!of!trait!curiosity!is!less!relevant!to!education,!however,!than!the!measurement!of!
state! curiosity.! In! other! words,! measuring! how! generally! curious! any! individual! is! may! be! less! informative!
than! measuring! how! successful! a! given! activity! or! curriculum! is! at! inducing! curiosity.! Accordingly,!
questionnaires!have!been!developed!to!address!state!curiosity!and!have!been!found!to!be!valid!and!reliable!
for! use! as! research! instruments.52! In! a! related! vein,! questionnaires! that! measure! motivation! (extrinsic,!
intrinsic,! and! amotivation)! have! been! developed! and! tested! cross! culturally.53! Behavioral! measures! such! as!
how!much!effort/resources/time!individuals!use!to!obtain!a!new!piece!of!information!as!well!as!exploratory!
behaviors!have!been!used!to!measure!curiosity!as!well.!
Interestingly,! this! translates! directly! to! students’! “engagement”! with! class! material.! To! what! degree! do! the!
students! seem! intrinsically! motivated?! How! far! do! they! push! themselves?! The! questions! involved! in!
measuring!curiosity!are!the!same!ones!involved!in!describing!how!driven!students!are!about!their!learning.!
50 Cordova, D. & Lepper, M. (1996) Intrinsic Motivation and the Process of Learning: Beneficial Effects of Contextualization, Personalization, and
Choice. Journal of Educational Psychology, 88(4), 715-730.
51 Skinner, E. & Belmont, M. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the
school year. Journal of Educational Psychology, 85(4), 571.
52 Naylor, F. (1981). A state-trait curiosity inventory. Australian Psychologist, 16(2), 172–183.
53 Vallerand, R., Pelletier, L., Blais, M., Briere, N., Senecal, C., & Vallieres, E. (1992). The Academic Motivation Scale: A measure of intrinsic, extrinsic,
and motivation in education. Educational and Psychological Measurement. 52(4), 1003-1017.
!
C. Courage
Bravery, determination, fortitude, confidence, risk taking, persistence, toughness, zest,

optimism, inspiration, energy, vigor, zeal, cheerfulness, humor, stability, etc.
“Nothing!in!the!world!is!worth!having!or!worth!doing!unless!it!means!effort,!pain,!
difficulty…!I!have!never!in!my!life!envied!a!human!being!who!led!an!easy!life.!I!have!
envied!a!great!many!people!who!led!difficult!lives!and!led!them!well.”$$
— Theodore Roosevelt
!
a. What it is
Courage!can!be!thought!of!as!an!ability!to!act!despite!fear!or!uncertainty,!in!risky!situations!or!when!we!are!
feeling! vulnerable.54! While! courage! must! not! be! taken! to! the! extreme! since! some! errors! can! clearly! have!
devastating!consequences,!it!is!still!true!that!courage!is!necessary!for!all!individuals!both!in!their!professional!
and!personal!lives.!A!commonly!cited!professional!example!is!entrepreneurship.!While!studies!have!not!found!
entrepreneurs!to!be!more!risk@taking!on!self@rated!measures,!"multivariate!tests!revealed!that!entrepreneurs!
categorized!equivocal!business!scenarios!significantly!more!positively!than!did!other!subjects,!and!univariate!
tests! demonstrated! that! these! perceptual! differences! were! consistent! and! significant! (i.e.! entrepreneurs!
perceived! more! strengths! versus! weaknesses,! opportunities! versus! threats,! and! potential! for! performance!
improvement!versus!deterioration)."55!In!fact,!one!paper!describes!organizational!failures!as!consequences!of!
“failures! of! courage,”! since! none! of! the! people! responsible! were! able! to! act! to! prevent! it.56! It! is! well!
established!that!risk!taking!is!higher!in!adolescents!than!in!children!or!adults,57!and!higher!in!males!than!in!
females.58!It!is!also!clear!that!this!capacity!is!not!fixed.!
Courage!can!be!considered!a!subjective!experience,!where!an!individual!overcomes!fear!and!chooses!to!take!
action!in!the!face!of!uncertainty.!In!the!courageous!mindset!there!are!three!intrapersonal!positive!traits!that!
one!must!develop!in!order!to!“loosen!the!hold!that!a!negative!emotion!has!gained!on!that!person's!mind!and!
body! by! dismantling! or! undoing! preparation! for! specific! action,”59! and! contribute! to! one’s! courageous!
mindset.! These! traits! include! openness! to! experience,! conscientiousness,! and! self@evaluation! traits! such! as!
54 Brown, B. (2012). Daring greatly: How the courage to be vulnerable transforms the way we live, love, parent, and lead. Penguin.
55 Palich, L. & Bagby, R. (1995). Using cognitive theory to explain entrepreneurial risk-taking: Challenging conventional wisdom. Journal of
Business Venturing, 10(6), 425–438.
56 Rate, C. & Sternberg, R. (2007). When good people do nothing: a failure of courage. In, Research Companion to the Dysfunctional Workplace, 3-
21. Northampton, MA,: Edward Elgar Publishing Limited.
57 Steinberg, L. (2007). Risk Taking in Adolescence: New Perspectives From Brain and Behavioral Science. Current Directions in Psychological
Science, 16(2), 55–59.
58 Byrnes, J., Miller, D., & Schafer, W. (1999). Gender Differences in Risk Taking : A Meta-Analysis, 125(3), 367–383.
59 Fredrickson, B. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American
Psychologist, 56, 218–226.
!
self@efficacy.60!Simultaneously,!one!must!withhold!pro@social!values!and!experience!affirmative!social!forces!
in!order!to!minimize!one’s!level!of!fear!and!act!courageously!“to!be!liked!(normative!influence)!or!to!be!right!
(informational!influence).”6!!

In School
Courage!is!needed!in!the!classroom!for!both!teachers!and!students!to!overcome!fears,!challenge!one!another’s!
biases,! and! learn! new! concepts! and! skills.! Significant! risk! taking! –! and! consequent! failing! –! is! shown! to!
increases!students’!competencies,!imaginations,!confidence,!and!resourcefulness.61!In!order!to!encourage!risk!
taking,!and!therefore!develop!courage,!a!teacher!can!use!four!tactics:!(1)!serve!as!role!models!of!risk!takers!
themselves,! (2)! celebrate! mistakes! as! opportunities! to! learn,! (3)! structure! grading! policies! that! forgive!
mistakes! and! encourage! revision,! and! (4)! discuss! narratives! about! mistakes! that! resulted! in! successful!
outcomes.62!
Outside of School
Specific! types! of! courage,! such! as! physical,! expressive,! and! moral! courage,! can! be! taught! through! informal!
learning! frameworks! that! include! structured! time! for! relationship! building,! physical! challenges! and! skill!
acquisition.63! These! qualities! of! an! informal! learning! experience,! blended! with! a! supportive! social!
environment!that!includes!culturally!competent!role!models,!can!foster!courage!by!ensuring!that!learners!are!
“seen,! heard! and! valued.”! Such! programs! increase! self@efficacy,! and! encourage! learners! to! make! healthy!
choices!despite!possible!social!scrutiny!or!intrapersonal!fearful!emotions.64!

