Our schools’ renewed focus on the Golden Rule is a golden opportunity for animal care and control agencies to give humane education a more prominent—and permanent—place in the classroom

© Myra McGovern

The term character education typically refers to the teaching of “core” or “consensus” values, basic principles of right and wrong that most everyone can agree on. Largely nonpartisan and secular in its approach, the modern character education movement has emerged from the perception that our youth are suffering from what CHARACTER COUNTS! Coalition president Michael Josephson calls “shocking levels of moral illiteracy.” Today, fueled by reports about the harmful effects of bullying and recurring school violence, the campaign to teach values in the classroom is blossoming.

We have a character-building program in place for our entire school, actually our whole district,” says Dave Neubacher, a fourth-grade teacher at El Verano Elementary School in Sonoma, California. “It teaches 16 life skills, and it’s very thorough and applied daily. We also do a program called ‘Getting Along Together,’ which helps to develop good character traits and important skills like anger management. The programs seem to have made a difference here.” And apparently elsewhere too, because the scenario Neubacher describes is typical of a rapidly growing number of schools across the country for which lessons about values are becoming a staple of the curriculum.

What does this mean for humane education? Plenty, suggests Andrea Grenadier, communications director for the Character Education Partnership (CEP), a leading advocacy group. “Teaching animal welfare in the classroom uniquely dovetails with the messages of character education in a number of ways,” she points out. “Many of the elements of effective character education—kindness, compassion, responsibility, respect—apply to our relationships with animals as well as people. The factors that contribute to children’s well-being and development include learning to relate to others, from parents to peers to pets.”

Grenadier makes a crucial point—that character education and the teaching of animal welfare have an unmistakable conceptual symmetry. This fact, combined with our schools’ new openness toward teaching values, is exciting news for humane education professionals. Think of it: Formal curricula emphasizing the very virtues that have been the foundation of our programs for years are now being implemented in schools from coast to coast. As a natural component of such curricula, humane education has unprecedented potential for gaining wider acceptance and credibility and for becoming institutionalized in our nation’s schools to a greater degree than ever before. The challenge is to make the most of that potential. To begin to see how we might do that, it’s helpful to take a brief look at the development of character education in the United States and the social context in which it is now thriving.

The Changing Face of Character Education

Although the character education movement has been getting a lot of press lately, the idea that values should be part of children’s schooling has a long-standing tradition. In Educating for Character (1991), character education expert and advocate Thomas Lickona points out that helping children become smart and good has always been the purpose of education throughout the world. The United States has been no exception. While character education has appeared in many different forms and has varied in prominence from one generation to the next, it has rarely been completely absent from our classrooms.

In charting its evolution in the United States, we see two broad themes emerge. First, as the lines of separation between church and state became better defined, character education became less connected to religious doctrine. Today, of course, the teaching of values in public schools is secular in tone and content. Second, much of character education’s development occurred within the context of debates over the most appropriate, effective approach to teaching values. The debates typically pitted traditionalists—those who believed schools should teach children to adopt particular virtues—against various reformers, who argued that rather than tell children specifically what values they should adopt, we should help them develop the general intellectual and problem-solving skills necessary for making moral decisions.

The latter view was championed early in the twentieth century by John Dewey and other progressives who thought the traditional, virtues-based forms of moral education popular during that time were too simplistic and rigid. A more recent incarnation of that philosophy, the “values clarification” approach, became prominent during the 1960s and ’70s. Reflecting society’s trend toward ethical relativism during that time, values clarification sought to assist children in arriving at their own ethical positions—in clarifying their personal values and beliefs—rather than train them to develop specific virtues. The teacher’s role was to guide students through a process of ethical self-discovery, often through the discussion of moral dilemmas. In such discussions, teachers were to remain strictly neutral, so as not to sway the students. “The idea that adults should directly instruct children in right and wrong,” writes Lickona, “or even try to influence children’s ‘value positions,’ was explicitly rejected.”

A Swing Toward Tradition

In the 1980s, values clarification and other nontraditional approaches began to be questioned as people worried that our youth were in a state of precipitous moral decline—a worry that persists today. In Educating Hearts and Minds (1998), Edward DeRoche and Mary Williams paint a stark picture of what lies beneath that concern:

The public feels there is a state of moral decline because they have witnessed well-documented ‘snapshots’ over the past two decades of a range of social ills, including dysfunctional families, drug use and abuse, irresponsible sexual behavior, out of wedlock pregnancies, child abuse, juvenile deaths from suicide and homicide, an emphasis on sex and violence on television and in the movies, music with distasteful lyrics, the rise of vandalism, stealing, cheating, the apparent lack of role models (a confusion between heroes and celebrities), and a general sense that many of our youth have lost qualities of civility, respect and responsibility (to say nothing about adults who lack these traits).

