Fall 2014
Northern Virginia
EDLF 7615: School, Society and Morality
Vaccaro
EDLF 7615: School, Society and Morality
3 Credit Hours
Leadership, Foundations and Policy
Registration requirements -- None
September 24 through December 10, 2014 NOTE: There are no classes on November 5 and November 25, 2014
Wednesdays, 5:00 PM-9:15 PM
Final Project Deadline: December 13, 2014
Instructor
Vincent T. Vaccaro
Office: None
Email: vv4t@virginia.edu
Fall 2014
Adjunct Instructor
Office Hours: Upon Request
Phone: None
Description
This course examines the topics of character development, values education, moral reasoning, ethics, and the role of the school in
the formation of citizens for participation in a democratic society. Philosophical, religious, comparative, historical, sociological and
literary perspectives will be explored with respect to the attitudes toward and approaches to moral education.
Learning Objectives

To discuss and formulate definitions and arguments for several competing theories of moral development. Emphasis will be placed on
setting ethical theory within an historical and social framework and relating that framework to education within pluralistic, democratic
communities.

To discuss the philosophical, historical and psychological basis for several theories of human nature and how each provides insight into the
roles and purposes of education in society.
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Fall 2014
Northern Virginia
EDLF 7615: School, Society and Morality
Vaccaro

To identify and discuss several approaches to values and character development in schools. Emphasis will be placed on ensuring that
approaches suggested are consistent with the nature of ethical, psychological and democratic values.

To assist participants in clarifying their own views on the nature of morality and ethical values and assist them in applying those views within
specific educational settings.
Instructional Methods
As a graduate seminar our approach will be primarily through class discussion of readings and class exercises. The readings combine the insights of
various fields including philosophy, psychology, history, social science, religion, law and especially literature and stories. The seminar will allow for
discussions of such issues as the nature of ethical values and their relationship to pluralistic, democratic ideals, human rights, the development of
value systems and character within social systems, the role of sex and cultural differences in morality and moral development, the use and
importance of narrative and community values, and the role of the school in instilling and sustaining ethical values within a democratic community.
These theoretical issues will be applied specifically to the practical issues and dilemmas faced by educators in a classroom or other educational
settings, e.g., museum exhibitions, text book selection, curriculum design, program development, grant administration and sponsorship for not-forprofit institutions and public advocacy educational endeavors. The course utilizes a number of the functions available through UVACollab.
Course Texts
Required
Bettelheim, B. (1976). The struggle for meaning. In Maria Tatar (Ed.), The classic fairy tales: Texts and criticism. A Norton Critical Edition (pp. 269273). New York, NY: W. W. Norton and Company. (Available through UVACollab on class web site.)
Dickens, C. (1854). Hard times. Any edition
Cremin, L. A. (ed.). (1957). The republic and the school: Horace Mann on the education of free men. Classics in Education No. 1. New York, NY:
Teachers College Press.
Lewis, C. S. (1982). Sometimes fairy stories may say best what’s to be said. In W. Hooper (Ed.), Of other worlds: Essays and stories (pp. 35-38). New
York, NY: Harcourt Brace Jovanovich. (Available through UVACollab on class web site.)
Lickona, T. (1992). What is good character. In Educating for character: How our schools can teach respect and responsibility (pp. 49-63). New York,
NY: Bantam Books. (Available through UVACollab on class web site.)
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Northern Virginia
EDLF 7615: School, Society and Morality
Vaccaro
Lickona, T. (2004). Raise children of character. In Character matters: How to help our children develop good judgment, integrity, and other
essential virtues (pp. 33-59). New York, NY: Simon and Schuster. (Available through UVACollab on class web site.)
McClellan, B. E. (1999). Decline and revival, 1945-present. In Moral education in America: Schools and the shaping of character from colonial
times to the present. Reflective History Series. (pp. 70-103). New York, NY: Teachers College Press. (Available through UVACollab on
class web site.)
Nel Noddings. (1992). The challenge of care in schools: An alternative approach to education. New York, NY: Teachers College Press.
Great Thinkers: Values Education: Parts 1 and 2. Unpublished. (Available through UVACollab on class web site.)
