Journal of Research on Christian Education
Fall 2002, Vol. 11, No. 2
pp. 121-159
Character Education
Analysis of
Christian Character Curricula:
Development of Holy Nation Citizens
William F. Cox, Jr, and Nelda S. Haney
Regent University
From an initial sample of fifteen Christian
character development curricula, ten were selected
for more in-depth analysis. Three were eventually
chosen as exemplary models of curricula that pro-
mote Sermon on the Mount qualities, considered as
the ultimate expression of holy nation citizenship
expectations,
One of the chief purposes of education is to pass on a nation’s
cultural heritage to future generations. Implicit to this cultural perpetua-
tion process is the acknowledgement that there are truths and standards
that a society considers worthy of being perpetuated. In this regard, the
United States is fortunate to have a culture rich in foundational truths such
as liberty, individual sovereignty, inalienable rights, private property, jus-
221422 Cox and Haney
tice, citizen representation, freedom of religion, and rute by law. The Dec-
laration of Independence and the Constitution have codified these and
other similar perspectives in ways superior to perhaps any other society
that has ever existed (Wills, 1978). Historically, this rich cultural founda-
tion has significantly contributed to making U.S. public education, at least
in its pre-modernity stages, one of the best worldwide. Accordingly, many
of the required understandings in early U.S. public education were
founded in the literature that gave genesis to or was birthed out of these
noble expressions of a just and virtuous society (see Kalfen, (956).
Among the numerous contemporary educators who have promoted
the strengths of this perennialist education perspective (e.g., Bennett, Rav-
itch), E.D. Hirsch has done so via a systematic effort to teach what he con-
siders the essential understandings or “core knowledge” of our culture
(Hirsch, 1987). Similarly, the Center for Civic Education has developed the
extensive education text Civitas: A Framework for Civic Education (Bah-
mueller, 1991). This handbook presents all the information thought essen-
tial to produce civilly literate and responsible U.S. citizens. Likewise, the
movement towards national curriculum standards is an attempt to retain and
perpetuate culturally edifying understandings. For these and other similar
curriculum initiatives, public schools are the intended instrument for pre-
paring youth for entrance into and contribution to society.
These various educational efforts share at least the following two
qualities. First, they are specifically intended to build, promote, and pre-
serve an honorable civil society. Secondly, they typically have their basis
in edifying human perspectives.
CHRISTIAN CHARACTER DEVELOPMENT
As desirable and appropriate as it may be to promote our nation's
heritage, there is a higher level of ultimate concern for Christians regard-
Journal of Research on Christian EducationChristian Character Curricula 123
ing the formation and promotion of society. The Bible dectares that first
and foremost Christians have a citizenship of an eternal nature (I Peter
2:9) that supersedes citizenship in whichever geopolitical nation God has
placed them (Acts 17:26). In fact, the behavior of Christians regarding
their temporal citizenship is predicated upon citizenship expectations for
God’s holy nation. As with all nations, there are qualities of proper citi-
zenship requisite for members in God’s holy nation. Concomitantly, God
has created a harmony between the nature of humankind and the expecta-
tions of holy nation citizenship such that these expectations optimally
edify human potentiality.
Entrance into and contribution to God’s Commonwealth (Ephe-
sians 2:12, 19) is, as with temporal nation citizenship, a prime function of
education. All the essential requisite knowledge, skills, and behaviors
inherent to this culture notwithstanding (Lewis, 2001; Williams, 1996),
the greatest emphasis regarding holy nation citizenship relates to charac-
ter (Lloyd-Jones, 1959-1960). While the Bible, in fact, is replete with
statements as to the kinds of ethical behavior expected of Christians, it is
the heart of each individual that is ultimately being addressed by these
expectations. Accordingly, authority is invested in various institutions
(e.g., home, church) for influencing the heart toward proper obedience at
the earliest possible age.
The implications for curriculum development and instructional
delivery for home, school, and church are significant. Even so, the abun-
dance of citizenship behaviors and attitudes mentioned in the Bible are
typically not matched by commensurate influencing methodologies. How
to, for instance, promote personal qualities of spiritual poverty, mournful-
ness, and meekness (Matthew 5: 3-5) that Jesus desires to see in His disci-
ples is relatively unclear. It is left to the creative and interpretative
abilities of humans to translate non-specific biblical recommendations
(e.g., “bring them up in the nurture and admonition of the Lord”—Ephe-
Sians 6:4) into dynamic day-to-day realities.
The fruitfulness of this translation process is open to question.
For instance, pollster George Barna (2000) repeatedly documents that
Fail 2002, Vol. 11, No. 2124 Cox and Haney
Christians, aside from church attendance, do not behave appreciably dif-
ferent than non-Christians. This finding is obviously tragic in the ligbt of
biblical expectations that Christians should be seen by non-Christians as
distinctly different. The quality of this difference should be sufficient to
make the Jews jealous (Romans | 1:11) and others either convicted in their
sin to repentance (Matt 5:16; 2 Tim 2:25) or perhaps averse to believers
(Matt 5:10, 11; John 15:19). From an antecedent perspective, numerous
commentators (Willard, 1998; Yaego, 1997) question whether sufficient
and effective curricula exists for developing such Christ-like character.
The general lack of a significant difference between the behavior
of Christians and non-Christians in tight of biblical expectations for dis-
tinetly Christian behavior obviously calls for some inquiry as to why this
is so. This is a problematic matter because citizenship development in the
New Testament era is not merely training in do's and don'ts—it is essen-
tially the equipping and nurturing of the human heart. In witness, the Ser-
mon on the Mount, that archtypical expression of Jesus’ teachings, is not
some legalistic code of ethics but an expression of a heart attitude or dis-
position (Duguid, 2001; Lloyd-Jones, 1959-1960). The story of the rich
young ruler conveys this perspective very clearly (Matt 19:16-22).