Although character education programs today vary in content and methodology, most tend to revolve around similar sets of basic virtues, with respect being the most ubiquitous. For example, one of the more well-known initiatives, the CHARACTER COUNTS! program, is built on what it calls the “Six Pillars of Character”: trustworthiness, respect, responsibility, fairness, caring, and citizenship. The Character Education Center’s Values in Action! program features seven virtues: positive mental attitude, respect, integrity, compassion, cooperation, perseverance, and initiative. National programs like these often include teacher training and professional-quality instructional materials, and many are associated with charitable foundations or universities. In some cases, schools or school districts develop their own programs, and many, especially middle and high schools, include service learning (community service projects) as part of their character education efforts.

Just how many schools have character education programs? Exact figures aren’t available, but evidence suggests that the number is high. Last spring, The HSUS’s youth education division conducted a survey of 400 randomly selected elementary school teachers who receive KIND News, the division’s classroom newspaper. Of the 266 teachers who responded to the survey, 92% reported that the teaching of virtues such as kindness and respect in their schools was accomplished through some type of formal character education (e.g., participation in either a state-mandated or national character education program, participation in a district-wide or school-wide program, or through the use of supplementary materials or teacher-created lessons). Only 7% indicated that character education was not formally addressed in their schools. (One percent gave no response.) So, although we don’t yet know precisely how many schools are implementing character education programs nationwide, we do know that thousands have come to rely on them in an effort to create learning environments conducive to academic achievement and positive social interaction.

A Passing Fancy?

If the current emphasis on virtues-based character education is merely a fad, an experiment destined for the pedagogical compost pile, then we might think twice about using limited humane education resources to build a strategy around it. But signs point to the movement becoming entrenched and, indeed, growing in strength. Public support for character education is solid. According to the CEP, various studies indicate that more than 90 percent of Americans support the teaching of character traits in schools. In a 1998 Public Agenda survey, 60 percent of those polled said that children’s failure to learn values such as honesty, respect, and responsibility is a “very serious” problem. The federal government is echoing that sentiment with more than moral support. In 1997, the U.S. Department of Education awarded nearly $2.8 million to 12 states for the development of programs to teach values. By 2000, federal grants had increased to nearly $7.8 million, earmarked for distribution among 30 states, and it appears likely that this growth will continue.

The teaching of values in school is also getting a legislative boost. At the federal level, the Character Learning and Student Success Act was introduced into Congress in February as well. Dubbed the “CLASS Act of 2001,” this law would provide for a national center to serve as a clearinghouse of information about character education. It would also initiate a study to determine the prevalence of character education in the nation’s schools. At the state level, laws mandating character education exist in ten states, and legislation passed in seven other states encourages schools to infuse lessons about values into the curriculum.

Of course, whether an educational initiative catches on or fizzles out often depends on whether it meets its objectives. The effectiveness of a character education program is typically judged by comparing before-and-after data, using such measures as numbers of students referred to the school office for disciplinary reasons, numbers of student suspensions, school attendance, incidence of violence, standardized test scores, and reports of teachers regarding changes in school morale or climate.

Although assessment is sometimes a neglected part of curriculum development, character education advocates can point to a growing body of evidence that suggests programs are making a quantifiable difference in some schools. In announcements about the winners of its National Schools of Character competition, the CEP is often able to cite data on the impact of particular character education initiatives. Take the case of Cotswold Elementary in Charlotte, North Carolina, named a National School of Character in 2000. After the school had participated in a character education program for two years, the number of teachers reporting good school morale rose from 11 to 80 percent, and the number of suspensions fell by 40 percent. Similarly, at Kennerly Elementary School in St. Louis, office referrals dropped by 60 percent, and the number of fourth graders reading at or above grade level went from the mid 70s to 96 percent since a character education program had started five years before. Examples such as these abound. So, although more research is needed, the character education movement can cite numerous success stories to defend itself against those who might argue that virtues-based efforts to teach good character in school are ineffectual.

Perhaps the most important key to the character education movement’s current success and future survival is its ability to avoid much of the controversy that usually surrounds the teaching of values. In answering the eternal question “Whose values should be taught?” character education supporters respond, “everyone’s” or “the community’s.” Indeed, many advocates stress the importance of involving entire communities, not just schools, in the formation of character education programs. In addition, by keeping the focus on the most fundamental virtues and by consistently arguing that the basics of good character transcend political, religious, and cultural differences, the movement has derived broad appeal which, so far, shows no signs of diminishing.

The Calvert County Project

Lessons about animal welfare have not yet gained a prominent place in the character education movement. Animal care and control organizations, however, are in an excellent position to change that. Some, in fact, have already begun. In Calvert County, Maryland, the Patuxent Animal Welfare Society (PAWS) and the Calvert Animal Welfare League (CAWL) have teamed up to create a program to infuse animal welfare awareness into the Calvert County Public Schools’ character education curriculum. The program, founded on the idea that humane education and character education “go hand-in-paw,” is designed for third-grade children and provides teachers with instructional materials as well as the opportunity to invite humane education volunteers into the classroom.