Risk!taking!tendencies!of!entrepreneurs!were!not!accurately!captured!by!self@report!methods,!however!they!
were!reflected!in!their!responses!to!case!studies65!and!situational!judgment!tasks66!providing!a!glimpse!into!a!
potential!method!for!assessment.!There!are,!however,!ways!to!measure!moral!courage,!which!is!a!construct!
relevant! to! organizational! psychology,! particularly! useful! for! hiring! processes.! These! measurements! assess!
levels! of! altruism! and! the! propensity! to! take! risks,! in! order! to! determine! ethical! orientations! among!
employees!towards!morally!courageous!action.67!It!is!important!to!distinguish!morally!courageous!acts!from!
foolhardiness! or! thrill@seeking,! which! describe! risk! taking! as! mere! adrenaline! boosts! that! puts! oneself! or!
others!in!danger!with!general!disregard.68!
60 Hannah, S., Sweeney, P., & Lester, P. (2007). Toward a courageous mindset: The subjective act and experience of courage. The Journal of
Positive Psychology, 2(2), 129-135.
61 Haworth. J. & Conrad. C. (1997). Emblems of quality in higher education. Boston: Allyn and Bacon.
62 Loui, M. (2006). Courage in the Classroom. College Teaching, 54(2), 221-221.
63 Whittington, A. & Mack, E. (2010). Inspiring courage in girls: An evaluation of practices and outcomes. Journal of Experiential Education, 33(2),
166-180.
64 ibid.
65 Palich, L. E., & Bagby, R. (1995). Using cognitive theory to explain entrepreneurial risk-taking: Challenging conventional wisdom. Journal of
Business Venturing, 10(6), 425–438.
66 ibid.
67 Chapa, O., Gonzalez, R., & Stringer, D. (2012). The path of measuring moral courage in the workplace. Proceedings of 2012 Annual Meeting of
the Academy of International Business – US Northeast Chapter: Business Without Borders, 1-9.
68 Konter, E. & Ng, J. (2012). Development of sport courage scale. Journal of Human Kinetics, 33, 163-172.
!
Other!fields,!such!as!sports!psychology,!have!also!developed!courage!measurements.!Konter!and!Ng!identified!
a!five@factor!measurement!scale!that!assesses!courage!in!sport,!which!evaluates:!(1)!Determination!to!push!
towards!a!goal!despite!boundaries,!(2)!Mastery!as!a!source!of!self@confidence,!(3)!Assertiveness!to!expend!a!
high! amount! of! energy,! (4)! Venturesome! as! a! way! to! cope! with! fear,! and! (5)! Sacrifice! Behavior! related! to!
altruistic!risk@taking.69!
Despite! holistic! attempts! to! categorize! courage! within! four! specific! “types,”! such! as! work/employment,!
patriotic/religion@based! belief! systems,! specific! social/moral! situations,! and! independent! or! family! based!
courage,!recent!research!suggests!that!far!more!types!of!courage!are!yet!to!be!understand!and!the!construct!
of!courage!may!need!to!be!classified!more!frequently!as!complex!and!situation@based!conceptualizations.70!
69 ibid.
70 Woodard, C. & Pury, C. (2007). The construct of courage: Categorization and measurement. Consulting Psychology Journal: Practice and
Research, 59(2), 135.
!
D. Resilience
Perseverance, resourcefulness, tenacity, grit, spunk, charisma, confidence, adaptability,

dealing with ambiguity, flexibility, self-discipline, commitment, self-control, feedback, effort,
diligence, etc.
“The!greatest!glory!in!living!lies!not!in!never!falling,!but!in!rising!every!time!we!fall.”$$
— Nelson Mandela
!
a. What it is
In!its!most!basic!form,!resilience!can!be!thought!of!as!an!ability!or!set!of!qualities!that!allow!one!to!overcome!
obstacles.!Resilience!is!the!essence!of!the!rags@to@riches!stories!that!have!permeated!cultures!for!centuries.!It!
encompasses! the! ability! of! certain! people! to! succeed! where! others! in! their! circumstances! would! not.! In! a!
2000! paper! about! the! history! and! continuing! discussion! on! resilience,! it! is! defined! as,! “a! dynamic! process!
encompassing! positive! adaptation! within! the! context! of! significant! adversity.”71! The! designation! “dynamic!
process”! highlights! the! fact! that! resilience! is! a! word! used! for! a! multitude! of! factors! which! all! influence!
whether!or!not!someone!will!succeed!in!the!face!of!adversity.!One!of!the!contributing!elements!of!resilience!is!
the! notion! of! “grit.”! In! her! seminal! study! regarding! grit,! which! is! defined! therein! as,! “perseverance! and!
passion!for!long@term!goals,”!Angela!Duckworth!and!her!colleagues!found!that,!“grit!accounted!for!an!average!
of!4%!of!the!variance!in!success!outcomes.”72!!
The! three! main! factors! that! have! been! identified! in! schools,! communities! and! social! support! systems! as!
positively!influencing!resilience!in!youth!are:!caring!relationships,!communication!of!high!expectations,!and!
opportunities!for!meaningful!involvement!and!participation.73!74!75!
As!resilience!is!primarily!concerned!with!overcoming!adverse!conditions!when!others!might!not,!much!of!the!
early!research!on!resilience!focuses!on!sample!groups!from!“high@risk”!communities!and!school!systems.!This!
research!did!much!to!identify!resilience!as!a!key!factor!in!whether!or!not!a!student!was!likely!to!succeed!in!a!
high@risk! setting.76! The! identification! of! resilience! as! a! positive! quality! led! many! to! question! the! validity! of!
certain!“at@risk”!models!for!reform.77!78!Now!researchers!are!looking!at!ways!to!encourage!the!positive!factors!
71 Luthar, S., Cicchetti, D., & Becker, B. (2000). ‘The Construct of Resilience: A Critical Evaluation and Guidelines for Future Work’. Child
Development 71, 543–562.
72 Duckworth, A., Peterson, C., Mathews, M. & Kelly, D. (2007). ‘Grit: Perseverance and Passion for Long-Term Goals.’ Journal of Personality and
Social Psychology 92(6), 1087-1101.
73 Pianta, R. & Walsh, D. (1996). High-risk Children in the Schools: Creating Sustaining Relationships. New York: Routledge.
74 Benard, B. (1991). Fostering Resiliency in Kids: Protective Factors in the Family, School, and Community. San Francisco: Far West Laboratory for
Educational Research and Development.
75 Rees, P. & Bailey, K. (2003). ‘Positive Exceptions: Learning from Students who “Beat the Odds.”’ Educational and Child Psychology, 20(4), 41-59.
76 ibid.
77 Garmezy, N. & Rutter, M. (1983). Stress, Coping and Development in Children. New York: McGraw-Hill.
!
that!have!been!identified!in!fostering!resilience!instead!of!focusing!exclusively!on!mitigating!risk!factors.!This!
has!led!the!way!for!research!on!resilience!as!it!relates!to!all!students,!not!just!those!identified!as!“high@risk.”79!