Although the young ruler fully obeyed the latter six of the Ten Command-
ments, his legalistic orientation failed him in the greater expectation that
Jesus, not his money, was to be his God. To follow Jesus, just as the rich
young ruler was challenged to do, means to demonstrate character quali-
ties that include but go beyond good moral behaviors. Distinctively Chris-
tian character qualities essentially cal! for the replacement of
self-centered desires with those that are God-centered (see Gal 2:20).
Moreover, these God-centered desires reflect the holiness of His charac-
ter, not merely perfection in following ethical rules and principles (Hauer-
was & Willimon, 1989) as the account of the rich young ruler
demonstrates.
Exploring this theme further, heart-driven Christian character
qualities are often relatively unexplored and apparently under-expressed
Journal of Research on Christian EducationChristian Character Curricula 125
by the typical Christian if not also the typical character curriculum. For
instance, rarely are we asked to consider aligning our behavior to biblical
teachings that Christians are not to wage war like the world (II Cor 10:3),
are to turn the other cheek (Matt 5:39), are to not resist an evil person
(Matt 5:39), are to rejoice in persecution (Matt 5:12), are to trust spiritual
more than natural cause-effect principles (Matt 6:33; I Chron 7:14), and
that trials and tribulations can do nothing more than work God's will in
one’s self (Eph 3:13-19). For these and many more (cf. 1 Cor 13:1-7;
Romans 12:9-21; Matt 7:21-23) Christian character qualities, there is a
general lack of explication of their meaning as well as effective ways to
instill them, both in adults and children. For instance, the seemingly cate-
gorical admonition to turn the other cheek is not only unnatural, but on
occasion was not even practiced by Jesus as in the way He publicly repu-
diated the Pharisees for their hypocritical legalism (Matt 23), and in the
way He violently cleansed the temple of the money changers (John 2:15).
Furthermore, while many behavior patterns are taught by practice and
reinforcement it seems counterintuitive if not harmful and void of com-
passion to use such methods to teach dispositions like turning the other
cheek, whatever its ultimate meaning and applicability.
The uncertain understanding of meaning and method for forming
Christian qualities is exacerbated by the fact that most Christian children
are not explicitly discipled in their school settings. The vast majority of
Christian children (approximately 90%-— Lockerbie, 1994) attend public
schools, which by law are forbidden from promoting the Christian faith,
let alone holy nation discipleship. And unfortunately, there is little evi-
dence that Christian schools systematically disciple their students in dis-
tinctively Christian character qualities or assess for their post-graduation
durability (Cox & Barnum, 2000-2001; Schultz, 1998). Clarification and
substantiation are obviously called for given the bold claim, for instance,
that little exists either in quantity or quality by way of a "seminar or
course of study and practice being offered in a ‘Christian Education Pro-
gram’ on how to ‘love your enemies, bless those that curse you, do good to
Fall 2002, Vol. 11, No. 2126 Cox and Haney
those that hate you, and pray for those who spit on you and make your fife
miserable’ (Willard, 1998, p. 57), Here we have a bold claim that should
not go unchallenged! Accordingly, this study examined Christian charac-
ter development curricula regarding their appropriateness and efficacy for
developing distinctively Christian character in children, particularly along
the lines of the Beatitudes/Sermon on the Mount emphasis in Willard’s
quote above.
Consistent with the perspective that Christian character is dis-
tinctly different than a collection of self-aggrandizing human virtues, this
study classifies as “distinct” those attitudinal and behavioral qualities
found in the Sermon on the Mount, Jesus’ seminal teachings to His disci-
ples. These character qualities that Jesus expects of His disciples, while
perhaps inclusive of virtuous moral qualities, reside in the qualitatively
unique medium of personal surrender to live the life of Jesus. The Sermon
expresses “every claim to supernatural dignity which Jesus ever made for
Himself” (Dummelow, 1936, p. 638) and constitutes the classic statement
of Kingdom of God ethics (Reformation Study Bible, 1995, p. 1510). It
constitutes the way to “perfect spiritual well-being .. . and human happi-
ness” (Gehman, £970, p. 98).
Not surprising, the pivotal “salt” and “light” (Matt 5:13-14) wit-
ness that Jesus expects of His disciples is explained within the context of
the Beatitudes. It is primarily by way of these character qualities, rather
than, for instance, just demonstrating wisdom, knowledge, and faith (1
Cor 13:1-3), that makes the crucial difference both for Jesus John 14:10,
11) and His disciples (Matt 5:19-20, 7:12, 22:37-40; John '4:20; 17:21,
23) because, plainly said, God is love (I John 4:8-16). And it is qualities
like the Beatitudes (cf. Lloyd-Jones, 1959-60) that demonstrate an empty-
ing (Eph 4:22) of self (e.g., poor in spirit, mournful, meekness) and put-
ting on (Eph 4:24) the nature of Christ (e.g., hunger and thirst for
righteousness, merciful, pure in heart, peacemaker, and rejoice in persecu-
tion) that are so important for fully living the life of Christ.
Journal of Research on Christian EducationChristian Character Curricula 127
METHOD
Ten Christian curricula out of fifteen initially identified as appro-
priate for developing Christian character were selected for study. The ini-
tial fifteen were targeted because they met the following eligibility
criteria: recommended by knowtedgeable educators, published by reputa-
ble mainline Christian publishers, and/or frequently used in educational
(e.g. home, school, church) settings. The ten that were analyzed (See
Table !) met the following additional criterion: namely, they included spe-
cific reference to God and the Bible, did not require extensive user train-
ing, were designed to be used in the typical home or school setting, and
were predominantly academic as opposed to experientially based. These
curriculum materials were received on a trial examination basis or were
purchased from the publisher and examined during the 2000-2001 time
period. Complete packages were examined for all but one curriculum,
(Building Character) for which a publisher’s sample was used.