“PAWS has been going into schools for years with developmentally appropriate programs for all grade levels,” says the organization’s education chairperson, Teresa Culver. “But once a humane education program is actually part of a school curriculum, that’s both powerful and exciting. Our visibility and involvement with parents and others in the community will surely increase as a result.”

Years of professional education experience give Culver, a certified school psychologist, and PAWS founder and treasurer Jean Radeackar a strong alliance with the education community and a high comfort level when it comes to working with school officials. (Radeackar is a high school English teacher.) While those factors have certainly helped them through the process of getting their program approved, the fact that humane education can so effectively enhance the teaching of core values has been crucial to their success. “The teachers and guidance counselors who coordinate character education programs are very happy to see us,” says Culver, “because the materials and resources we offer support the character education curriculum so well without burdening teachers with more work.”

In fact, when it comes to instilling basic values in children, humane education can help teachers do their job more effectively. Animals capture a child’s attention, imagination, and heart in ways that people-focused subject matter might not. Teaching children abstract concepts like respect, responsibility, and compassion can be easier and more engaging when animals are a springboard for discussion. Says Culver, “Whether it’s a real animal, a puppet, a storybook character, or a big cardboard dog like the one I use, animals help children bridge the communication gap; they can help children express themselves.”

Focus on the Schools’ Needs First

© Don Franklin

First, when working with teachers and administrators to introduce humane education into a character education curriculum—or when developing any sort of partnership with schools—make the schools’ needs your top priority. The PAWS/CAWL program reflects that basic principle. “We come equipped to provide instruction that will assist school professionals with meeting their character education goals,” notes Culver. So, ask yourself: How can the issues that are important to me help the schools in my community teach good character? Presenting your ideas in terms of how you can enrich a school’s character education curriculum (rather than how schools can help you reach kids with animal welfare messages) will greatly increase your chances of success and will strengthen your position as a valuable educational resource in the eyes of teachers and administrators.

To understand how you might best enhance your local schools’ character education program, learn all you can about the program. What virtues or character traits are emphasized? What instructional methods are used? Are community-oriented activities or service-learning projects part of the program? Are there materials you can borrow or photocopy to familiarize yourself with the program and tailor your proposal to the schools’ needs? If the schools in your community participate in a character education initiative developed by an outside organization, visit that organization’s Web site to learn about the program’s background, goals, and content. Talk with teachers and other school professionals to get a thorough sense of their approach to character education and a feel for ways you might be able to help them meet their goals.

Once you’re familiar with the program, determine the scope of your proposal and where to send or present it. You may want to start small by simply creating a lesson or two to field-test with one class—perhaps a class taught by a teacher you already know. Or you may choose to target an entire school or school system, like the PAWS/CAWL program did.

After you’ve decided on your audience, determine who should get your proposal. If you already have local education contacts, those individuals can guide you to the right person. If you haven’t worked with the schools in your community, find out which administrator is responsible for curriculum development in your county or school district. Is there a character education committee associated with the school board or the PTA? If a formal, districtwide character education program has not been established, individual schools may be implementing their own plans. In that case, there may be a teacher, guidance counselor, or administrator serving as a character education coordinator.

Make ’Em an Offer They Can’t Refuse

Once you have a good knowledge of your schools’ character education program and have identified the key players, write a clear, concise proposal that explains how you will enhance the program. Include a description of your organization, the objectives of the partnership you’re proposing, and how you intend to meet those objectives, e.g., by providing the school with lesson plans or other teaching materials, classroom presentations, or opportunities for field trips to your facility.

Also mention activities you can organize to help students put principles into practice. Children are more likely to adopt positive values if they have a chance to not only learn about those values but act on them as well. And animal care and control agencies are uniquely equipped to present young people with real-life opportunities to practice cooperation, citizenship, caring, respect, fairness, and a host of other important virtues.

Some ideas you may want to consider are having students help design and implement a public awareness campaign (e.g., to increase pet licensing or spaying and neutering, or to promote proper training of pets); providing interested children and their families a chance to help socialize shelter animals or volunteer in the shelter in some other capacity; creating a youth animal-protection club; or involving children in a drive to collect supplies for your facility. A recent collection project undertaken by a fifth grade class at Point O’ View Elementary School in Virginia Beach, Virginia, resulted in a donation of more than 400 pounds of pet food to the Virginia Beach SPCA. The benefit to the students? They experienced firsthand the good things that can happen when values like caring, cooperation, and citizenship are put into action.