Paton, A. (1948). Cry, the beloved country. Any edition.
Supplemental Material [Instructor Provided] . (Available through UVACollab on class web site.)
Callan, E. (1995). Virtue, dialogue, and the common school. American Journal of Education, 104 (1) 1-33.
Kraybill , D. B., & Bowman, C. F. (2001). Ironies of a postmodern journey. In On the backroad to heaven: Old order hutterites, mennonites, amish,
and brethern (pp. 258-280). Baltimore, MD: The Johns Hopkins University Press.
Lee, V. E. (1997) Catholic lessons for public schools. In D. Ravitch & J. P. Viteritti (Eds.), New schools for a new century: The redesign of urban
education (pp. 147-163). New Haven, CT: Yale University Press.
MacIntyre, A. (1984). The virtues, the unity of a human life and the concept of a tradition. In After virtue (2nd ed.) (pp. 204-225). Notre Dame,
IN: Notre Dame University Press.
Course Outline [edit table as needed]
[Date(s)]
Class Session Topics
Assessment/Methods
(NOTE: As a graduate seminar all class
sessions are guided full group discussions
with some small group work)
September 24
Introductory remarks and discussion of
ethical values. Does morality have any part in
public education? Discussion of the role and
use of case studies in the teaching of values
See Participation and Attendance Rubric
attached in Recommended Grading Criteria for
Social Foundations Master’s Program at the
Northern Virginia Center
3
Student work outside of class.
Fall 2014
Northern Virginia
EDLF 7615: School, Society and Morality
Vaccaro
October 1
October 8
October 15
Overview of the history of ethical theory within
the Western tradition . Brief discussion of the
opportunity that literature and stories provide
in the teaching of values within the school
curriculum
Teaching values in social institutions. Hard
Times and the teaching of values through
literature (a beginning). The issues of
Separation of Church and State.
Educating for the New Republic: Horace Mann
his challenges and his legacy
See Participation and Attendance Rubric
attached in Recommended Grading Criteria for
Social Foundations Master’s Program at the
Northern Virginia Center
Required Reading: Dickens, Book the First and
Bettelheim Handout
Same as above
Required Reading: Dickens, Book the Second and
Third
See Participation and Attendance Rubric
attached in Recommended Grading Criteria for
Social Foundations Master’s Program at the
Northern Virginia Center
Assignment A due. Required Reading: Mann, pp. 356
For Assignment A -- See Quality of Assignments,
Completion of Assignments and Timeliness of
Assignments Rubric attached in Recommended
Grading Criteria for Social Foundations Master’s
Program at the Northern Virginia Center
October 23
October 29
Setting the direction ahead: From Horace
Mann to John Dewey. John Dewey on the
social sciences and moral development. Begin
discussion of four competing approaches to
moral education – values clarification and moral
reasoning.
Continuing a discussion of three competing
approaches to moral education -- Moral
reasoning and character development.
Paper addresses questions and is organized to
flow as a single paper. Arguments are
supported and logically coherent.
Same as above
See Participation and Attendance Rubric
attached in Recommended Grading Criteria for
Social Foundations Master’s Program at the
Northern Virginia Center
For Assignment B -- See Quality of Assignments,
Completion of Assignments and Timeliness of
Assignments Rubric attached in Recommended
Grading Criteria for Social Foundations Master’s
Program at the Northern Virginia Center
Paper addresses questions and is organized to
flow as a single paper. Arguments are
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Required Reading: Mann, pp., 57-112
Assignment B due. Required Reading: Lickona and
McClellan handouts
Fall 2014
Northern Virginia
EDLF 7615: School, Society and Morality
Vaccaro
supported and logically coherent.
November 5
November 12
November 19
No Class
Sex differences, moral development and the
ethics of care. Literature as a teaching method
in values education – some examples.
Discussion of trends in children, pre-teen and
adolescent literature.
Introducing an ethics of care in public schools
and virtue ethics re-visited
See Participation and Attendance Rubric
attached in Recommended Grading Criteria for
Social Foundations Master’s Program at the
Northern Virginia Center
Required Reading: Noddings, Chapters 1-5, and C. S.