The ten character development curricula subjected to in-depth
analysis were examined across three general dimensions: character con-
tent, instructional qualities, and evaluative findings of the publisher. More
specifically, the character qualities of most interest were those described
in the Beatitudes and the more inclusive Sermon on the Mount discourse.
The instructional qualities of high interest included the opportunity for
practice and application of the character objectives. Evaluative findings
essentially focused on usability findings from the publisher. Under the
direction of the primary author, the second author was trained to examine
the curricula according to these dimensions as expanded into a list of
seven items (see Table 2). Throughout the curriculum analysis effort, the
two authors periodically verified their agreement on the analysis. At
project termination, all results were again examined by both authors with
agreement on the conclusions.
Fall 2002, Vol. 11, No. 2128 Cox and Haney
Table 1
Character Curriculum Analyzed
Curriculum Publisher Information Grade Level/Setting
A Child’s Book of Baker Books "Grades K-3 Home or
Character Building | PO Box 6287
&il Grand Rapids, MI 49516-6287
800-398-3111 (fax)
800-877-2665
Building Character Children of the Word
North American Character
Development
30981 Via Estenaga
San Juan Capistrano, CA 92675
949-489-2840 (fax)
800-366-4020
Character Building Full Gospel Family Publications
for Families 419 East Taft Street
Appleton, WI 54915
Character ACSI Association of Christian
Foundation Schoots Int.
Curriculum International Headquarters
PO Box 35097
Colorado Springs, CO 80935
Character Quest Lifeway Christian Resources
127 Ninth Avenue North
Nashville, TN 37234
Christian Character Plain Path Publishers
PO Box 830
Columbus, NC 28722
828-863-2736
plain@juno.com
www.plainpath.org
Developing Godly _ Hands to Help Publishing
Character in 1621 Baldwin Avenue
Children Orange, CA 92865
school settings
Grades K-6
School settings
Grades K-12
Home settings
Grades 1-8
School settings
Grades 7, 8
{& others)
School settings
Grades 4-9
Home or school
settings
Grades 3-12
Home or school
settings
Journal of Research on Christian EducationChristian Character Curricula 129
Table 1
Continued
Curriculum Publisher Information Grade Level/Setting
Fun Projects for Homeschool Press Grades PreK-5
Hands on Character 229 South Bridge Home settings
Building PO Box 254
Elkton, MD 21922
Searching for Noble Publishing and Associates Grades K-5
Treasure PO Box 2250 Home and other non-
Gresham, OR 97030 school settings
The Narrow Way Pearables Grades 1-12
PO Box 9887 Home, but adaptable
Colorado Spring, CO 80932 to school settings
The curriculum packages studied were not specifically packaged
according to the curriculum dimensions listed in Table 2. However, except
for our supplied comments for Biblical/Philosophical Basis and Miscella-
neous Educational Observations, descriptive information was generally
contained within the curriculum packages with the notable exception of
reliability and validity information. Where interpretation was needed,
such as direct versus indirect methods of instruction, the judgments were.
made from the information supplied.
For each of the curriculum packages, a systematic analysis was
conducted. The seven curriculum dimensions (see Table 2) provided a
framework for the analysis. For each package, the researchers produced
an analytical narrative. From this narrative, a judgment was made regard-
ing the degree to which the curriculum met the Sermon on the Mount cri-
teria, This narrative, which in essence provides the data set for the study,
18 provided th thie appendix to the article.
Fall 2002, Val. 11, No. 210 Cox and Haney
Table 2
Curriculum Dimensions Examined
Character Formation The curriculum’s primary intended character
Objective formation outcomes
Instructional Methods Explanation of direct (e.g., didactics) or indirect
(e.g., modeling) instructional methods
recommended by the curriculum
Instructor Guidelines A statement or description of instructions for the
primary intended user
Assessment Guidelines Methods for user assessment of learning outcomes
Reliability/Validity Studies Evidence from the publisher that the curriculum was
properly tested over several settings (reliability) and
that it satisfied its intended purpose (validity)
Biblical/Philosophical _Articulated or implied underlying orientation for the
Basis method of instruction and assumptions about the
learner
Miscellaneous Educational Other information
Qualities
RESULTS
As part of the analysis, a two-level categorization of the degree to
which the character qualities reflect the Sermon on the Mount teachings
of Jesus was conducted. If the character qualities of the curriculum were
predominantly of a general or good moral orientation (e.g.. diligence,
contentment) that did not specifically address the depth of Jesus’ Sermon
on the Mount qualities, the curriculum was rated as generally distinctive.
If the curriculum specifically emphasized Sermon on the Mount qualities
(e.g., long-suffering, fearing God) it was rated as specifically distinctive.
Of the ten curricula studied, four were found to meet the criteria for a spe-
Journal of Research on Christian EducationChristian Character Curricula 131
cifically distinctive character orientation. These findings are summarized
in Table 3.
Table 3
Distinctly Christian Qualities
(being like Christ)
Generally Specifically
Curriculum distinctive distinctive
A Child’s Book of Character Building
Building Character
Character building for Families
Character Foundation
Character Quest, Volume I
‘Christian Character
Developing Godly Character in Children
Fun Projects for Character Building
Searching for Treasure
‘The Narrow Way v
NSNNN
sAN
AN
Regarding the dimension of instructional qualities, the Biblical/
Philosophical Basis for each curriculum is a straight-forward articulation
of whatever guiding philosophically-oriented perspectives are openly
stated in the curriculum. Likewise, the item, Miscellaneous Education
Qualities, is also a relatively straightforward description of the academi-
cally oriented qualities and activities of the curriculum. The instructional
events contained in the packages varied widely. They ranged across
explicitness of user instructions, projects, crafts, prayer, parental involve-
ment, music, timelines, practical applications, etc.