If you already have a humane education program, you’ll probably be able to use your existing methodology and materials in designing a plan that links with character education. But you’ll want to make some changes so that the relationship between your humane concepts and the virtues being emphasized in the school’s program becomes more explicit. That won’t be difficult, but it’s essential: Be sure to keep the focus of your proposal—and ultimately your program—on the character traits the school is teaching. A good way to do that is to indicate specifically how animal welfare issues (especially the ones you’ll want to highlight in your program) apply to each character trait. In the examples below, several virtues typically featured in character education programs are followed by their people-focused applications and then a few ways animal welfare concepts relate to them.

Respect: Follow the golden rule; be considerate of others’ feelings; be polite and don’t bully, make fun of, or otherwise mistreat others physically or emotionally; don’t use or take advantage of others; and honor others’ differences. Understand and respect the differences and similarities between people and animals; don’t make pets of wild animals—respect their wildness and their role in the environment; don’t abruptly disturb pets when they’re eating or sleeping; understand that pets and other animals are thinking, feeling beings—and treat them as such; show respect for animals’ habitats by keeping them clean and as undisturbed as possible.

Responsibility: Do what you are supposed to do, and always do your best; think before you act; consider the effects your actions may have on you and others; be accountable for your actions, including your mistakes; don’t blame others; be disciplined, diligent, and industrious. Understand that adopting a pet is a lifetime responsibility; consider the decision to become a pet owner carefully, making sure that the animal you choose matches your ability to care for that pet; consider how your decision to adopt a pet will affect you and others in your family, including pets you may already have; accept responsibility for feeding, exercising, and showing affection to your pets daily; take responsibility for your pet’s health by visiting a veterinarian regularly; understand the consequences of allowing a pet to breed and have your dog or cat spayed or neutered to avoid those consequences; know and follow safety rules for interacting with pets and other animals; don’t let pets roam; provide proper training and socialization so that your pet’s behavior does not have a negative impact on others; learn what to do with your pets in case of a natural disaster or other emergency, and have a plan in place.

Caring: Be kind, compassionate, and forgiving; don’t be selfish; be willing to help others in pain or in need; empathize—put yourself in others’ shoes. Recognize pets’ need for affection; treat them gently and lovingly; never, ever do anything cruel to an animal; take care of your pet; understand the difference between simply caring about animals and actually taking care of one; train your pet with praise and other positive reinforcement; play with your pet, even when you don’t really feel like it; get help quickly for injured pets or wildlife (keep emergency phone numbers handy); collect and donate things that animals in your local shelter may need; consider adopting an older pet or one with special needs that may make him or her hard to place; offer to help a neighbor care for a pet.

Fairness/justice: Play by the rules; don’t take unfair advantage of others’ mistakes or weaknesses; take turns and share. Report animal cruelty you may witness or learn about; speak out for the humane treatment of all animals.

Trustworthiness/honesty/integrity: Be honorable; keep your word; don’t lie, cheat, steal, or deceive; be honest with yourself; be who you say you are and do what you say you’re going to do (walk your talk); be loyal to your family and friends; don’t spread rumors or talk badly about others behind their backs; stand up against social pressure to do something you think is wrong. Be honest with yourself about your willingness to care for a pet if you ask your parents for one; be sure your desire for a pet stems from the right reasons, not from some notion that it’s cool or that because all your friends have one, you should too; stand up for what you believe in when it comes to animal issues (e.g., don’t go along with friends to a circus if you think circuses are cruel); always tell a trusted adult about animal cruelty you may have witnessed—even if a friend or someone you’d like to be friends with committed the cruelty and could get in trouble.

Citizenship: Obey laws and respect positions of authority; keep up with current events; work to make your school, neighborhood, and community better; volunteer your time and skills; keep the environment clean and conserve natural resources. Obey laws relating to pet ownership, including leash laws, licensing laws, and ordinances requiring that pet owners clean up after their animals; ask your animal shelter how you can help pets in your community; volunteer at an animal shelter or wildlife rehabilitation center; help your animal shelter conduct fundraising events; organize community-wide collections of supplies for your animal shelter; teach others about humane issues; read about animals and the problems they face; write letters to editors, legislators, and others to encourage people to improve the way animals are treated; participate in street, park, stream, or beach cleanups; start an after-school club to help animals and the environment; teach others in your community, such as law enforcement and social service officials, about the connection between animal abuse and violence toward humans.

Carpe Diem!

Keeping the needs of schools in mind, learning all you can about their character-building programs, preparing a well-thought-out proposal—all of those steps will help you forge a productive alliance with local schools, centered around the fundamental connection between humane education and the teaching of core values. As today’s virtues-based character education movement gains momentum and broadens its reach, the opportunity will grow for humane education to become increasingly relevant in our nation’s classrooms. But it’s up to us to seize that opportunity, to illuminate the fact that just as helping children develop good character is an integral part of their education, treating animals responsibly and humanely is an essential part of good character.