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For-Character Education


by Edward Wynne — 1997

In this chapter I will designate persons, environments, and policies that help form good character with the adjective "for-character." And so the urgent tasks of for-character educators are to: clarify their understanding of what "good character" means; recognize how environments help or hurt character formation; analyze their current educational environments to assess their good and bad influences on character; devise ways to upgrade the for-character capabilities of the environments they control; recognize that upgrading will often involve soliciting the help of parents, colleagues, subordinates, superiors, and—depending on their age and capabilities—pupils; and start to put the changes into effect.


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This article originally appeared as NSSE Yearbook Vol 96, No. 2.


Cite This Article as: Teachers College Record Volume 98 Number 6, 1997, p. 63-76
http://www.tcrecord.org ID Number: 18777, Date Accessed: 12/18/2017 3:17:17 PM

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About the Author
  • Edward Wynne
    University of Illinois, Chicago
    EDWARD A. WYNNE is Professor in the College of Education at the University of Illinois at Chicago. His work focuses on how social environments in and around schools affect pupils' character.
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