Lewis
See Participation and Attendance Rubric
attached in Recommended Grading Criteria for
Social Foundations Master’s Program at the
Northern Virginia Center
Assignment C due. Required Reading: Noddings
one chapter from Chapters 6-11 and Chapter 12 and
Great Thinkers: Values Education: Part 1
For Assignment C -- See Quality of Assignments,
Completion of Assignments and Timeliness of
Assignments Rubric attached in Recommended
Grading Criteria for Social Foundations Master’s
Program at the Northern Virginia Center
Paper addresses questions and is organized to
flow as a single paper. Arguments are
supported and logically coherent.
November 26
December 3
December 10
No Class
Instilling values in schools – is it possible? With
special emphasis on age-appropriate literature
as a method
Class time devoted to group work on the
project on teaching values
Required Reading: Great Thinkers: Values
Education: Part 2 and Paton, entire book
See Participation and Attendance Rubric
attached in Recommended Grading Criteria for
Social Foundations Master’s Program at the
Northern Virginia Center
Assignment D due
For Assignment D -- See Quality of Assignments,
Completion of Assignments and Timeliness of
Assignments Rubric attached in Recommended
Grading Criteria for Social Foundations Master’s
Program at the Northern Virginia Center
December 13
No Class
Paper addresses questions and is organized to
flow as a single paper. Arguments are
supported and logically coherent.
For Assignment Project on Teaching Values -See Quality of Assignments, Completion of
Assignments and Timeliness of Assignments
5
Project on Teaching Values due
Fall 2014
Northern Virginia
EDLF 7615: School, Society and Morality
Vaccaro
Rubric attached in Recommended Grading
Criteria for Social Foundations Master’s Program
at the Northern Virginia Center
Lesson plan must be complete, show an
understanding of values to be conveyed and is
age appropriate.
Grading
A+
A
AB+
B
BC
100%
96%
92%
88%
84%
80%
Below 80%
Weighting Scale:
Participation in class discussions
Three Assignments (A through D)
Teaching Values – a Project
Total
15%
60% (20% each)
25%
100%
See attached “Recommended Grading Criteria for Social Foundations Master’s Program at Northern Virginia Center
Due Dates:
Assignment A
Assignment B
Assignment C
Assignment D
Project on Teaching Values
October 15, 2014
October 29, 2014
November 19, 2013
December 10, 2013
December 13, 2013
Assessments
A short paper will be submitted on three of the four assigned texts or readings – specifically, Dickens, Mann, Lickona and Noddings. No written
assignment is required for Alan Paton’s Cry, the Beloved Country.
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Fall 2014
Northern Virginia
EDLF 7615: School, Society and Morality
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Assignment A: Charles Dickens was a popular and profitable author in mid-nineteenth century England. Along with his reputation as a superb
story teller, he also has developed a considerable reputation as a social critic. His 1854 short novel, Hard Times, provides an excellent example
of his insight into the ills of unchecked industrial development.
Like many of his works, Hard Times, is a work of contrasts. Thomas Gradgrind and Joshiah Bounderby are men of business – no nonsense men of
facts. Sissy Jupe in contrast is a young woman of fancy – a person on whom factual education is wasted. They differ as well in their approaches
to values and morality as may be seen from the following two passages in which Sissy describes her failures to grasp simple moral ideas.
…that she was as low down, in the school, as she could be; that after eight weeks into the induction of the elements of Political Economy, she had only
yesterday been set right by a prattler three feet high, for returning to the question, “What is the first principle of this science?” the absurd answer, “to
do unto others as I would that they should do unto me.”
Sissy continues her discussion of failure with Louisa Gradgrind as follows:
“Tell me some of your mistakes.”
“I am almost ashamed,” said Sissy with reluctance. “But to-day, for instance, Mr. M’Choakumchild was explaining to us about Natural Prosperity.”
“National, I think it must have been,” observed Louisa.
“Yes, it was.—But isn’t it the same?” she timidly asked.
“You had better say, National, as he said so,” returned Louisa, with her dry reserve.
“National Prosperity. And he said, Now this schoolroom is a Nation. And in this nation, there are fifty millions of money. Isn’t this a prosperous
nation? Girl number twenty, isn’t this a prosperous nation, and a’n’t you in a thriving state?”