Further analysis was conducted to determine the strengths and
weaknesses of each curriculum. These evaluations were synthesized from
the analytical narrative developed for each curriculum. They also reflect
Fall 2002, Vol. 11, No. 2Cox and Haney
the judgment of the two reviewers from their present and past experiences
as school teachers and home educators. This analysis is summarized in
Table 4.
Table 4
Strong & Weak Points
Curriculum Strength Weakness
A Child’s Book of Age appropriate and None observed
Character Building
Building Character
Character building for
Families
Character Foundation
relevant stories for
discussion of character
with young children
Four unit study tracks: —_Biblicaily-based ethics
Literature, History, stressed rather than heart-
Science, Bible—broad led change
application
Biblically faithful family No self or parent
devotions evaluation of student; no
follow through to show
evidence of trait
internalization
Designed to accommodate Relies heavily on busy
slow to advanced students; work; no evidence of
biblically integrative desired heart-lead change
in students
Character Quest, Volume I Encourages staff to pray None observed
Christian Character
together and have devotion
time to grow in Godly
character; well geared to
target age groups
Thorough and challenging, None observed
frequent self-examination
and goal setting toward
acquiring the character of
Christ
Journal of Research on Christian EducationChristian Character Curricula 133
Table 4
Continued
Curriculum Strength Weakness
Developing Godly Extensive resource list; None observed
Character in Children positive and negative traits
covered; follow-up
activities
Fun Projects for Character Service projects, journals, Time consuming
Building crafts, etc. to enhance any
character curriculum
Searching for Treasure Memorization of scripture; Focus primarily on
board game used to Proverbs; no evaluation
reinforce material scenarios created in order
to observe assimilation of
traits
The Narrow Way Distinctly Christian, No practical application of
thorough discussion and traits
word study format
Table 5
Recommended Curriculum
Curriculum Qualities
Character Quest, Tailor-made for junior high; high interest level; includes
Volume I ideas for the spiritual growth and development of school
staff
Christian Character Seventh grade and up; distinctly Christian qualities
excellently covered; self-evaluation and goal setting
required
Developing Godly _Alll grade levels; terms well defined; negative traits
Character in Children examined; numerous resources and ideas
Fall 2002, Vol. 11, No. 2134 Cox and Haney
Finally, we summarized the special qualities of the recommended
curriculum in comparison to three primary evaluation qualities: Sermon
on the Mount qualities, suitability of instructional procedures including
provision for practices and/or application of the targeted character quali-
ties, and other relevant educational qualities. This summary is found in
Table 5. The fourth criterion of validity and reliability findings was not
used since none were available from the curriculum publishers.
DISCUSSION
It must be noted that our analysis is firmly grounded on our belief
that the teachings of Jesus in His Sermon on the Mount are central to the
educational mission of the Christian school. Thus, we might be accused of
intruding our personal bias into the research process. To this we plead
guilty. We recognize that there might be other views of character develop-
ment that are strongly held within the Christian community. Had another
view been utilized to provide the theoretical framework for this study a
difference set of criteria for analysis would have been developed. Under
such circumstances the findings might have been markedly different.
Based on the analytical framework used in this study, the three
curriculum products recommended for developing distinctly Christian
Character qualities in school age children are "Christian Character,"
“Developing Godly Character in Children,” and "Character Quest Vol. 1."
Each of these three curricula place a strong emphasis on Sermon on the
Mount type qualities. Each is unique in certain characteristics like target
audience and methodologies making selection of any one not necessarily
so competitive. The fact that not alt of the curricula categorized as
addressing “specifically distinctive” Christian character qualities were
recommended for adoption reflects the importance of criterion factors
beyond specificity of character qualities. For instance, as substantial as
Journal of Research on Christian EducationChristian Character Curricula 135
the Narrow Way curriculum was in terms of coverage of these qualities,
this curriculum omitted any method of behavioral practice and assessment
for character quality acquisition.
Two significant concerns surface from this project. One, the cur-
riculum packages generally omitted foundational information regarding
character formation. Invariably there must be some guiding understand-
ings as to how to best form character but that information was not clearly
specified. For instance, theories like that of Fowler (1981), Piaget (1970)
and Sayers (1991) specify some hierarchical ordering of abilities, and
some recommended character formation approaches (Isaacs, 2001) spec-
ify a sequential ordering of character quality acquisition. Likewise, the
meanings of the words “nurture” and “admonition” in Ephesians 6:4 sug-
gest age-differentiated instructional approaches consistent with develop-
mental changes in human nature, That is, the word “nurture” (i.c., paideia)
implies both instructing and chastening children consistent with their
immature nature, whereas the word “admonition” (i-e., nouthesia) implies
a predominant appeal to the reasoning ability particular to older, more
mature children (Fennema, 1978). The absence of this foundational infor-
mation in the curricula likely points, in fact, to the larger degree of uncer-
tainty that seems to exist overall in the area of Christian character
formation (Wolterstorff, 1980).
Another concern is how good moral character and distinctly
Christian character interrelate, developmentally and otherwise, is an
important but unknown factor when it comes to guiding curriculum devel-
opment. For instance, perseverance—a natural rather than exclusively
“spiritual” character quality—can nonetheless be crucial to spiritual life
as Jacob's all-night wrestling match reveals (Genesis 32:28). Without this
kind of presuppositional understanding to guide curriculum development,
the need for post-implementation information is critically important.
Regrettably, this kind of information was not supplied.
None of the published information on these products specified
reliability and validity findings and attempts to obtain it were unfruitful.