In School
As!discussed!above,!resilience!has!been!linked!to!three!key!factors:!caring!relationships,!a!communication!of!
high!expectations,!and!opportunities!for!meaningful!involvement!and!participation.!It!has!been!suggested!that!
the!greatest!opportunity!for!the!reinforcement!of!these!key!principles!is!on!the!classroom!level!as!opposed!to!
on!a!school!level.80!Children!spend!the!most!time!in!the!classroom!and!therefore!are!more!likely!to!develop!
meaningful! relationships,! and! more! likely! to! have! opportunities! for! participation.! It! has! been! shown! that!
when! children! feel! supported! in! the! classroom,! there! is! a! greater! likelihood! that! they! will! engage! with! the!
material!being!taught!and!with!their!peers.81!82!With!a!view!to!the!classroom!as!the!most!appropriate!level!to!
affect! resilience,! research! suggests! seven! traits! to! be! encouraged! in! the! classroom! environment! in! order! to!
promote! resilience:! care! and! connection,! pro@sociality! and! support,! engagement,! inclusivity,! collaboration,!
empowerment,!and!a!focus!on!learning.83!According!to!this!research,!by!focusing!on!making!the!classroom!an!
environment!which!places!the!highest!priority!on!these!values,!we!will!be!fostering!resilience!in!all!students,!
not! only! those! identified! as! being! “at@risk.”! While! work! is! ongoing! regarding! how! to! best! encourage! these!
identified! qualities,! there! is! promising! research! supporting! the! implementation! of! a! “caring! community”!
model,!first!suggested!by!John!Dewey!almost!a!hundred!years!ago.84!85!
As!mentioned!above,!work!on!teaching!resilience!has!moved!away!from!only!targeting!“at@risk”!students.!This!
is! due! to! an! important! study,! which! indicates! that! by! trying! to! intervene! in! situations! where! a! student! is!
identified!as!“at@risk,”!through!measures!such!as!pullout!programs,!there!is!the!possibility!of!causing!isolation!
and! alienation! from! the! classroom! community.86! Therefore,! by! trying! to! intervene,! we! might! actually! be!
inhibiting! resilience.! By! teaching! resilience! to! all! students,! we! not! only! protect! those! students! identified! as!
“at@risk”! but! also! equip! each! and! every! student! with! the! tools! needed! to! deal! with! the! difficulties! they! will!
inevitably!need!to!overcome!in!their!lives.!!
Outside of School
Outside! of! the! school! and! classroom! environment,! family! life! and! community! involvement! have! been!
identified!as!two!other!environmental!factors!that!affect!a!child’s!resilience.!While!more!research!needs!to!be!
done!into!how!all!three!of!these!factors!interact,!it!has!been!demonstrated!that!the!more!of!these!protective!
78 Werner, E. (1990). Protective Factors and Individual Resilience. In S.J.S. Meisels (ed.), Handbook of Early Childhood Intervention. Cambridge:
Cambridge University Press.
79 Cefai, C. (2008). Promoting Resilience in the Classroom: A Guide to Developing Pupils’ Emotional and Cognitive Skills. London: Jessica Kingsley
Publishers.
80 Brown, S., Riddell, S., & Duffield, J. (1996). Responding to pressures: a study of four secondary schools, in: P. Woods (Ed.) Contemporary Issues in
Teaching and Learning. London, Routledge.
81 Slavin, R. (1991). Student Team Learning: A Practical Guide to Cooperative Learning, 3rd ed. Washington DC: National Education Association.
82 Fraser B. (1994). Research on classroom and school climate. Handbook of Research on Science Teaching and Learning. New York: Macmillan
Publishing
83 Cefai, C. (2008). Promoting Resilience in the Classroom: A Guide to Developing Pupils’ Emotional and Cognitive Skills. London: Jessica Kingsley
Publishers.
84 Battistisch V., Solomon D., Watson M. & Schaps M. (1997). Caring School Communities. Educational Psychologist, 32(3), 137- 151.
85 Sergiovanni, T. (1994). Building School Communities. San Francisco: Jossey-Bass.
86 Pianta, R. & Walsh, D. (1998). Applying the Construct of Resilience in Schools: Cautions from a Developmental Systems Perspective. School
Psychology Review, 27(3), 407-417.
!
factors!a!child!has!access!to,!the!more!likely!they!are!to!succeed!when!faced!with!challenges!in!one!of!these!
spheres.!87!

While! most! of! the! current! research! identifies! resilience! from! a! retrospective! analysis,! i.e.! by! looking! at!
subjects!who!have!faced!adversity!and!overcome!it,!there!is!work!being!done!to!formulate!ways!to!identify!
resilience!at!earlier!stages.!Some!researchers!have!questioned!the!ability!to!effectively!identify!resilience!due!
to! certain! methodological! problems,! such! as! a! lack! of! a! consensus! on! what! resilience! is,! and! conclude! that!
more! research! must! be! done! before! we! can! effectively! assess! resilience.! 88! However,! there! is! evidence! that!
teachers!are!already!effective!in!identifying!resilient!students!in!their!classes89!and!there!is!an!ongoing!effort!
to! develop! more! structured! assessment! methods.! One! such! effort! focuses! on! six! separate! domains! to! be!
assessed! for! each! child:! security,! education,! friendships,! talents! and! interests,! positive! values! and! social!
competencies.90! While! efforts! such! as! these! provide! a! good! base! for! continued! assessment! methods,! the!
ongoing!nature!of!research!into!resilience!will!continue!to!improve!and!inform!the!way!in!which!we!identify!
resilience.!
87 Dent, R. & Cameron, R. (2003). ‘Developing Resilience in Children who are in Public Care: The Educational Psychology Perspective.’ Educational
Psychology in Practice 17(1), 3-19.
88 Kinard, E. (1998). ‘Methodological Issues in Assessing Resilience in Maltreated Children.” Child Abuse and Neglect 22, 7, 669-680.
89 Read, L. (1999). ‘Teachers’ Perceptions of Effective Instructional Strategies for Resilient and Non-resilient Students.’ Teaching and Change, 7(1),
33-52.
90 Daniel, B. & Wassell, S. (2002). Assessing and Promoting Resilience in Vulnerable Children. London: Jessica Kingsley Publishers.
!
E. Ethics
Humaneness, kindness, respect, justice, equity, fairness, compassion, tolerance,

