Running Head: CHARACTER EDUCATION AND POSITIVE SCHOOLING
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CHARACTER EDUCATION AND POSITIVE SCHOOLING
Cynthia Lieberman
Fielding Graduate University
MSC-555 Positive Psychology and Prosocial Media
December 12, 2010
nazret.com
CHARACTER EDUCATION AND POSITIVE SCHOOLING
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Abstract
According to Snyder and Lopez’s Positive Psychology: The Scientific and Practical Explorations of Human Strength (2007), positive schooling is “an approach to education that consists of a foundation of care, trust, and respect for diversity, where teachers develop tailored goals for each student to engender learning and then work with him or her to develop the plans and motivations to reach their goals” (p. 384). In this paper, I will address the history and continuing evolution of positive schooling and character education in the world of American pedagogy, beginning prior to the 19th century to present day. I will also seek to identify new and innovative ways to address the incorporation of new technologies and teaching methods designed to assert “the rightness of certain values — such as respect, responsibility, honesty, caring, and fairness — and helps students to understand, care about, and act upon these values in their lives (Lickona, 1994).
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The Foundation of Character Education and Positive Schooling
Schooling, an older word of education, “conveys the importance of the entire community in teaching children” (Snyder & Lopez, 2007, p. 379). Research studies on the effect of positive schooling integration in traditional education is relatively new, and the efforts work hand in hand with the pioneering endeavors in the burgeoning field of Positive Psychology. Character education, however, is not novel; in fact it is as old as education itself. Throughout history and all over the globe, education has sought to achieve two ideal goals: increase knowledge and to help people establish key virtues, morals and integrity along the way. In these present times, education is in the middle of a transformation, similar to the one that took place in the first half of the 19th century when the education system went from apprenticeship to universal schooling, which developed as a result of the Industrial Revolution (Collins & Halverson, 2009). The Industrial Revolution (1820-1870) was of great importance to the economic development of the United States. It also changed the face of America, whose population prior to this era was approximately 90% farmers and workers in the domestic and craft industries (Collins, et al, 2009). The increasing demand for factory workers during this time created an influx of countless immigrants into the country as well as a mass exodus of the rural America population into rapidly growing cities. Prior to the 19th century, most children were schooled by their parents. Since most of the populations were farmers, it was the family‘s responsibility to ensure their children learned the skills that were needed either from themselves, their kin or other members of the community. It was an apprenticeship system where their offspring learned by observation, imitation and guided practice (Collins & Halverson, 2009). This individualized, “hands on‖ schooling system also included the responsibility of instilling strong values, including virtue, character strength, morals and faith-based religious beliefs. The American school system developed out of this change from rural to urban living for several reasons. First and foremost, Horace Mann, often considered the “Father of American Education,” led a
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movement toward universal schooling that shifted the responsibility of educating children from the family to the state (Collins, et. al, 2009, p. 50). He led this charge because he felt creating a common schooling system would help equalize the conditions of men and provide an opportunity to help those less fortunate in society to advance in social status. Mann held to his fast belief that “Education is our only political safety. Outside of this ark all is deluge,” (Ballou, 1872, p. 139), and that”education was needed for social cohesion, to give the new immigrants a common language and understand of American democracy”(Collins, et. al, 2009, p. 54). He also was a firm believer that building a person‘s character was just as important as teaching traditional subjects such as reading, writing and math. Parents often rebuked this last set of goals because they did not want to leave moral education up to educators and public officials. Second, the invention of the printing press allowed the wider diffusion of knowledge, and served as a prominent development of textbook learning and expanded media communications. This new invention allowed society to evolve from “an oral culture to a literate culture dominated by the printed word, replacing oral memories with written records” (Collins, et. al, 2009, p. 51). Over the decades since, our nation‘s moral compass has spun in many directions. Eventually, as the moral problems in our nation have worsened, character education has made a comeback. Adults realize that the young need moral direction. Parents and teachers have a responsibility to provide it — to pass on a moral heritage. The school has a responsibility to stand for good values and help students form their character around such values (Lickona, 1994).