Fall 2002, Vol. 11, No. 2136 Cox and Haney
Not to suggest misrepresentation of quality, user testimonials as to the
excellence of the materials were sometimes provided by the publishers,
but they do not necessarily substitute for information about parameters of
reliability and validity.
CONCLUSION
Our findings are not particularly encouraging in light of the bibli-
cal centrality of character and contemporary findings that Christian char-
acter qualities are lacking in the Body of Christ. If anything, we should
expect to see both a high number of curricula that both fully address dis-
tinctly Christian character development and verify that they validly and
reliably accomplish their intent. Furthermore, if theoretical clarity for
guiding character formation does exist, we should see it more explicitly
addressed in curricula. If not in existence, we need to be very cautious
about curriculum development and marketing efforts. Accordingly, we
urge that curriculum developers take a cue from the Parable of the Talents
(Matt 25: 14-30) and use their talents and skills toward fully equipping the
citizens of God’s Holy Nation.
ACKNOWLEDGMENTS
The authors thank Gloria Ross and Elizabeth Beachy for typing
the manuscript and James Komarnicki for helpful suggestions.
Journal of Research on Christian EducationChristian Character Curricula 137
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APPENDIX A
Title A Child’s Book of Character Building, Book 1 & 2
Character This is a collection of stories that are an introduction to
Formation Christ and Christian character:
Objectives Book 1. Attentiveness, obedience, faith, wisdom, creativity,
joy tenderheartedness, diligence, thankfulness, patience,
honesty, contentment.
Book 2. Initiative, meekness, love, loyalty, forgiveness,
self-control, tolerance, orderliness, responsibility,
discernment, generosity, fairness.
Instructional 1. Indirect—none given.
Methods 2. Direct—for each character trait there is a Bible verse and
Bible story in which the trait is displayed. There is also a
story about home life, schoot life, and playtime, in which
the trait is illustrated (e.g. Patience in the Bible, Patience
at School, Patience at Home, Patience at Play).
Instructor Instructor will briefly define the character trait, read the
Guidelines story, then discuss the lessons learned.
Assessment None.
Guidelines
Reliability None.
Studies
Biblical’ Christ and Christian character are introduced through
Philosophical simple stories to be read and discussed with the students.
Basis
Miscellaneous These books are a good tool for Pre-K and Kindergarten
Educational teachers to use to introduce character development. The
Qualities stories are short, interesting and thought provoking. Gives
good introduction to the very young of the traits needed to
become an extraordinary person.
Fall 2002, Voi. 11, No. 2Title
Character
Formation
Objectives
Instructional
Methods
Cox and Haney
APPENDIX B
Building Character
This curriculum is designed to help elementary teachers
bring character development to children at the earliest
ages. There are eight basic or “umbrella” traits that have
been identified for this course, each with “outgrowth”
traits that develop from each umbrella trait:
1. Compassion—tove, care, kindness, self-esteem,
obedience, gentleness, empathy.
2. Forgiveness—humility, joy, peace, mercy, thankfulness,
pratitude.
3. Integrity—truth, honesty, discernment, faithfulness,
wisdom.
4. Respect—obedience, patience, tolerance, courtesy.
5. Responsibility—discipline, seif-control, dependability,
obedience.
6. Initiative—generosity, courage motivation, boldness.
7. Cooperation—authority, generosity, goodness,
kindness, humor.
8. Perseverance-—endurance, diligence, dependability,
loyalty.
. Indirect--Teachers, administrators, volunteers, and
parents are encouraged to be living examples of the
characteristics being taught. The authors explain that
“for children to take morality and character
development seriously, they need . . to see adults tive
out constructive character traits
2. Direct—Lessons center on a main principle/concept
that is clarified by the teacher. Stories are used which
communicate or illustrate the central idea, Student
activities such as art, drama, oral communication,
creative writing, music or games are designed to involve
the student in the learning experience.
Journal of Research on Christian EducationChristian Character Curricula 14
Title
Instructor
Guidelines
Assessment
Guidelines
Reliability Studies
Biblical/
Philosophical
Basis
Miscellaneous
Educational
Quatities
Building Character
Observation and evaluation of students internalizing
character traits is mentioned only briefly, usually in the
context of rewarding them verbally. It is developed so that
administrators and teachers can choose from one of four
tracks—literature, history, science and Bible, No practical
application or created scenario is mentioned in order to
observe character traits practice in the life of the student.
There are objectives given for each character trait that are
designed to bring behavioral change and are generaily
measurable, ownable, observable, Teachers may develop
evaluation/test questions from these objectives. Parents are
encouraged through letters sent home to observe and
reward these traits in their child and note these to the
teacher.
None.
The authors state, “The people who developed this
curriculum share the belief that personal spiritual
convictions are the strongest and most enduring foundation
upon which to build a moral society.” There is reference to
people choosing Christian values and character, but no
particular emphasis in the material reviewed as to seeking
“heart changes” in the students, except in relation to self-
esteem,
A few distinctive characteristics are included, such as
forgive those who wrong you, be compassionate to friends
and strangers, respect alt others, etc. Most characteristics
are general, rather than specifically focused on Sermon on
the Mount type qualities. Student interaction is greatly
used in the form of oral expression, hands-on-crafts,
singing lyrics about the different traits, etc.
Fall 2002, Vol. 11, No. 2f42
Cox and Hanev
APPENDIX C
Tithe Character Building for Families, Volumes | and 2
Character —————*‘This is a parent-directed topical unit study of Christian
Formation character traits, The authors state their goal as helping the
Objectives family as a whole to become more like Jesus.
Volume i. Obedience, orderliness, ditigence, loyalty,
deference, cheerfulness, gentleness, contentment,
gratitude, truthfulness, service, service as hospitality.
Volume 2. Stewardship, teachableness, mercy, patience,
desire for Jesus.