inclusiveness, integrity, loyalty, honesty, truthfulness, trustworthiness, decency,
authenticity, genuineness, consideration, forgiveness, virtue, love, care,
helpfulness, generosity, charity, devotion, belonging, etc.
“To!educate!a!person!in!mind!and!not!in!morals!is!to!educate!a!menace!to!society.”$$
— Theodore Roosevelt
!
a. What it is
Ethics!as!a!teachable!character!quality!is!informed!in!a!large!part!by!
the! literature! on! moral! development,! pioneered! by! Jean! Piaget! and!
John!Dewey,!and!expanded!by!Lawrence!Kohlberg!and!Carol!Gilligan.!
The! main! idea! is! that! children! naturally! progress! through! stages! of!
moral!reasoning,!from!pre@conventional!(obedience!and!punishment,!
self@interest! orientations)! through! conventional! (interpersonal!
accord! and! conformity,! authority! and! social@order! maintaining!
orientation)! to! post@conventional! (social! contract! orientation,!
universal!ethical!principles).91!!
John! Dewey! proposed! that,! “education! is! the! work! of! supplying! the!
conditions!which!will!enable!the!psychological!functions!to!mature!in!
the! freest! and! fullest! manner.”92! Among! these! conditions! are! intellectual! development! and! the! concurrent!
social! and! educational! climates,! environments! that! provide! opportunities! for! group! participation,! shared!
decision@making,!and!the!assumption!of!responsibility!for!the!consequences!of!actions.93!
However,! knowledge! of! ethics! does! not! necessarily! lead! to! ethical! action.$ Once! a! moral! reasoning! level! has!
been! achieved! it! is! never! lost,! however,! moral! behavior! is! highly! context! specific.! As! such! it! can! involve!
contextual! factors! like! motivation! and! emotion,! or! other! necessary! qualities! like! courage.! A! study! linking!
moral! reasoning! stages! and! “strength! of! will”! with! prevalence! of! cheating! behavior! found! that! 15%! of!
students!who!were!at!a!post@conventional!stage!cheated!(compared!to!55%!of!conventional!subjects!and!70%!
of! pre@conventional! subjects).! Notably,! within! the! conventional! stage! only! 26%! of! what! the! study! called!
“strong@willed”! participants! cheated,! compared! to! 74%! of! those! determined! by! the! study! to! be! “weak@
willed.”94!For!this!reason,!it!is!useful!to!think!of!ethics!as!a!character!quality!rather!than!a!pool!of!knowledge.!
91 Kohlberg, L. (1981). The philosophy of moral development: Moral stages and the idea of justice (essays on moral development, volume 1). San
Francisco: Harper & Row.
92 John Dewey, as cited in Kohlberg, L. & Hersh, R. (1977). Moral development: A review of the theory. Theory into practice, 16(2), 53-59.
93 Kohlberg L. (1976). Moral stages, moralization: the cognitive developmental approach. In, Moral development and behavior. New York: Holt,
Rinehart, Winston, 54.
94 Krebs, R. & Kohlberg, L. (1973). Moral judgment and ego controls as determinants of resistance to cheating. Moral Education Research Foundation.
!
In School
Ethics! is! often! taught! through! a! particular! lens! of! one’s! specialization! in! post@secondary! education! such! as!
business95,!medicine96,!law97,!or!public!administration98.!But!there!are!also!ways!to!teach!and!practice!ethics!
across! the! curriculum,99! and! adolescence! in! particular! has! been! identified! as! an! important! time! of!
transformation! in! this! regard.100! Research! shows! that! behaviorist! “drill”! methods! are! only! effective! on! a!
superficial!level,!and!that!methods!engaging!students’!autonomy!are!much!more!deeply!effective.101!!
One!way!to!grant!students!autonomy!with!ethical!decisions!is!through!democratic!schools,!in!which!students!
are!responsible!for!collectively!making!decisions!that!affect!the!entire!community.!This!responsibility!engages!
them!in!an!age@appropriate!yet!important!roles!requiring!ethical!conduct.!In!his!theory!of!the!just!community!
high! school,! Kohlberg! claims! that! in! order! for! the! democracy! to! be! successful,! it! must! 1)! be! embraced! as! a!
“central!commitment!of!a!school!rather!than!a!humanitarian!frill,”!2)!that!the!content!of!discussions!should!be!
framed!in!terms!of!morality!and!fairness,!and!3)!that!small!group!discussions!preceding!the!large!democratic!
community! meetings! would! help! facilitate! and! preserve! students’! higher@stage! thinking! in! the! face! of! mob!
mentality.!
There! are! also! ways! to! integrate! ethics! into! the! curriculum! without! restructuring! the! school.! Just! as! post!
secondary!ethical!education!often!takes!place!with!small!groups!working!through!a!series!of!case!studies!of!
ethical!dilemmas,!Philosophy!for!Children!programs!use!children’s!stories!to!teach!children!to!think!through!
ethical! questions.102! According! to! Kohlberg,! for! discussions! to! be! effective,! the! necessary! conditions! are! 1)!
exposure! to! the! next! level! of! reasoning! and! 2)! confrontation! with! challenges! to! the! learner’s! current! moral!
structure.103! Classroom! studies! have! shown! successful! moral! development! when! the! teacher! carefully!
supported!and!clarified!students’!arguments,!and!continuously!pushed!the!students!to!think!one!step!beyond!
their!current!understanding104.!
These!programs!have!a!wide!range!of!different!curricula!for!different!age!groups.!Ethics!can!also!be!taught!as!
a! separate! subject! for! older! students,! such! as! in! the! International! Baccalaureate! curriculum105! and! in! New!
South!Wales!public!primary!schools106.!
95 Oddo, A. (1997). A framework for teaching business ethics. Journal of Business Ethics, 16(3), 293-297.
96 Pellegrino, E. (1989). Teaching medical ethics: some persistent questions and some responses. Academic Medicine, 64(12), 701-3.
97 Pearce, R. (1998). Teaching ethics seriously: Legal ethics as the most important subject in law school. Loyola University Chicago Law Journal, 29,
719.
98 Hejka-ekins, A. (2014). Teaching Ethics in Public Administration, American Society for Public Administration 48(5), 885–891.
99 Society for Ethics Across the Curriculum: http://www.rit.edu/cla/ethics/seac/Teaching%20Ethics.html - Retrieved on October 10, 2014.
100 Kohlberg, L. & Gilligan, C. (1971). The adolescent as a philosopher: The discovery of the self in a post-conventional world. Daedalus, 1051-
1086.
101 Schaps, E., Schaeffer, E., & McDonnel, S. (2001). What’s right and wrong in character education today. Education Week.
102 Lipman, M. (1976). Philosophy for children. Metaphilosophy, 7(1), 17-33.
103 Kohlberg L. (1976). Moral stages, moralization: the cognitive developmental approach. In: Lickona T ed. Moral development and behavior. New
York: Holt, Rinehart, Winston, 54.
104 Blatt, M. & Kohlberg, L. (1975). The effects of classroom moral discussion upon children's level of moral judgment. Journal of Moral Education,
4(2), 129-161.
105 Dunn, Michael. “Ethics”. (10th May 2013). http://www.theoryofknowledge.net/areas-of-knowledge/ethics/ Last accessed: 10/9/2014
106 See: www.primaryethics.com.au/index.html
!
Outside of School
As! Kohlberg107! points! out,! the! moral! atmosphere! of! the! home,! the! school,! and! the! larger! environment! are!
extremely!important!contributors!to!moral!development.!In!particular,!two!dimensions!are!crucial:!the!role@
taking! and! empathy! opportunities! that! the! environment! provides! for! the! learner,! and! the! level! of! justice! in!
the! institution.! As! an! example,! Kohlberg! compares! various! prisons;! those! in! the! pre@conventional! stage! of!
development! rely! on! obedience! to! arbitrary! command! by! power! and! punishment! for! disobedience,! while!
those!in!the!conventional!stage!implement!a!system!of!points!are!reward!for!conformity.!This!further!speaks!
to!the!importance!of!autonomy!in!education,!not!just!in!the!curriculum!but!in!every!aspect!of!the!educational!
experience.!

