MRAVNÁ VÝCHOVA V ŠKOLÁCH NA SLOVENSKU A V ZAHRANI ČÍ

have similar status in this document. This was the initiative of teachers who felt the necessity to
emphasize the need to form pupils´moral character in a systematic and interesting way.
The initiative is supported by the Civic union Etické fórum ČR, which provides for accredited courses
of ethics within the programme of lifelong education of teachers. The seminars are focused on
education to being pro-social according to R. Roche Olivar and L. Lencz. In cooperation with them as
well as with the personal support of O. Križová and I. Podmanický Etické forum ČR has been
organizing two-year courses, which have been attended by several hundreds of teachers and plenty of
them have undertaken the initiative to teach the subject of ethics in their schools or to include its
elements into related subjects and topics. It is evident that the introduction of the ethics as an
approbation study area at university level within the teaching preparation for the first and second
grades of primary and secondary schools should be the next step. In connection with this there is a lot
to learn from our colleagues in Slovakia.
Models of character education as variations to development of pupils´ character
Naturally, restrictions can be justified as means of protection against socially pathologic phenomena.
However, we are convinced that it is more effective and even more economical to apply such concepts
of moral education that will develop moral character of the educated in a systematic and highly
qualified way. Models of character education, which have been presented elsewhere and we would
like to describe them briefly, can be used as a means of development of pupils´ character (Vacek,
2006, 2008). In this context Blížkovský draws attention to the fact that “...process of character
formation is more complicated, more synthetic and more complex than the process of education. Thus
it is normal that within moral education we often find formalism, embarrassment and helplessness”
(1992, s. 160). And that is why complexity, coherence, interrelation and high involvement of majority
of teaching stuff are typical for the offered models.
The first is the model of T. Lickona. Lickona perceives the substance of “good character” as harmony
of three basic elements. These are moral knowing (consciousness), moral feeling and moral acting
(Lickona, 1992, Vacek, 2006). In practice it means that those who are able to address the reason and
feelings of children and to direct their activity in a suitable way will be successful in moral education.
According to Lickona it is the 3H model (head, heart and hands).
In terms of education of “good character” in schools Lickona chooses the so-called twelve strategies
(nine of them are classroom-based and three of them are performed within the whole school):
In the classroom teachers should: 1) Act as protectors/caretakers, advisors and they should provide
pupils with examples encouraging their pro-social behaviour and at the same time regulating their
inappropriate behaviour. According to Lickona teachers´ personality has the most important role in
formation of pupils´ character. He emphasizes the importance of the mutually good quality
relationship between teacher and pupil. 2) Create moral fellowships in the classroom. Help pupils
(students) know and respect each other, help each other and feel like fully-fledged members of the
class. 3) Practice discipline based on creation and application of rules (standards) as a means of
development of moral reasoning, self-control and respect towards other people. 4) Create democratic
environment in the classroom, where pupils have opportunities to participate in decision-making and
to be responsible for making the classroom a pleasant place to live, learn and work. 5) Teach values
within the curriculum. Use the contents of the subject as a means of research of ethical issues. 6) Use
cooperative teaching for development of abilities and habits to help others and cooperate in team. 7)
Develop the need to “do well” by encouraging responsibility for pupils´ own performance and by
supporting their relationship to values of education and work. 8) Provoke moral reflection via reading,
writing, discussing, debating and practicing of making right decisions. 9) Teach pupils and students to
find just and non-violent solutions of conflicts.
Within the whole school following strategies are recommended: 10) Provoke and encourage useful
and helpful activities of pupils and students outside the classroom and school with the use of models
and opportunities provided by school or local (regional) community. 11) Create positive moral culture
in school ranging from the school management, morally correct relationships among teachers and
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