Learning Through Character Education and Service

[Tamberly Mott]

As the world grows more dependent upon technologies, and as each
rising generation comes on the scene facing lives that are guided more
and more by non-living systems, it becomes more challenging for people
to relate to one another, let alone relate to the natural world.
Fortunately, Character Education and Service Learning, as they are
often referred to, meet the need for basic person-to-person relating
and reconnecting, and promote societal values that serve to maintain
happy healthful living. Programs that have character development and
service learning are often deliberate in their efforts to support the
development of virtues such as: honesty, kindness, integrity, respect,
leadership, responsibility, loyalty, citizenship, benevolence,
generosity, and courage. Such virtues are the threads that make up
the fabric of sustainable healthy living.
Data from various programs that offer basic Character Development and
Service Learning report that participants (students/youth), are
reported to demonstrate increases in many pro-social behaviors (e.g.
caring, respect, altruism, and ability to choose between right and
wrong) (Berkowitz & Bier, 2005). Reviewing 33 successful character
education programs, researchers found that using service-learning
concepts supported the students in multiple ways and helped students
meet goals related to academic/learning development, life/career
development, personal/social development, and multicultural/global
citizenship (Scott & Jackson, 2005). Findings from another national
study involving 24 diverse schools, recommended that schools should
shift from focusing on moral character to both moral and performance
character (Lickona & Davidson, 2005). Lickona and Davidson’s (2005)
report identified “contributing community member and democratic
citizen” as one of the strengths of character and described service-
learning as an effective strategy to engage students in service to
achieve this goal. Included in their summary of findings, service-
learning improves school climate, increases respect between teachers
and students, decreases tardiness and discipline referrals, increases
academic achievement, and improves interpersonal development, and
supports relating to diverse groups (2005).
Given the above research findings, it is appropriate to establish
programming that will incorporate character development and service
learning, which is exactly what Growing Green Hands, Inc. is all
about. The Growing Green Hands team wants to strengthen families and
communities with programming and education that will also include
“environmental” service learning. Environmental service-learning
helps people connect what they learn with how they live. In reports
from a study on environmental service-learning with youth, Madigan
(2000) identified the five most common components of high-quality
environmental service-learning or active education programs: 1)
encourages youth leadership and decision-making; 2) integrates and
values the community voice; 3) fosters civic stewardship; 4) provides
opportunity for cross-cultural connections; and 5) plans for the long-
term sustainability of the program. Growing Green Hands intentionally
incorporates all of these components and not only involves youth, but
older adults and all of the community. Building strong and lasting
intergenerational ties while supporting the individual, community,
environment, and ultimately the planet for future generations, that’s
what will create sustainability! Growing Green Hands is committed to
creating positive outcomes for the youth, families, and community of
Brisbane and surrounding communities. We want to engage all of the
community as partners, but specifically serve youth (8-17yr) and older
adults (50yr & older) with strengths-based personal skill-building,
community service-learning projects, and environmental stewardship
using professional standards and principles of best practices. If you
know of any potential community projects in Brisbane, South San
Francisco, or Daly City that we can support, please contact us to
schedule a time to learn more about how our program works and share
your project needs.
References
Berkowitz, M. W., & Bier, M. C. (2005). What works in character
education: Research-based character education. Washington, DC:
Character Education Partnership.
Lickona, T., & Davidson, M. L. (2003). School as a Caring Community
Profile-II (SCCP II). Cortland, NY. Center for the 4th and 5th Rs.
Madigan, P. (2000). The Environmental Service-Learning Research
Project. Washington, DC: Corporation for National Service.
Scott, K. A., & Jackson, A. P. (2005). Using service learning to
achieve middle school comprehensive guidance program goals.
Professional School Counseling, 9(2), 156-159.