Moral!judgment!research!claims!that!a!person’s!judgments!reflect!an!underlying!organization!of!thinking!and!
that!these!organizations!develop!through!a!series!of!transformations.108!Therefore!by!categorizing!students’!
reasoning!to!various!ethical!questions,!one!can!place!an!individual!on!a!point!within!the!larger!framework!of!
moral!reasoning!development.!It’s!also!possible!to!flip!this!exercise,!with!students!attempting!to!comprehend!
explanations!of!others’!moral!reasoning,!as!it!has!been!shown!that!they!are!able!to!correctly!understand!those!
below!and!at!their!own!level!(some!can!even!correctly!understand!one!level!above!their!own),!but!not!higher!
level!arguments.109,110!!
107 Kohlberg L. (1976). Moral stages, moralization: the cognitive developmental approach. In: Lickona T ed. Moral development and behavior. New
York: Holt, Rinehart, Winston, 54.
108 Rest, J. (1979). Development in judging moral issues. Minneapolis, MN: University of Minnesota Press.
109 Rest, J., Turiel, E., & Kohlberg, L. (1969). Relations between level of moral judgment and preference and comprehension of the moral
judgment of others. Journal of Personality, 37(2), 225-252.
110 This type of assessment, placing learners along a developmental trajectory, is being developed further by Zak Stein and Theo Dawson at
Lectica and as the company expands, will surely be able to cover concepts such as Ethics.
!
F. Leadership
Responsibility, heroism, abnegation, accountability, selflessness, humbleness,

inspiration, integrity, organization, delegation, teamwork, mentorship, commitment,
engagement, leading by example, goal-orientation, consistency, self-reflection, social
awareness, cross-cultural awareness, dependability, reliability, conscientiousness,
efficiency, productivity, results orientation, focus, precision, project management,
execution, socialization, negotiation, diversity, decorum, etc.
!
“To!lead!people,!walk!beside!them!...!As!for!the!best!leaders,!the!people!do!not!notice!
their!existence.!The!next!best,!the!people!honor!and!praise.!The!next,!the!people!
fear;!and!the!next,!the!people!hate!...!When!the!best!leader's!work!is!done!the!people!
say,!'We!did!it!ourselves!”$$
— Lao-Tsu
!a. What it is
While! the! need! for! organizations! to! have! effective! leaders! is! undisputed,! the! notion! of! what! is! involved! in!
leadership! and! how! it! can! be! taught! is! currently! in! the! process! of! shifting.! The! traditional! views! can! be!
described! as! falling! into! a! “systems! control”! framework,! with! leaders! conceived! of! as! extraordinary,!
charismatic,!almost!superhero!individuals!who!work!in!an!isolated!way!to!inspire!followers!to!act!in!the!good!
of! a! unitary! and! fixed! organization.! This! is! in! line! with! a! general! mechanistic! view! of! organizations! with!
subordinates!viewed!as!followers!and!leaders!viewed!as!experts!who!attempt!to!maximize!their!control!and!
motivate!subordinates!to!act!in!certain!ways!toward!the!organization’s!goals.111!
However,! this! view! suggests! that! leadership! is! reserved! for! special! individuals! (out! of! the! reach! of! the!
majority! of! people)! and! to! a! great! extent! innate! and! unteachable.! It! is! also! at! odds! with! studies! that! have!
discussed!the!importance!of!“quiet!leadership,”112!and!that!successful!leaders!often!do!not!fit!the!traditional!
description;! rather! they! can! be! “shy,! unpretentious,! awkward! and! modest! but! at! the! same! time! [have]! an!
enormous!amount!of!ambition!not!for!themselves!but!the!organization.”113!
The! emerging! process@relational! framework! of! leadership! by! contrast! emphasizes! that! organizations! are!
social!constructs!composed!of!“ongoing!patterns!of!meaning!making!and!activity!brought!about!as!…!people!
[are]!in!relationships!with!each!other!and!to!their!cultures.”114!In!this!view,!leadership!is!not!about!any!one!
individual,!but!a!set!of!processes,!practices!and!interactions,115!and!complete!control!is!neither!possible!nor!
desirable.!Leaders,!just!like!everyone!else,!must!constantly!make!sense!of!crosscutting!and!often!conflicting!
111 Hay, A., & Hodgkinson, M. (2006). Rethinking leadership: a way forward for teaching leadership? Leadership & Organization Development
Journal, 27(2), 144–158.
112 Badaracco, J. (2001). We don’t need another hero. Harvard Business Review, 79(8), 121-6.
113 Collins, J. (2001). Level 5 leadership: the triumph of humility and fierce resolve. Harvard Business Review, 79(1), 67-76.
114 Watson, T. (2005) as cited in Hay, A., & Hodgkinson, M. (2006). Rethinking leadership: a way forward for teaching leadership? Leadership &
Organization Development Journal, 27(2), 144–158.
115 Crevani, L., Lindgren, M., & Packendorff, J. (2010). Leadership, not leaders: On the study of leadership as practices and interactions.
Scandinavian Journal of Management, 26(1), 77–86.
!
goals! and! information,! and! the! skills! they! need! (such! as! negotiation! and! asking! questions)! are! both! more!
teachable!and!more!practical.116!This!framework!also!allows!for!a!greater!degree!of!flexibility!and!uncertainty,!
with!group!processes!seen!as!more!important!than!individual!visions.!
This! framework! is! also! in! line! with! current! complex! systems! science! models! of! best! practices! for!
management,! in! which! the! individual! leader! facilitates! group! processes! and! relationships! rather! than!
imposing!his!or!her!vision!top@down!and!thus!limiting!the!organization’s!potential!to!that!of!one!individual.117!
This!change!in!conceptions!of!leadership!to!as!relational,!collectivist,!and!non@authoritarian!so!as!to!include!
higher!complexity!decision!making!and!greater!flexibility!is!a!natural!response!to!the!need!to!cope!with!the!
increasing!complexity!and!uncertainty!of!our!world.!
A! widely! accepted! model! of! teaching! leadership! defines! leadership! as! a! “relational! and! ethical! process! of!
people! together! attempting! to! accomplish! positive! change.”118! This! relational! model! of! leadership! includes!
dimensions!of!being!inclusive,!empowering,!purposeful,!ethical,!and!process!oriented.!

