Part One: Co-opting a good idea
Review of “What if the Secret to Success Is Failure?” a 9/14/11 New York Times article by Paul Tough
The author of this article mentions, often with little or no insight or analysis, some of the most critical issues in education today including the nature and nurturing of character development (the basis of violence prevention), competition and collaboration, and intrinsic and extrinsic motivation, including reward systems and report cards.
To summarize the “plot” of the article, the author explored the efforts of two atypical New York City schools – the private and prestigious Riverdale Country School for the affluent, and the free KIPP charter school with enrollment open to all NYC students (by lottery). Both focus on preparing students for college and turning out people who are successful in life. Not liking the results they were seeing, they each identified the need to look more closely at character development, and ways to teach those essential character traits typical of a high functioning, autonomous adult.
Using Martin Seligman’s work on positive psychology and his 800-page book (tome) on character strengths and virtues, the headmaster and superintendent of the respective schools looked at the practical benefits of teaching both:
- “Moral character” – high quality values such as honesty, integrity, compassion, and fairness, and
- “Performance character,” – high quality behavior such as persistence, team work, self-control, and something researcher Angela Duckworth calls “grit.”
The Good Idea:
The KIPP School ultimately chose the seven of Duckworth’s 24 identified character strengths that were the most predictive of “life satisfaction and high achievement.”
- social intelligence
While life satisfaction and high achievement are not synonymous with living a life of high moral character, the list is useful, especially if social intelligence encompasses positive moral traits and pro-social beliefs and skills.
KIPP then took these seven strengths and converted them into 24 statements, such as the student:
- Is eager to explore new things.
- Believes that effort will improve his or her future.
- Allows others to speak without interruption.
- Remains calm even when criticized or otherwise provoked.
The intent was to use these statements as goals for behavior, and to gauge a child’s progress toward high moral and behavioral character. As we read over the list, they sound like the qualities we’d like to see in everyone.
But then they took a wrong turn.
To be continued…
Posted on October 26, 2011, in Ideas to try, In the News, Perspectives, Prevention, Research Data and tagged character development, essential understandings, Motivation, Relationships, respect, violence prevention. Bookmark the permalink. 1 Comment.