Social Ills and Positive Schooling
Over the course of time, our society has veered away from the foundation of the initial, historical goals of education. While (in theory), the ideals of using universal education methods educate, enlighten and advance our nation still remain intact, the concept of instilling positive virtues and building positive character strengths have slowly eroded. Gone are the days of apprenticeship where the responsibility of teaching moral values laid chiefly on the parents, families and members of a child‘s community. In today‘s hectic world, countless kids suffer from issues outside of the classroom, such as family problems,
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child abuse, poverty, malnutrition and other personal/social ills, and parents have been looking to educators to solve these issues. It appears that much of this responsibility seems be a burden for many parents or an ostensibly insurmountable task for those less fortunate in society. As a result, there are prominent 21st century thought leaders who are shepherding the way to a new and novel approach to education: the application and practice of positive psychology in the classroom, with an integrated curriculum designed to serve as a prevention tool for well-being initiatives (Duluth Public Schools, 2010)
Positive Psychology in Education Positive psychology, as defined by the authors of Positive Psychology: The Scientific and Practical Explorations of Human Strengths, is “the scientific and applied approach to uncovering people‘s strengths and promoting positive functioning” (Snyder, et al, 2007, p. 3). Positive psychology pioneer Dr. Martin Seligman has taken this concept a step further with the notion of “positive education,” which he defines as “education for both traditional skills and for happiness. The high prevalence worldwide of depression among young people, the small rise in life satisfaction, and the synergy between learning and positive emotion all argue that the skills for happiness should be taught in school (Seligman, Ernest, R. Gillham, Reivich, & Linkins, 2009, p. 293). In a recent research report by Dr. Seligman and his team, Positive Education: Positive Psychology And Classroom Interventions, Seligman and his research team conclude that, “were it possible, well-being should be taught in school on three grounds: as an antidote to depression, as a vehicle for increasing life satisfaction, and as an aid to better learning and more creative thinking” (Seligman, et al, 2009). Dr. Seligman has been leading the charge on a groundbreaking research study known as the Strath Haven Positive Psychology Curriculum (aka Positive Psychology for Youth Program or ‗PPY‘), which represents his first attempt to bring his techniques to children not identified as at-risk for depression or mental illness. The study was financed by a $2.8 million four-year federal grant to the Wallingford-Swarthmore district in Delaware County by the U.S. Department of Education‘s
CHARACTER EDUCATION AND POSITIVE SCHOOLING
Partnerships in Character Education Program. The program description as stated on the University of Pennsylvania‘s Positive Psychology Center website (Seligman, 2010), follows: Teaching Positive Psychology in High School (Strath Haven School): This U.S. Department of Education-funded project, called Positive Psychology for Youth (PPY), investigates the effects of a Positive Psychology curriculum developed for high school students. The major goals of the curriculum are to increase positive emotion, character strengths, citizenship, and sense of meaning or purpose in young people. The curriculum includes approximately 25 lessons, integrated into the Language Arts class. The program aims to increase positive emotion through lessons and activities on savoring and mindfulness, gratitude, optimism and resilience. Character strengths are promoted by identifying students‘ signature strengths and having them employ these strengths in their daily lives. Students also have the opportunity to develop non-signature strengths that are important to them. Finally, students are encouraged to think about the activities and experiences that increase meaning in their lives. The curriculum emphasizes that experiences that increase meaning often involve connections to others and causes that are larger than ourselves. Students develop plans for engaging in activities (individually or with others) that increase their sense of meaning and fulfillment. The Strath Haven project was designed to test the effectiveness of "positive psychology" lessons administered to 352 ninth-graders who agreed to participate. Half were randomly assigned to take part in the positive psychology-infused curriculum and the other half were in the control group (Snyder, 2002). In addition to the 20-25 standalone lessons related to positive psychology concepts, there was some curricular integration of positive psychology with the study of classic novels, including "Lord of the Flies," "Inherit the Wind," "Romeo and Juliet," and "The Odyssey." After receiving the lessons as freshmen, the students were then assessed during the remainder of their time in high school. The data is in for all three cohorts through 11th grade, and a final analysis and conclusions are expected to be delivered to the Department of Education soon (Sheehan, 2009).