In School
While!most!leadership!literature!has!been!focused!on!adults,119!there!are!certainly!skills!and!guidelines!that!
can! be! applied! and! adapted! for! use! with! children.! The! skills! identified! as! necessary! for! a! leader! within! a!
process@relational! framework! of! an! uncertain! and! complex! world! include! those! that! are! interpersonal!
(negotiation,! networking,! conflict! resolution,! communication),! as! well! as! those! that! are! intrapersonal!
(openness,!learning,!and!self@awareness).120!Leadership!should!not!be!reserved!for!those!students!identified!
as! gifted,! but! rather! should! be! part! of! all! students’! education! since! true! leadership! grows! out! of! group!
processes.121!As!such,!providing!examples!of!successful!leaders!is!unhelpful!whereas!a!focus!on!the!process!of!
leadership! and! using! experiences! of! leadership! along! with! discussions! around! these! experiences! will! allow!
students!to!make!sense!of!how!groups!function!and!build!up!the!relevant!capacities!in!themselves.!
The! method! of! instruction! should! also! be! in! line! with! the! process@relational! philosophy,! with! teachers! and!
students!co@constructing!understanding!rather!than!the!teacher!transmitting!knowledge!to!students!in!a!top@
down! one@directional! manner.! This! modeling! of! appropriate! leader! behavior! is! most! effective! if! also!
discussed!explicitly!with!students.!A!study!of!high!quality!leadership!programs!identified!16!characteristics!
clustered! into! three! groups! in! successful! programs:! participants! are! engaged! in! building! and! sustaining! a!
116 Hay, A. & Hodgkinson, M. (2006). Rethinking leadership: a way forward for teaching leadership? Leadership & Organization Development
Journal, 27(2), 144–158.
117 Bar-Yam, Y. (2002). Complexity rising: From human beings to human civilization, a complexity profile. In, Encyclopedia of Life Support Systems.
EOLSS UNESCO Publishers, Oxford, UK.
118 Komives, S., Lucas, N., & McMahon, T. (2006). Exploring leadership: For college students who want to make a difference (2nd ed.). San Francisco:
Jossey-Bass.
119 Oakland, T., Falkenberg, B., & Oakland, C. (1996). Assessment of leadership in children, youth, and adults. Gifted Child Quarterly, 40, 138-146.
120 Hay, A., & Hodgkinson, M. (2006). Rethinking leadership: a way forward for teaching leadership? Leadership & Organization Development
Journal, 27(2), 144–158.
121 Yukl, G. (2010). An Evaluative Essay on Current Conceptions of Effective Leadership. European Journal of Work and Organizational Psychology,
8(1), 33–48.
!
learning!community,!student@centered!experiential!learning!experiences,!and!research@grounded!continuous!
program!development.122!
Outside of School
There! are! also! opportunities! outside! of! school! for! students! to! take! positions! of! leadership! within! the!
community.! Students! should! be! encouraged! to! take! leadership! roles! and! be! metacognitive! about! their!
experiences!working!with!groups.!Subjects!such!as!music!may!be!particularly!useful!in!this!sense!(discussed!
below).!!
Additionally,! teachers! should! be! careful! of! the! messages! they! are! sending! to! students! implicitly! about!
responsibility!and!autonomy;!a!study!comparing!1st!grade!classrooms!in!traditional!schools!and!progressive!
schools!found!that!despite!some!expected!differences,!in!both!settings!responsibility!was!usually!conveyed!in!
a! negative! light! (when! students! failed! to! do! something)! and! focus! in! all! classrooms! was! on! procedural!
knowledge,!followed!by!conceptual!understanding,!and!only!then!character!qualities.123!
c.(How(it(can(be(assessed
The! majority! of! leadership! assessment! tools! are! intensive,! targeted! toward! adults! (usually! in! managerial!
positions),!and!fall!into!the!systems!control!framework.!There!are!now!efforts!at!developing!assessments!that!
are! process@relational! in! nature,! minimally! intensive,! and! targeted! toward! students! (although! a! literature!
review!did!not!find!a!suitable!assessment!that!achieved!all!of!these!things!at!once).!!
The! Leadership! Dimension! Questionnaire! (LDQ)124! is! built! on! the! idea! that! effective! leadership! is! “being!
yourself,!with!skill”125!and!assesses!15!dimensions!(intellectual,!managerial,!and!socio@emotional)!of!adults!in!
management!positions,!matching!them!to!three!different!styles!of!leadership!(engaging!leadership,!involving!
leadership,!and!goal!leadership).!It!was!found!to!be!both!valid!and!reliable,!but!further!studies!would!need!to!
test!its!success!with!student!populations.!
A! tool! used! to! assess! teamwork! in! high! school! students! (a! related! concept! to! the! post@heroic! notion! of!
leadership)!successfully!triangulated!results!from!self@report,!teacher!evaluation,!and!situational!judgment.126!
Each!method!has!its!advantages!and!disadvantages:!self@report!is!the!most!subjectively!true!to!the!students’!
experiences! but! may! produce! response! distortion! and! may! be! confounded! by! students’! language!
comprehension!abilities,!situational!judgment!tests!have!high!ecological!validity!but!are!difficult!to!score,!and!
teacher! ratings! are! slightly! more! objective! and! bypass! the! issue! of! students’! language! difficulties! but! are!
subject! to! halo! effects.! Combining! them,! therefore,! conveys! the! most! accurate! depiction,! but! is! a! highly!
involved!process.!An!interesting!finding!from!this!study!is!that!of!all!subjects!analyzed,!music!was!the!most!
correlated!with!teamwork!scores.!This!makes!conceptual!sense,!since!grades!in!music!depend!on!the!groups!
ability! to! work! together! to! choose,! learn,! refine,! and! perform! musical! pieces,! and! points! to! a! potential!
direction!for!inserting!modules!on!leadership!and!teamwork!into!existing!curriculum!by!calling!attention!to!it!
existing!role.!
122 Eich, D. (2008). A Grounded Theory of High-Quality Leadership Programs: Perspectives From Student Leadership Development Programs in
Higher Education. Journal of Leadership & Organizational Studies, 15(2), 176–187.
123 Blumenfeld, P., Hamilton, V., Wessels, K., & Falkner, D. (2014). Teaching Responsibility First Graders. Theory Into Practice, 18(3), 174–180.
124 Dulewicz, V., & Higgs, M. (2005). Assessing leadership styles and organisational context. Journal of Managerial Psychology, 20(2), 105–123.
125 Goffee, R. & Jones, G. (2000), “Why should anyone be led by you?” Harvard Business Review, September-October, 63-70.
126 Wang, L., MacCann, C., Zhuang, X., Liu, O., & Roberts, R. (2009). Assessing Teamwork and Collaboration in High School Students: A
Multimethod Approach. Canadian Journal of School Psychology, 24(2), 108.
!
Conclusion
The Aspiration:
A Wiser Society for a Sustainable Humanity
Supporting! education! to! meet! the! needs! of! today’s! world! is! a! global! goal.! Most! of! the! education!
transformation! efforts! worldwide! are! laudably! focused! on! the! “How”! of! education.! But! very! little! is! being!
done! about! the! “What”.! Education! needs! innovative! global! curricular! goals! adapted! to! the! needs! of! the! 21st!
century!student!and!society.!
A!“21st!century!education”!is!both!broad!in!a!relevant!way,!as!well!as!deep!in!judiciously!chosen!areas,!where!
the! three! dimensions! of! Skills,! Character! and! Metacognition! are! taught! through! the! lens! of! traditional! and!
modern!knowledge,!with!interdisciplinary!lenses.!!
The!CCR’s!Geneva!Declaration!has!stated:!
“We!call!for!Character!Education!of!the!entire!population!as!a!critical!right!and!necessity,!requiring:!
• A!new!vision!of!Character!Education!that!identifies!and!anticipates!needs,!and!reinforces!the!role!of!
both!performance!and!moral!qualities,!at!both!the!intrapersonal!and!interpersonal!levels,!in!society,!
economies,!and!individuals;!
• !Improvement! in! teachers! professional! development! through! rethinking! what! and! how! to! teach!
Character! in! order! to! support! development! of! the! students,! inside! and! outside! the! classroom! and!
school;!
• !More! inclusive! assessments,! at! the! global,! academic! entrance,! local! (jurisdiction@specific)! and!
classroom!(formative!and!summative)!levels,!and!providing!data!and!information!that!can!be!used!to!
help!improve!character!education!at!all!levels;!
• !Mobilization!of!public!awareness!through!the!media,!and!involvement!of!private!and!public!sectors,!
governmental!bodies,!students,!international!organizations,!foundations!and!others!in!strengthening!
partnerships!and!networks!for!character!education,!and!in!improving!character!education!globally.!
• !
Humanity!has!a!very!large!stake!in!making!these!goals!happen,!and!very!soon.!To!wax!philosophical!about!the!
ultimate!goal!of!an!Education,!CCR!does,!like!many!from!Socrates!to!Confucius,!view!wisdom!as!the!ultimate!
goal!of!an!education.!These!eminent!thinkers!remind!us!that!what!is!legal!is!not!necessarily!just!and!what!is!
ethical! is! not! necessarily! wise.! To! quote! E.O.! Wilson:! “We$ are$ drowning$ in$ information,$ while$ starving$ for$
wisdom.”!
The!Center!for!Curriculum!Redesign!invites!you!to!jointly!explore!the!seminal!question,!!
“What(should(students(learn(for(the(21st(century?”
!
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Please continue the conversation and join our mailing list at,
www.curriculumredesign.org/subscribe
With!sincere!gratitude!to!all!external!sources;!their!contribution!is!used!for!nonprofit!education!work!under!
the!“Fair!Use”!doctrine!of!copyright!laws.!
!
! !
Appendix 1
Evolution of the CCR Character Framework
a. Draft Framework – 2011
b. Draft Framework – 2012
Performance!“character”:!one’s!mastery!and!thrust!for!excellence!in!life,!school,!and!the!workplace:
! !
Moral!“character”!(relational!and!ethical):!wisdom,!and!how!one!treats!oneself!and!others,!in!
interpersonal,!social!and!occupational!matters:!
!
!
c. Draft Framework – 2013
Type Purpose Trait Leading1to and1to1associated1Traits1and1Concepts

