Smart & Good High Schools - The Flippen Group

CHAPTER 5: Fostering the 8 Strengths of Character—Outcome 5Outcome 5:RESPECTFUL AND RESPONSIBLEMORAL AGENTA RESPECTFUL AND RESPONSIBLE MORALAGENT . . .◆ Respects the rights and dignity of all persons◆ Understands that respect includes the right ofconscience to disagree respectfully with others’beliefs or behaviors◆ Possesses a strong sense of personal efficacyand responsibility to do what’s right◆ Takes responsibility for mistakes◆ Accepts responsibility for setting a good exampleand being a positive influence◆ Develops and exercises capacity for moralleadership.Respect is one of the hardest character traits to teach.Many high school students do not respect themselves, others,or the environment. Many have learned to disrespectother cultures from their parents.—A HIGH SCHOOL GIRLThe Freshman Mentoring Program at my high school hadthe greatest impact on the development of my moral character.Upperclassmen took time out of their schedules tohelp us adjust to high school. Because I was shown thisrespect by them, I wanted to pass it on to my fellow students,so I became a Freshman Mentor.—A HIGH SCHOOL BOYIn his book Moral Courage, Rushworth Kidder, director ofthe Institute for Global Ethics, opens with a story abouta prestigious private boys school that was ranked first in anationwide preseason lacrosse poll—but then cancelledits entire upcoming lacrosse schedule. 1The reason? Earlier that spring, a 16-year-old member ofthe lacrosse team had a sexual encounter with a 15-yearoldgirl from another private school and, without herknowledge, videotaped the whole thing. He later invitedhis teammates to see a “game tape” and instead showedthem the sex video. None objected; they all watched.Kidder asks the reader to consider how to handle a popularand successful team, marred by a moral collapse ofthis gravity. The headmaster’s course was clear. Propelledby a deep concern for the young woman and the terribleinjustice done to her, and by an equally deep concern forthe members of his school community, he acted swiftly:The boy who made the video was expelled. The thirty varsityplayers who watched the video were suspended forthree days and required to meet with the school’s chaplainand psychologist for individual counseling. And thevarsity lacrosse season was cancelled. The headmaster’sactions disappointed some parents, students, alumni, andlacrosse fans. But not long after, the school found itselfswamped with letters of praise and an increase in applications.In Chapter 1, we cited “values in action” as one concisedefinition of character. That definition goes to the heartof Outcome 5, Respectful and Responsible Moral Agent,and to the example that Kidder provides. It’s not enoughjust to think about or care about values; we must putthose values into action.In the previous outcome, Ethical Thinker, our focus wason developing the components of integrated ethicalthinking—moral discernment, conscience, moral identity,and moral competence. In Outcome 5, Respectful andResponsible Moral Agent, our focus is developing astrong sense of moral agency that leads to consistentmoral action.Moral agency is the power to act—with respect and responsibility.The dictionary defines agency as “the power to act.”Moral agency, as we view it, includes two basic kinds ofmoral action: respect and responsibility. Both are foundationalfor moral character.Respect means showing regard for the intrinsic worth ofsomeone or something. This includes respect for self,other people, property, animals, and the environmentthat sustains all life. Respect is, to a large extent, arestraining virtue; it keeps us from violating—fromTo see what is right and not do it iscowardice.—CONFUCIUS147Smart & Good High Schools