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CHARACTER EDUCATION AND POSITIVE SCHOOLING In the meantime, according to a 2009 article in the Delaware County Daily Times, preliminary results indicate that teachers reported, “improved social skills for students, and mothers of students in the positive psychology classes reporting greater cooperation,” and that students in college preparatory English classes showed the greatest benefits, with improved classroom satisfaction reported by students and increased learning strengths reported by teachers. Further, all positive trends/effects favored those students in the positive psychology classes rather than the control group students (Sheehan, 2009). While there were effects seen in the areas of meaningfulness and life learning, the research team has yet to see any notable effects in the areas of happiness and some of the other related measures thus far. Mark Linkins, one of the PPY researchers from Swarthmore College, noted that Strath Haven students had previously been scoring high in the areas being evaluated, and a "ceiling effect” may be a key factor in the present findings. It did affirm, however, there is something there. A question that can be asked is, “If you get modest results with 20 lessons, what could happen if you infuse an entire curriculum with it?'" (Sheehan, 2009). Since the beginning of that study, which is deemed to be one of many in the future no doubt, a similar project is underway in Australia at Geelong Grammar School, and Dr. Seligman speculates that “positive education will form the basis of a ‘new prosperity,’ a politics that values both wealth and wellBeing” (Seligman, et al, 2009, p. 293). Alternative Methods to Exploring Character Strengths in Pedagogy Character education is evolving and there are new and creative ways that are being introduced in the education system that help identify, examine and build character strengths. While Seligman and his team are onto something in terms of adding validity and process to the integration of building preventative positive psychology into traditional education coursework, other methods are also being considered.
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LifeStories for Kids™ K-2 and 3-5
There is an enchanting and effective multi-media character education program for K-2 and grades 3-5 called LifeStories for Kids Series that helps children understand complex character traits like integrity, perseverance and courage. “LifeStories for Kids uses the ancient art form of storytelling to make complex social skills, character choices, and social dilemmas more concrete and recognizable for children” (Brightwood & DeRosier, 2007, as cited by DeRosier & Mercer, 2007, p. 133). Each title in the LifeStories for Kids Series features a DVD with a nationally-acclaimed storyteller, an illustrated storybook, interactive gaming, teacher session outlines, artwork and online training, and a parent guide. The guides help parents and caregivers initiate discussions which explore and enhance the positive messages presented in the story. Ultimately, “The medium of storytelling is used to capture children‘s attention and imagination, while teaching positive social skills and character through identification with the story characters and situations” (DeRosier, et al, 2007, p. 133). The school-based curriculum combines evidence-based practices for skill building with the cognitive tools that work best with kids: storytelling, interactive role playing, and visual and aural displays of information. Utilizing DVDs, followed by the teacher reenacting the story, then asking kids questions and highlighting important points about appropriate values and morals, children remain present and participatory as they learn. According to research conducted by Melissa E. DeRosier and Steve Mercer on the effects of the program, students participating in the intervention experienced statistically significant improvements in prosocial behavior as compared to students in the control group, including improved prosocial skills and decreased direct aggression and immature-impulsive behavior (DeRosier, et al, 2007).
CHARACTER EDUCATION AND POSITIVE SCHOOLING
Six-Word Memoirs
As demonstrated by Dr. Seligman‘s Strath Haven High School study, English and literature are great ways to explore the concept of self and expression in education. In the Strath Haven project, researchers explored the positive strengths of various characters in different classic literature pieces such as “Lord of the Flies” and the works of Shakespeare. With digital media tools being more and more available in education, there are other innovative ways to explore and encourage positive strengths in schooling. The usage of a combination of powerful, yet affordable, technology hardware and software mesh perfectly with the needs of many of today‘s classrooms, where the focus is on providing students with the skills they will need to “thrive in increasingly media-varied environments” (Riesland, 2005). Through these newly emerging technologies, teachers are gaining new opportunities to create innovative lesson plans and assignments that teach critical analysis as well collaboration, organization, creative abstract thinking and different approaches to research and presentations. Multimedia pieces are particularly relatable for Junior High and High School students as they are frequent users of multimedia tools and social networking sites. In addition, multimedia educational tools can relieve some of the stress of social ills for a child and help them explore their self identity. Using the VIA Brief Strengths test on the www.AuthenticHappiness.com website, a multimedia program can be developed with kids that helps them identify and explore their strengths based on the results of their Brief Strengths test. The educational goal would be to teach, build and reinforce character and morals while simultaneously improving their personal self esteem and happiness.
