Mission Critical: Knowledge AND Character

“There is no significant learning without a significant relationship.” Dr. James Comer

We are at a very critical time in american education. Today’s educators are under oppressive pressure to have our children perform on standardized tests. Administrators, teachers and students are feeling the pressure, burden and disconnect of “teaching to the test”.

The pressure from politicians to drive up test scores is not for the benefit of children or education. We have lost our way. We have lost sight of the original goal of education. The purpose of public education was to create a knowledgeable citizen that would contribute to and serve our society. Knowledge and service. Teaching to the test may document some knowledge gained but sacrifices time needed for character development. Knowledge without character is dangerous.

“With 1 out of every 100 Americans - more than 2.3 million - now behind bars, the United States imprisons far more people - both proportionally and absolutely - than any other county in the world, including China. Representing only 5% of the worlds’s population, America has 25% of the worlds inmates.” (Darling-Hammond)

Academic success must be linked with social emotional learning. Whole Child Education (character development, social emotional learning) asks us to look differently at the stresses of standardized tests and challenges us to look at the qualities of a successful school: behaviorally, socially and, of course, academically.

Whole Child education promotes a positive school climate that allows and encourages students and faculty to think creatively, deeply and passionately. It promotes a team atmosphere where the success of the individual is a shared endeavor and is as important as the success of the whole.

Whole Child education produces responsible and resourceful students that are willing and able to take on the challenges offered by their teachers, peers and families. It also produces teachers that feel supported and empowered by their administration.

By the nature of their populations, schools are social environments and human teaching for human learning is social and emotional. Research, which can be found at www.casel.org, proves that schools are most successful when they integrate the learners social, emotional and academic needs.

“Satisfying the social and emotional needs of students does more that prepare them to learn. It actually increases their capacity for learning. Social and emotional learning has been shown to increase mastery of subject material, motivation to learn, commitment to school and time devoted to schoolwork. It also improves attendance, graduation rates and prospects for constructive employment while at the same time reducing suspensions, expulsions and grade retention.” (Hawkins et al., 1999; Malecki and Elliott, 2002)

We must focus on the integration of academics with social emotional learning. Knowledge without character is a head without a heart. Human history is replete with examples of great intellect causing great damage because it lacked heart.