Instructional 1, Indirect-—This curriculum is designed so that the
Methods students see their parents as a fellow brother or sister
growing in Christian character.
. Direct—Parents and students:
*Look up and study Scripture verses for each chapter.
“Think about where they need improvement.
Pray for God's help in changing the way they think,
speak and act.
Parents are encouraged to share fife examples of their
own experience—failures as well as successes.
»
Instructor Guidelines The study is written in outline form for easy reading. Unit
Assessment
Guidelines
Reliability Studies
Biblical’
Philosophical Basis
studies are broken down into daily topics with each lesson
taking approximately twenty minutes per day. Instructor
will follow scripted lessons and lesson plans.
Although there are no activities or scenarios suggested in
which to observe the assimilation of good character traits,
it is implied that the parents will evaluate their child and
family in their natural setting.
None.
The emphasis of this curriculum is on heart-tead change.
The authors encourage “learning (and growing in
character) together as a family.”
Journal of Research on Christian EducationChristian Character Curricula 143
Title
Character Building for Families, Volumes 1 and 2
Miscellaneous
Educational
Qualities
‘The curriculum uses a question/answer/discussion format
to get children to participate and learn through their own
discoveries of what God’s Word says. The students
summarize the material in their own words. The authors
suggest this instruction from the parent to the student, “we:
don’t want just to know about good character traits; we
want these traits to be blossoming in our lives.” Many of
the traits are distinctly Christian character traits, including
mercy, being a servant, putting others first, having a desire
for Jesus, etc. This is a well-written curriculum suitable for
fifth grade and up since it requires fluid reading ability and
expression of ideas on a higher level. This curriculum is
adaptable for classroom use. It has no bells or whistles, but
contains good soul-searching questions.
Title
APPENDIX D
Character Foundation Curriculum
Character
Formation
Objectives
Fall 2002, Vol.
The author describes the curriculum objectives as 1) a spotlight on
the character of God, 2) a multi-level character growth experience,
3) an integrative tool designed to accommodate slow, average and
advanced students.
Character traits studied: obedience, faith, thankfulness, love,
honesty, perseverance, friendliness, kindness, wisdom,
attentiveness, meekness, self-control, diligence, forgiveness,
initiative, sensitivity, courage, confidence, decisiveness, tolerance,
dependability, generosity, fairness, creativity, resourcefulness,
boldness, endurance, thoroughness, cautiousness, loyalty,
reverence, thriftiness, orderliness, discernment, responsibility,
punctuality, joy.
1, No.2Tile
Cox and Haney
Character Foundation Curriculum
Instructional
Methods
Instructor
Guidelines
Assessment
Guidelines
1. Indirect—Teachers are instructed to “be aware of the messages
your own behavior and attitudes are sending. Be a doer of right
so that your students will know what right looks like.”
2. Direct—The study of the lives of Bible characters is the means
by which each character trait is studied. The characters include:
Moses—2nd grade, Daniel—3rd grade, Nehemiah—4th grade.
and so on. Each grade level includes nine units of study, each
study including character traits appropriate to grade level. Verses
from the Bible reinforce the concepts studied. Activily pages are
designed and illustrated to reach the mind and heart of a child.
Teacher's guides include spiritual challenges, unit overview.
visual reinforcements and special project suggestions.
Instructors follow lesson plans and scripted lessons. Age.
appropriate activities are designed to illustrate and reinforce
character traits. Teachers encourage their students to look ahead to
the kind of person he/she would like to be. Teachers are encouraged.
to call each parent monthly to say a peaceful word about each child.
Publisher encourages teachers (o look for and reward right
behavior.
None.
Reliability StudiesNone.
Biblical/
Philosophical
Basis
Miscellaneous
Educational
Qualities
Human relationships are emphasized. Acceptance and
unconditional love in handling sin in a Godly fashion are
encouraged. The author writes, “each person who loves God has to
decide to be Joyal or disloyal to Him. Someday, God will give out
loyalty awards. Now is the time to decide if you will get one.”
‘The curriculum follows a logical sequence: purpose of each unit is
stated, character trait is defined, Biblical illustration is studied, and
there are comparisons and contrasts followed by a practical
application.
Journal of Research on Christian EducationChristian Character Curricula 145
Authors seem to rely on seat work, such as word searches, as well
as other activities to teach the students. There needs to be more
practical applications as well as more evaluation of assimilation.
Also, the reviewers would like to sce the motivation for obedience
shifted from reward to love. We obey God and follow His principles
because we love Him, not primarily for praise or reward—present
or future. Although many of the actual traits studied are distinctly
Christian qualities, the focus tends to be on how Bible illustrations
make the student “feel” or what the student’s opinion is of the
illustration. When a student is asked how they feel about
something, it shifts the focus away from God and His absolates and
onto the student’s opinion. Extraordinary characteristics can only
be formed under the understanding of God’s absolutes. There needs
to be more balance in this area,
APPENDIX E
Title Character Quest, Volume I
Character ‘The authors’ one single desire is that students know the word and
Formation works of God. They state, “gaining a true understanding of the
Objectives nature of God will lead students to that wonderful sense of awe of
his magnificent character. In turn, students can be transformed from
within as they cooperate with the Holy Spirit whose job it is to
conform believers to the image of Jesus Christ.”
1, Volume One—love, wisdom, obedience, courage, attentiveness,
faith, responsibility, thankfulness, honesty, joyfulness, self-
control, loyalty, humility, confidence, orderliness, diligence,
prayer.
2. Volume Two— integrity, patience, forgiveness, initiative,
contentment, encouragement, discernment, sincerity, purity,
maturity, controlled speech, kindness, respect, leadership,
commitment, service, reverence.