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One great example of a media tool that can be used in positive and character education is the SixWord Memoirs education project which offers two free Six-Minute Memoirs lesson plans and a “Six Tips to Writing Six-Word Memoirs” instructional guide (Martino, 2009). The education element of this project stems from a general idea originally conceived by authors Larry Smith and Rebecca Fershleiser when they started SMITH magazine in 2006. Famous author, Earnest Hemmingway, was once asked to write a complete story in as few words as possible. His response: For Sale: baby shoes, never worn. In just six words, Hemmingway had distilled the essence of an entire story. In 2006, SMITH Magazine wondered if other writers could do the same. They began the Six-Word Memoir Project (http://www.smithmag.net/sixwords), and set up a website inviting anyone interested to submit their life story using only six words. Since then, they have compiled the submitted memoirs into three New York Times Bestseller books (with more planned in the future), and have launched educational lesson plans, merchandise and more (Smith & Fershleiser, 2006). The concept became so popular that educators soon found ways to adapt the concept into their lesson plans. Eventually Harper Collins took the education idea to another level by creating Six-Word Memoirs lesson plans and video tips. The project serves as a tool for students to write their memoir in six words, accompanied by a picture or video that goes with it and uploading it and publishing it to a site. No special tools required, just the use of a simple image editing tool, or creatng the image in PowerPoint and saving the slide as a jpg, then uploading it (Jainslie, 2010). While the teen postings from the Six-Word Memoirs by Teens Famous & Obscure book and website are not always positive (Fershleiser & Smith, 2009), many are provocatively reflective or affirmative. Below are some teen examples from their website at http://www.smithteens.com: “My friends love my awesome weirdness” - I am Mai “Discovered taking pictures make me happy.” – The Fencing Owl “I'll always love my Ginger hair.” – Miss Monophobia “Self esteem grew with increasing grades.” - dotdotdots “Called me beautiful. I finally believed.” – Invisible
CHARACTER EDUCATION AND POSITIVE SCHOOLING
“Confidence. I wear it like makeup.” – To Live Free “My therapy: Beethoven and ivory keys.” – unknown “Treacherous standardized tests betrayed youthful imagination” – Tara Many classes compile their submissions and make music videos of them (i.e. “Mr. Wright's Creative Writing Class: The 2008 Six Word Memoir Film” at http://www.youtube.com/watch?v=nD7Bh63fxUM). Students can upload submissions on their teacher‘s own, specially-created social networking site (i.e. Ning.com) for others to read. Students can then share and discuss the postings in an online forum setting. This concept can easily be applied to the use of the Brief Strengths Test in the classroom, having students take the test and then create their own positive Six-Word Memoir about themselves and/or their lives. Teachers can then encourage them to expand their six-word memoir into a longer story for further discussion. Ultimately, it is a great way for kids to explore their authentic identities in a positive light. 60-Words and More “Six-Word Memoirs” is just one example of how digital media technology can work hand-inhand with traditional education to improve happiness and well-being for children in school. Other digital or social networking site programs such as Notaland.com or Glogster.com can tie-in with positive education as well. One teacher assigned high schoolers to take 60 “word-based pictures” with their cell phones and/or digital cameras to create messages of hope and change. The images were uploaded onto a collaborative whiteboard to create the messages: 1. Nota - http://notaland.com/discovery/15344 (username and password both Discovery) or 2. Dabbleboard - http://www.dabbleboard.com/ (username and password both Discovery) Students worked in teams of two, rearranging the words (like magnetic poetry) to tell their stories. Once completed, the students made a screencast of their images, and provided voiceover to read their statement.
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Below is a screenshot of the main page on the site, some of the words the students prepared and chose from, plus a sidebar list of other creative projects from this teacher:
Two examples of student submissions, which included voiceover of the teams reading them:
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CHARACTER EDUCATION AND POSITIVE SCHOOLING The teacher of this class, Jackie Gerstein, EDd is extremely innovative in her teaching methods, tapping into web tools and more. She even helped students create their own “virtual office” showing off some of their web tool work at http://weewebwonders.pbworks.com/w/page/9067396/FrontPage. Another example, of a 21st century multi-media educational tool that can help educators teach kids about positive virtues and self-identity is Glogster EDU (www.edu.glogster.com). A glog is a graphic blog, which is much like a poster, only it is better because it is virtual and it is interactive. This online educator and student tool is an online poster technology that allows users to incorporate various media elements to tell a narrative using media elements such as photos, video, music and more. As stated in a previous paper, when a program like Glogster is used in education, students amalgamate their creative ideas, map their stories out and create them in a digital media form. This allows kids to interact with the material they are learning as well as converse with their peers on how they merged the different elements (oral, visual, text and movement) to create a media literacy vehicle. Using Glogster EDU helps the teachers enrich character education. For example, a teacher could assign a project that is designed to foster ethical, responsible and respectful citizens in their community. Students would be assigned to find a positive aspect or member of their community and express it in their own virtual poster. The goal would be to identify great things about their surroundings and/or ideas on how they could make it better through their own actions and positive behaviors (i.e. helping a younger child with the local community garden or working with the coach of a youth community center to get sponsors for an upcoming event). Using digital technology to incorporate visual, text and aural tools into a Glogster virtual poster creation enriches the information students are gathering, and also makes the process more relevant and exciting. These are also important elements of positive schooling (Snyder & Shorey, 2002, as cited by Snyder, et al 2007). In Contrast
“Though there has been increasing interest in character education among policy makers and education professionals, many schools hesitate to do anything that might detract from their focus on increasing academic performance” – (Benninga, Berkowitz, Kuehn, & Smith, 2006. p. 448).