MORAL Self%awareness Empathy Mindfulness,balance,4self5actualization,4self5esteem,4
vision,4care,4kindness,4compassion,4consideration
Managing1Self Courage Zest Determination,4fortitude,4grit,4confidence,4persistance
risk4taking,4toughness,4enthusiasim,4energy,4zeal
optimism,4cheerfulness
Ethics Generosity,4humaneness,4inclusiveness,4tolerance,44
Integrity,4 loyalty,4honesty,4truthfulness,4forgiveness,4justice,4
fairness,4respect equity
Cooperation Socialization listening,4speaking,4sharing,4social4awareness,4execution
Working1with1others cross5cultural4awareness,4efficiency,4conscientiousness,
PERFORMANCE
Leadership Productivity Engagement,4humbleness,4commitment,4mentorship,4
consistency,4leading4by4example,4reliability,4focus
Curiosity Initiative Open5mindedness,4enthusiasm,4exploration,4innovation,

passion,4self5direction,4motivation,4
Achieving1Goal Resilience Adaptability Flexibility,4dealing4with4ambiguity,4diligence,4discipline,

perserverence,4patience,4grit,4confidence,4tenacity
Appendix 2
Crosswalk Comparison of the CCR Framework with Other Character Frameworks
Mindfulness Curiosity Courage Resilience Ethics Leadership
Character Caring! ! ! ! Respect,! Responsibility!

Counts! Trustworthiness,!
Coalition127 Fairness,!
Citizenship!
CharacterEd.Net Caring! ! Courage! Perseverance,! Fairness,! Responsibility!!

Self@Discipline! Honesty!Respect,!
Integrity,!
Citizenship!
(Patriotism)!
Character Caring! ! ! Self@Discipline! Respect,! Responsibility!

Education Fairness,!
Partnership128 Citizenship!
Facing History Caring! ! ! Resiliency! Fairness,!Justice,! Responsibility!

and Ourselves129 Respect,!
Citizenship!
KIPP Schools Gratitude! Curiosity! Zest,! Grit,!Self@ ! Social!