Fail 2002, Vol. 11, No, 2146
Title
Cox and Haney
Character Quest, Volume |
Instructional 1. \ndirect—Character Quest encourages teachers to be an
Methods
Instructor
Guidelines
Assessment
Guidelines
Reliability
Studies
example to their students of quality character as defined by the
Bible. The curriculum daily encourages the instructor to
examine their own life and challenges them to improve each
quality as it is taught.
2. Direct—Character Quest directly teaches 17 character traits
based on a Biblical perspective. Bach character trait is the topic
of study for one week during which students engage in a variety
of creative experiences including a study of Scripture,
definitions and descriptions. They study the importance of the
trait, cautions regarding its negative counterpart, and practical
applications to everyday living. The course js designed to
provide four days of instruction that buiid on one another,
culminating with the fifth day that extends instruction, and
enriches and applies the lesson in unique ways. Each student
keeps a character journal explaining specific ways they can or
have demonstrated the different character traits.
Instructors foltow lesson plans and scripted lessons.
At the end of each three chapters, a test bank of questions provides
items from which a teacher can select, add to, or modify to develop
a test. The teacher is encouraged to develop a test that reflects the
emphasis of instruction in the class and the uniqueness of the
students. Parents are also asked to periodically evaluate their teen's
development of godly character within their natural environment.
When instruction is complete, parents compare the evidence of
these character traits in their child's life before and after
instruction. The students engage in self-evaluation weekly. A chart
is included for this purpose.
None,
Journal of Research on Christian EducationChristian Character Curricula 147
Title
Character Quest, Volume I
Biblical’
Philoso-
phical Basis
Miscellan-
eous
Educational
Qualities
‘The character traits are defined in a Biblical context and are
expected to be integrated consistently into the students’ lives.
Students are asked to identify specific examples of the
characteristics they have studied that they are or have
demonstrated. The focus is on looking for true evidence, through
created scenarios as well as in day-to-day living, that heart
motivated change to acquire godly character is taking place.
Human relationships and virtue are emphasized. Teaching focuses
ona “change of heart” and reaching the student to help facilitate
this change. The authors conclude the course with these words to
the student, “Remember, every person is the architect of his or her
own character. Each of us is like a building contractor. Only it is not
a shopping mall, an office building or a house we must construct.
Our responsibility is to build our own character.”
A parent letter is provided each week to explain the trait being
studied and inform the parents how they can be partners in the
development of this trait. Parents are encouraged to discuss
materials with their teens and to encourage them as they pursuc
personal goals of improvement. At times, parents are asked to
evaluate the performance of their children or assist with projects
either at home or in school.
Although Character Quest is not considered by the world as a
“core” academic course, it is noteworthy that it is designed for
junior high students and as such reflects and encourages the kind of
thinking that begins developing at age 12: more formal logic,
abstractness, “putting it together”, thinking through “if, then”
situations, considering various possibilities, mentally comparing
potential events, etc.
‘The curticulum follows a logical sequence of defining character,
defining individual traits, and demonstrating the quality with
illustrations. Scenarios are then developed to practice the trait,
fotlowed by self as well as parental evaluations in order to measure
the level to which the quality is becoming intemalized within the
individual.
Fall 2002, Voi. 11, No. 2Cox and Haney
Character Quest, Volume f
Studenis are encouraged to Jove unconditionally, despite the
reaction or treatment they receive in return. They are taught that
obedience is not an option, and that there is often a price to pay
when obeying God violates man’s law. Courage is being aware of
dangers but being unafraid to follow God, despite what may follow.
Students learn that Christianity demands faith—-the ability to act on
God’s promises as recorded in His Word. They are told that in all
circumstances they should have an attitade of gratitude to God.
Honesty in all situations is a must.there is no middle ground for a
Christian. Joy means having cheerfulness in all situations, its
source is the Lord. They are taught that the bond of loyalty between
our Savior and vs will never be broken, and we should in turn be
loyal to the end.
There is personal devotion section entitled “Personal Links”
included for the teacher each week. The authors note that“... a
teacher must be a wellspring of model character to effectively lead
students toward development of positive traits...” This section
leads teachers to consider the targeted traits in their own lives in
order to prepare their hearts before presenting the lesson 10
students.
Title
APPENDIX F
Christian Character
Character
Formation
Objectives
‘Objectives stated by the author include teaching the Word of God
faithfully. They stress the importance of training young people to
habitually conform to God’s Word as it has been taught. “Jt is a
mistake to only teach and then leave the ‘doing’ entirely to the
discretion of the child. We are training soldiers, and cannot
produce a soldier with strong character through the philosophy of
the wortd—teach, and then leave them alone to make a free
choice. A man or woman who is to be greatly used by God must
have strong character—-Godly character that has been built into
life through constant, rigorous training.”
Journal of Research on Christian EducationChristian Character Curricula 149
Title
Christian Character
instructional
Methods
instructor
Guidelines
Assessment
Guidelines
Character traits covered include: compassion, discernment,
honesty, patience, contentment, discretion, humility, purity,
courage, empathy, initiative, responsibility, decisiveness,
enthusiasm, integrity, reverence, dependability, faithfulness,
joyfulness, self-control, determination, generosity, loyalty, tender-
hearted, diligence, gentleness, obedience, thankfulness.
1, Indirect—The author states, “a class in Christian character
should be in itself an example of Christian character.”
2. Direct—The character traits are defined through words and
scripture that clearly show the Christian uniqueness of the
quality. The students are then led to study numerous biblical
accounts of the trait in action. After examining the scriptures,
students are then directed through various exercises to examine
their own lives for evidence of the character trait. Personal
evaluation then follows in light of the scripture followed up by
specific, measurable, personal goat setting. Practical
suggestions are included in order that students might practice
their goals and build their character through projects and
services,
Teachers guide their students through a study of Biblical truths
and accompanying exercises. They assist the students in the area
of personal goal setting and self-evaluation in specific areas of
character development.