Although most schools preach the need for positive schooling and character education, not all schools are equipped to handle many of the social pressures they face, including the “digital divide” that exists with 21st Century Education technologies.
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CHARACTER EDUCATION AND POSITIVE SCHOOLING The term “digital divide” refers to “a situation in which people do not have the same degree of access to modern digital information and communication technologies (ICT) and, for this reason, do not have the same opportunities for social and economic development” (CR-Berict Telekom, 2010). Beyond this obstruction is the fundamental sensibilities of traditional academia who fear digital technology in the classroom will be a threat to their job security or require more work than already have. It can also be considered dehumanizing, and distances kids further and further away from grasping the value of strong virtues and intimate connections to their families, friends and community. "Children need a healthy education, and computers cannot provide them with a healthy education because children need a living education--with live people," said Joan Almon, a former preschool teacher and U.S. coordinator for The Alliance for Childhood, a private nonprofit group that focuses on child development (Wirtz, 2003). While admonishing the overuse of computers at an early age at home and in school, Almon recognizes that with involved monitoring by parents, they favor the use of them in the education of older children. "They are wonderful tools," she said. "Let's be really careful about how we use them" (Wirtz, 2003). Conclusion My 20-year-old son just started working at Best Buy in the computer and games department. He went to in-person training sessions and engaged in an online class that taught him about the products, customer service and other matters related to his job. However, once he got “on the floor,” he found himself getting most of his training from more experienced co-workers. This sense of apprenticeship goes back to the original roots of our education goals, where understanding specific skills unique to a task, and common civility, values and human relations (i.e. listen to and treat every customer with courtesy, respect and with a positive attitude”) were highly regarded and necessary in society. The irony is that he works in a store that specializes in technology, yet the human touch is still just as important today as it was at the turn of the century. Technology isn‘t meant to replace learning, but rather to be served as an added value in the education process. As a parent or an educator, relying on the government or the “system” to correct our social issues or solely train our children in moral ethics, strong virtues and positive character strengths is unreasonable and unrealistic. In a speech made at the 1996 Democratic National Convention Former First Lady and currently Secretary of State for the United States, Hillary Rodham Clinton, famously referred to an old African proverb, “It takes a village to raise a child…and we have learned that to raise a happy, healthy and hopeful child, it takes a family, it takes teachers, it takes clergy, it takes business people, it takes community leaders, it takes those who protect our health and safety, it takes all of us” (Clinton, 1996).
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We may be living in a hectic and fragmented world, but there are many ways we can blend traditional, core methods with modern techniques to promote a nucleus of ethical values in our youth, encourage school staff to embrace and share ardent responsibility for character education, and engage “families and community members as partners in the character-building effort” (BRHS, 2010). It just takes a little patience, passion, creative ingenuity – and a village – to move the cause forward in effective and effective ways.