Optimism! Control! intelligence!
P21.org Flexibility!and! Initiative! ! ! (Productivity! Social!and!

Adaptability,! and!Self@ and)! Cross!Cultural@
Social!and!Cross@ Direction! Accountability,! Skills,!
cultural!skills! Leadership!and!
Responsibility!
Center for the Wisdom! ! Courage! Diligence,!Self@ Honesty,!Justice,! Responsibility!

Advancement of Discipline! Kindness!
Ethics and
Character130
Collaborative for Self@Awareness,! ! ! ! ! Relationship!

Academic, Social, Self@Management,! skills,!
and Emotional Social!Awareness,!! Responsible!
Learning131 Decision!
Making!
The Jubilee Compassion,! ! Courage! Self@Discipline! Justice,!Honesty,!! Modesty!!

Center for Gratitude! (and!Humility)!
127
Josephson Institute, The Six Pillars of Character. Retrieved from http://charactercounts.org/sixpillars.html
128
Retrieved from http://www.character.org/
129
Facing History and Ourselves National Evaluation Study: Outcomes and Implications. (2010). Retrieved from http://www.facinghistory.org
130
Retrieved from http://www.bu.edu/education/caec/files/FAQ.htm
131
Retrieved from: http://www.casel.org/social-and-emotional-learning/core-competencies/
!
Character and
Virtues132
Young ! ! ! Grit! ! !
Foundation
China MoE133 Patience! ! ! ! Justice,!Respect,! Responsibility!

Equality,!
Citizenship!
Singapore Caring! ! ! Resiliency! Respect,! Responsibility!

Character and Integrity,!
Moral Education Citizenship!
(CME)134
South Korea Kindness! ! ! ! Honesty,! Responsibility!

Moral Respect,!
Education135 Citizenship!
Swedish National ! ! ! Diligence,! ! !

Agency for Perseverance,!
Education136 Self@Discipline!
Thailand Patience! ! ! Diligence,! Honesty,! !

Philosophy of Perseverance! Integrity!
Sufficiency
Economy137
132
Retrieved from: http://jubileecentre.ac.uk/userfiles/jubileecentre/pdf/other-centre-papers/Framework.pdf
133
Xiaoman, Z. (2006). Moral Education and Values Education in Curriculum Reform in China. Frontiers of Education in China, 1(2), 191-200.
134
Teo, W. (2010). The Effectiveness in Measuring Character Development Outcomes in Singapore Schools Through the Character Development
Award. Retrieved from http://etheses.dur.ac.uk/704/
135
Song, S. (2005, Sep 13). Moral Education in Korean Primary and Secondary Schools. Introductory material prepared for the Malaysian Ministry
of Education delegation. Retrieved from http://english.mest.go.kr
136
Bergmark, U. (2008). ‘I want people to believe in me, listen when I say something and remember me’ – how students wish to be treated.
Pastoral Care in Education, 26(4), 267-279.
137
Tabucanon, M. (2010, Oct 6). Sufficiency Economy Philosophy: A Model for Sustainable Development. Presentation at the 3rd ASEAN-Plus-
Three Leadership Programme on Sustainable Production and Consumption. Retrieved from http://www.emb.gov.ph/
!
Center for Curriculum Redesign
Boston, Massachusetts
www.curriculumredesign.org
Maya Bialik With the generous support of:

Michael Bogan
Charles Fadel
Michaela Horvathova
Copyright © 2015 Center for Curriculum Redesign. All Rights Reserved.

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Character Education

for the 21st Century:

With many thanks to:

With sincere thanks for the generous support to the:

Center for Curriculum Redesign

Center For Curriculum Redesign Overview ......................................................... ii

How Would Character Qualities Be Learned ......................................................... 3

Character Qualities Framework ....................................................................... 4

Appendix 1: Evolution of the CCR Character Framework ............................................ 27

Knowledge, Skills, Character, and Metacognition

Ecological Footprint / Biocapacity ratio [*10]

Economic income inequality (share of top 10%)

Terrorism incidents [1/100]

Levels of corruption (0=highly corrupt; 6=very clean)

O2 emissions from fossil fuel and cement production

Forest area (% of land area)

Renewable internal freshwater resources per capita

Figure 1. Millennium Project analysis of areas where we are losing.

8 For more information see:

Gardner: Sternberg: Morin:

Self-awareness, self-esteem, self-actualization, growth, vision, insight, observation,

b. How it can be taught

c. How it can be assessed

Open-mindedness, exploration, passion, self-direction, motivation,

b. How it can be taught

c. How it can be assessed

Bravery, determination, fortitude, confidence, risk taking, persistence, toughness, zest,

b. How it can be taught

c. How it can be assessed

Perseverance, resourcefulness, tenacity, grit, spunk, charisma, confidence, adaptability,

b. How it can be taught

c. How it can be assessed

Humaneness, kindness, respect, justice, equity, fairness, compassion, tolerance,

c. How it can be assessed

Responsibility, heroism, abnegation, accountability, selflessness, humbleness,

b. How it can be taught

a. Draft Framework – 2011

b. Draft Framework – 2012

c. Draft Framework – 2013

Type Purpose Trait Leading1to and1to1associated1Traits1and1Concepts

Curiosity Initiative Open5mindedness,4enthusiasm,4exploration,4innovation,

Achieving1Goal Resilience Adaptability Flexibility,4dealing4with4ambiguity,4diligence,4discipline,

Mindfulness Curiosity Courage Resilience Ethics Leadership

Character Caring! ! ! ! Respect,! Responsibility!

CharacterEd.Net Caring! ! Courage! Perseverance,! Fairness,! Responsibility!!

Character Caring! ! ! Self@Discipline! Respect,! Responsibility!

Facing History Caring! ! ! Resiliency! Fairness,!Justice,! Responsibility!

KIPP Schools Gratitude! Curiosity! Zest,! Grit,!Self@ ! Social!

P21.org Flexibility!and! Initiative! ! ! (Productivity! Social!and!

Center for the Wisdom! ! Courage! Diligence,!Self@ Honesty,!Justice,! Responsibility!

Collaborative for Self@Awareness,! ! ! ! ! Relationship!

The Jubilee Compassion,! ! Courage! Self@Discipline! Justice,!Honesty,!! Modesty!!

China MoE133 Patience! ! ! ! Justice,!Respect,! Responsibility!

Singapore Caring! ! ! Resiliency! Respect,! Responsibility!

South Korea Kindness! ! ! ! Honesty,! Responsibility!

Swedish National ! ! ! Diligence,! ! !

Thailand Patience! ! ! Diligence,! Honesty,! !

Maya Bialik With the generous support of:

Copyright © 2015 Center for Curriculum Redesign. All Rights Reserved.

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