Personal evaluation sections provide a structured form of self-
examination. This section gives the students a standard or
practical definition of how the Lord expects the character trait to
show in their lives, These sections are designed to show the
specific areas for which goals need to be set. The author states,
“The Goal Setting section leads students to begin applying to their
own lives what they have leamed . . . The students should be
expected to memorize each goal that they set and to actively work
‘on building good habits.” A section for weekly evaluating the
progress of achieving goals is located at the end of the book.
Fali 2002, Vol. 11, No. 2Title
Cox and Haney
Chi
in Character
“The curriculum encourages students to engage in character
Reliability
Studies
Biblical’
Philosophical
Basis
Miscellaneous
Educationat
Quatities
building projects. These are service-oriented suggestions for a
school or family. Students and teachers are to evaluate themselves
as these projects progress.
None,
‘The emphasis of the curriculum is on heart change. The author
challenges the student; “Your character will determtitte your
usefulness later in life. You cannot develop Godly character
without first becoming a Christian, having a close relationship with
Jesus Christ, and having a desire to ‘put on’ the character of Jesus.
Christ. Rom. 13:4 God’s Word wil! be of little use to you unless it
is made to be a part of your daily tite. God’s Word listened to,
memorized, and read is of little value unless it is sent from the
brain to be used to direct the use of the ears, the eyes, the mouth,
the hands, the feet, etc. . ‘Fhe Word of God (is) of little use when it
is not applied to the mind and body.” The author states, “Most
young people have preferences sather than convictions. A
preference is a belief that a person will change. A conviction is a
belief that a person will not change even when faced with peer
pressure, family pressure, jail, or death.” In this regard, he
recommends setting up a mock trial where students are not judged
according to perfection, but on the depth of their conviction.
Christian character examples are found throughout the curriculum
in examples studied and discussed as well as in the student’s
personal evaluations and goal setting sections. They include:
being more concerned about the needs of others than my own
needs, knowing that one’s main purpose in life is to serve the Lord
by helping others, being content and worrying for nothing,
knowing one’s greatest gain is to seek to and to work to become
more Godly, being willing to give up one’s life or to be placed in
danger for the cause of the Lord Jesus Christ, keeping one’s body
and mind pure for the Lord, always being dependable through
speech and behavior as a witness, determination to follow the
Journal of Research on Christian EducationChristian Character Curricula ISI
Title
Christian Character
Word of God even if no one else does, diligently preparing to be a
useful servant of God. The author says, “While you desire to put
on Godly character through consistent obedience to Jesus Christ,
you must also diligently put off the desires of your flesh—the
desires to do what you feel like doing (Eph. 4:21-24). A person
who has Godly character is able, with the help of the Lord, to do
what is right when he desires to do wrong. By bringing your body
into subjection to do what is right by habit, you will develop
stronger character.”
Thorough, and academically challenging. The layout is good and
user friendly. Challenges students in the area of Bible research
and self-evaluation. Goal setting areas are excellent. The students
are encouraged to be very honest in these evaluations, comparing
themselves to scriptural examples and specifically looking at
themselves in an area. “Let us search and try our ways, and torn
again to the Lord” (Lam. 3:40).
Title
APPENDIX G
Developing Godly Character in Children
Character
Formation
Objectives
The author's main objective is for students to learn God’s
character, allowing His life and nature in turn to be reflected in
theirs, including the following character traits:
1, Wisdom—wisdom, discernment, discretion, justice.
2. Brotherly love—tove, acceptance of others, affection,
affirmation, compassion, deference, encouragement,
forgiveness, friendliness, gentleness, hospitality, patience,
tolerance.
3. Faith—faith, adaptability, belief, confidence, courage,
flexibility, hopefulness, optimism, perseverance,
purposefulness, security, self-confidence, trasting.
Fall 2002, Vol. 11, No. 2452
Title
Cox and Haney
Developing Godly Character in Children
Instructional
Methods
Instructor
Guidelines
4. Fear of the Cord—fear of the Lord, firmness, gratefulness, —
humility, respect for authority, reverence, standing against
peer pressure, yielding of rights.
5. Integrity—integrity, alertness, dependability, discipline,
endurance, ieadership, maturity, persuasiveness. self-
acceptance, trustworthiness, truthfulness
6. Joy—joy, appreciativeness, cheerfulness, contentment,
creativity, enthusiasm, humor, thankfulness,
7. Obedience—obedience, attentiveness, cooperativeness,
meekness, submissiveness.
y-—tesponsibility, cautiousness, decisiveness,
ative, neatness, orderliness, punctuality,
sesourcefulness, thoroughness, thriftiness.
. Indirect—The teacher/parent is expected to model Godly
character.
2. Direct—The instructor begins with providing definitions of
the trait and directing the students to read key verses
associated with the trait. Hymns and choruses that are related
to the trait are utilized and memorized. Scriptures for
memorization are included, as well as Bible facts relating to
the trait and its application in one’s life. Passages of the Bible
are then studied, followed by a suggested list of projects and
activities. The purpose of each character project is to allow
students to tearn biblical principles of character growth in a
practical or hands-on way. Each unit also includes a wealth
of resources for supplemental materials from the Christian
marketplace.
Parents/teachers are encouraged to set family/classroom goals
as well as goals for each family/class member. A suggested list
for family goals is included as well as suggestions for setting,
goals for individual children.
Journal of Research on Christian Education
(Educating the Young Child 5) Sue C. Wortham (Auth.), Sue Clark Wortham (Eds.)-Common Characteristics and Unique Qualities in Preschool Programs_ Global Perspectives in Early Childhood Education-Sprin (1)