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CHARACTER EDUCATION AND POSITIVE SCHOOLING References
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Fershleiser, R., & Smith, L. (2009). I can't keep my own secrets: six-word memoirs by teens famous + obscure: from Smith magazine. New York: HarperTeen. Fershleiser, R., & Smith, L. (2008). Six-Word Memoirs, the book. YouTube - Broadcast Yourself. Retrieved November 30, 2010, from http://www.youtube.com/watch?v=mBnP0DoGjRI&feature=player
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Gerstein, Jackie. "Creative Web Tools For and By Kids / FrontPage." WeeWebWonders by pbworks . N.p., n.d. Web. 3 Dec. 2010. <http://weewebwonders.pbworks.com/w/page/9067396/FrontPage>. Gerstein, Jackie. "60 Words Discovery Change Project." 60 Words. N.p., n.d. Web. 3 Dec. 2010. <discoverychange.pbworks.com/w/page/17886102/60-Words>. The Good, the Bad and The Ugly: Warning: PCs may be a danger to kids. (2003, March 19). QANTA: Solutions for Tomorrow's Media. Retrieved December 3, 2010, from http://www.griffindigital.com/Anti-PC.htm Gray, Peter. "The Dramatic Rise of Anxiety and Depression in Children and Adolescents: Is It Connected to the Decline in Play and Rise in Schooling? | Psychology Today." Psychology Today: Health, Help, Happiness + Find a Therapist. N.p., 26 Jan. 2010. Web. 28 Nov. 2010. <http://www.psychologytoday.com/blog/freedom-learn/201001/the-dramatic-rise-anxiety-anddepression-in-children-and-adolescents-is-it?page=2>. Jaycox, L. H., Stein, B. D., Paddock, S., Miles, J. N., Chandra, A., Meredith, L. S., et al. (2009, October 1). Impact of Teen Depression on Academic, Social, and Physical Functioning . Pediatrics | Official Journal of the American Academy of Pediatrics. Retrieved November 28, 2010, from http://www.pediatrics.org/cgi/content/full/124/4/e596 Jainslie, D. (2010). Six-Word Memoir | Technology Chatter. Technology Chatter. Retrieved November 30, 2010, from http://vestaltech.edublogs.org/2010/11/07/six-word-memoir. Kelly, M. (n.d.). Industrial Revolution in 19th Century America - Industrial Revolution. American History From About. Retrieved November 28, 2010, from http://americanhistory.about.com/od/industrialrev/a/indrevoverview.htm Lickona, T. (1994). What is the History of Character Education? SUNY Cortland: Seize the Moment, Feel the Momentum. Retrieved November 29, 2010, from http://www2.cortland.edu/centers/character. Martino, C. (2009). Teaching Authors--6 Children's Authors Who Also Teach Writing: Getting to Know Me--Six-Word Memoirs. Authors Teaching Authors. Retrieved November 30, 2010, from http://www.teachingauthors.com/2009/08/getting-to-know-me-six-word-memoir.html
CHARACTER EDUCATION AND POSITIVE SCHOOLING Riesland, E. (2005). Visual literacy in the classroom. New horizons for learning. Retrieved December 1 2010, from http://www.newhorizons.org/strategies/literacy/riesland.htm
Seligman, M. E. (2006). Authentic Happiness - Using the new Positive Psychology. Authentic Happiness - Using the new Positive Psychology. Retrieved November 30, 2010, from http://www.authentichappiness. Seligman, M. E., Ernest, R. M., Gillham, J., Reivich, K., & Linkins, M. (2009). Positive Education: positive psychology and classroom interventions. Oxford Review of Education, 35(3), 293-311. Seligman, M. E. (n.d.). Positive Psychology Center. University of Pennsylvania Positive Psychology Center. Retrieved December 6, 2010, from http://www.ppc.sas.upenn.edu/ Sheehan, N. A. (2009). â&#x20AC;&#x2014;Positive psychology' has negative results. Delaware County Daily Times (Primos - Upper Darby, PA) n.pag. Retrieved November 28, 2010, from NewsBank on-line database (Access World News) Snyder, C.R. & Lopez, Shane J. (2007). Positive Psychology: The Scientific and Practical Explorations of Human Strengths. Thousand Oaks, CA: Sage Publications. Snyder, S. (2002, December 10). Making character the subject of study - Infusing character into lessons Assignment: Learn to be happy. Philadelphia Inquirer, The (PA) (CITY-D ed.), A01. Retrieved November 28, 2010, from NewsBank on-line database (Access World News) Wirtz, B. (2003, March 19). The Good, the Bad and The Ugly: Warning: PCs may be a danger to kids. QANTA: Solutions for Tomorrow's Media. Retrieved December 3, 2010, from http://www.griffindigital.com/Anti-PC.htm Wright, J. (2008, October 27). The 2008 Six Word Memoir Film . YouTube - Broadcast Yourself. Retrieved November 30, 2010, from http://www.youtube.com/watch?v=nD7Bh63fxUM
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CHARACTER EDUCATION AND POSITIVE SCHOOLING http://liebermanc.edu.glogster.com/character-education-and-positive-schooling/
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