Character on campus, and afterward
The Christian Science Monitor
March 02, 2006
Duke University has long run a campus program to support
students in moral reflection and in developing personal integrity. But
this type of education - so essential later in the workplace - remains
notably absent in most schools of higher learning.
Academics, of course, are the core reason for college or university.
Duke, for one, doesn't neglect that side of learning. And yet,
according to a new survey, more than half of all faculty in higher ed
say it's important that undergraduates develop moral character and
enhance their self- understanding.
The survey, conducted among 421 institutions by an ongoing project at
the University of California at Los Angeles, reveals a big disconnect
between teachers and students that may explain why so few schools of
higher education spend much effort on character education.
Connecting moral reasoning to spiritual values is often essential in
character education. And students don't shy away from telling pollsters
that they want spiritual help and growth in higher ed. But their
professors remain shy about giving them that. Less than a third of
professors say colleges should facilitate a student's spiritual
development, while a similar survey of students found nearly half say
it is important that colleges encourage their personal expression of
spirituality.
Discussing religion or spirituality in the classroom is indeed
difficult for teachers. And yet they also know that preparing students
to act morally in their chosen profession is especially critical to
their career success, not to mention society at large.
The survey did find that a majority of faculty believe their own
spirituality does have a role to play on campus, and 3 in 5 do consider
themselves to be religious people.
But a big majority of students say their professors never encourage
discussions of spirituality or religion or provide opportunities to
discuss the meaning or purpose of life.
"It would appear that there is much more that colleges can do to
facilitate students' spiritual development," says Alexander Astin at
UCLA's Higher Education Research Institute, which conducted the survey.
Colleges need not resort to proselytizing, but schools such as Duke
have found they can have more than honor codes or elective courses in
ethics. A student's spiritual growth can be supported by such
activities as writing self- reflective essays or in community service
related to their studies. Many colleges are introducing "service
learning," or community work that allows students to experience the
ethical or moral dilemmas that they will face in their careers.
An influential education think tank, the Carnegie Foundation for the
Advancement of Teaching, in Stanford, Calif., has a project to look at
how professional schools, from medicine to law, teach practical, moral
reasoning. It found undergraduates are inspired by moral ideals but
need help in working toward them. Only a few institutions integrate
such learning in campus life, such as finding "teachable moments" that
expand a student's heart for qualities such as compassion and integrity.
Higher ed needs to break this barrier between professors and students
that keeps them from talking about an essential in real education.