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- 221422 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 EducationChristian 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. 2124 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 EducationChristian 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. 2126 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 EducationChristian 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. 2128 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 EducationChristian 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. 210 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 EducationChristian 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. 2Cox 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 EducationChristian 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. 2134 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 EducationChristian 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. 2136 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 EducationChristian Character Curricula 137 REFERENCES Bahmueller, C.F. (1991). Civitas. A framework for civic education, Cal- abasas, CA: Center for Civic Education. Barna, G. (2000). Growing true disciples. Venture, CA: Issachar Resources. Cox, W.F, & Barnum, K. (2000-2001). Can the salt be made salty again? Christian education and its impact on culture. Christian School Education, IV(4), 5-8. Duguid, LM. (2001), Hero of Herves. Phillipsburg, N.J.: P&R Publish- ing. Dummelow, J.R. (Ed.) (1936). The one volume Bible commentary. New York: Macmillan. Fennema, J. (1978). Nurturing children in the Lord: A study guide for teachers on developing a biblical approach to discipline. Phillipsburg, NJ: Pres- byterian and Reformed. Fowler, J.W. (1981). Stages of faith: The psychology of human develop- ment and the quest for meaning. San Francisco: Harper & Row. Gehman, H.S. (Ed.) (1970). The new Westminster dictionary of the Bible. Philadelphia: Westminster Press. Hauerwas, S. & Willimon, W.H. (1989). Resident aliens. Nashville, TN: Abingdon. Hirsch, E.D., Jr. (1987). Cultural literacy: What every American needs to know. Boston, MA: Houghton Mifflin Co. Isaacs, D. (2001). Character building: A guide for parents and teachers. Portland, OR: Four Courts Press. Kallen, H.M. (1956). Cultural pluralism and the American idea: An essay on social philosophy. Philadelphia, PA: University of Pennsylvania Press. Lewis, C.S. (2001). Mere Christianity. Grand Rapids, MI: Zondervan. Lloyd-Jones, D. M. (1959-1960). Studies in the Sermon on the Mount. Vol 1 & 2. Grand Rapids, MI: Wm B. Eerdmans. Lockerbie, D.B. (1994). A passion for learning. Chicago, IL: Moody Press. Fall 2002, Vol. 11, No. 2138 Cox and Haney Piaget, J. (1970). Science of education and the psychology of the child. New York: Orion. Sayers, D. (1991), The lost tools of learning. In D. Wilson, Recovering the lost toals of learning. Wheaton, TL: Crossways Books. Schultz, G. (1998). Kingdom education. Nashville, TN: Lifeway Press. The Reformation study Bible. (NKJ) (1995), Nashville, TN: Thomas Nelson. Willard, D. (1998). The divine conspiracy. New York: Harper San Fran- cisco. Williams, R. (1996). Renewal theology: One volume edition. Grand Rapids, MI: Zondervan. Wills, G. (1978). Inventing America: Jefferson’s Declaration of Inde- pendence. Garden City, NJ: Doubleday & Co. Wolterstorff, N. (1980). Educating for responsible action. Grand Rap- ids, MI: Wm B. Eerdmans. Yeago, D.S. (1997). Messiah’s peopie: The culture of the church in the midst of the nations. Pro Ecclesia. VE (2), 146-171. Journal of Research on Christian EducationChristian Character Curricula 139 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. 2Title 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 EducationChristian 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. 2f42 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 EducationChristian 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.2Tile 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 EducationChristian 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, 2146 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 EducationChristian 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. 2Cox 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 EducationChristian 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. 2Title 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 EducationChristian 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. 2452 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