“What did you say?,” asked Louisa.
“Miss Louisa, I said I didn’t know. I thought I couldn’t know whether it was a prosperous nation or not, unless I knew who had got the money, and
whether any of it was mine. But that had nothing to do with it. It was not in the figures at all,” said Sissy, wiping her eyes.
“That was a great mistake of yours,” observed Louisa (Book the First, Chapter 9).
In a 750 to 1000 word paper please discuss the contrast in approach to reasoning about morals represented by the Gradgrinds and Sissy Jupe. In
one paragraph each briefly describe what is the basis for making moral or ethical decisions under each approach. Then discuss how each would
approach the teaching of values in schools? Describe two examples of how you see similar approaches in schools today. Due October 15, 2014
Assignment B: Horace Mann is recognized by many educational historians as the Father of the Common Schools in the United States. In his
Twelve Annual Reports to the Massachusetts State Board of Education during the 1830s and 1840s, Mann lays out many challenges about
education that can still assist us today. In his Tenth Annual Report, he discusses the role of moral education in the development of a free people.
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Fall 2014
Northern Virginia
EDLF 7615: School, Society and Morality
Vaccaro
I believe in the existence of a great, immutable principle of natural law, or natural ethics – a principle antecedent to all human
institutions and incapable of being abrogated by any ordinance of man, -- a principle of divine origin, clearly legible in the ways of Providence
as those ways are manifested in the order of nature and the history of the [human] race, -- which proves the absolute right of every human
being that comes into the world to an education; and which, of course, proves the correlative duty of every government to see that means of
education are provided to all.
Mann goes on to say that under a republican government universal education is to be provided to all “at the public expense.” He admits there
may be some differences of opinion, but as a minimum this common education must provide the following:
…such an education as teaches the great laws of bodily health; as qualifies for the fulfillment of parental duties; as indispensable for the civil
functions of witness or a juror; as is necessary for the voter in municipal affairs; and, finally, for the faithful and conscientious discharge of all
those duties which devolve upon the inheritor of a portion of the sovereignty of this great republic (63).
In a 750 to 1000 word paper please discuss whether Mann is correct that all human beings have an absolute right to an education? Do we as
educators have the same vision of the connection between the role of education and the role of citizens to maintain their government today as
Mann held in 1846? If not, why not? Are the ends of public education the same today as the ones that Mann lists? Due October 29, 2014
Assignment C: Thomas Lickona’s book, Character Matters, contains a treasure house of suggestions about how to teach character and virtues to
students. Two of his foundational virtues are respect and responsibility. About responsibility he writes:
We live in a society in which taking responsibility for one’s actions is becoming less and less common and passing the buck the
norm. “It seems as if everyone is a ‘victim,’” says a principal. “I have a fifty-year-old friend who blames most of her problems on her
alcoholic father. He died when she was two.” Teaching kids the principles of responsibility is a step in the right direction, toward getting
them to take responsibility for their behavior and their lives (147).
Earlier in his book while discussing the importance of character, Lickona discusses the need for “moral models or exemplars,” to help students
see what is required to become a person of character. Lickona lists five criteria for such a model: “(1) a sustained commitment to moral ideals;
(2) a consistency between one’s ideals and means to achieving them; (3) a willingness to sacrifice self-interest; (4) a capacity to inspire others;
and (5) a humility about one’s own importance (21).” At the end of this discussion, Lickona concludes:
The lessons for us as teachers and parents? First, to provide young people with opportunities to think about and set worthwhile
goals that will develop their character and give them the sense of purpose that every young person needs. Second, to model that process
ourselves, so that young people have adults in their lives who are visibly committed to high ideals and engaged in actualizing them more
fully (22).
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EDLF 7615: School, Society and Morality
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In a 750 to 1000 word paper discuss the charge that is often raised against Lickona that his approach to character education is simply “moral
cheerleading” and his content is no more than a “bag of virtues” carefully sprinkled throughout the school year. Begin your discussion by
defining what you believe character education is and what you see as its content within education, based on the two chapters provided on the
class web site. Then, pick out one component of a character education approach within the definition you have provided and discuss how it
might be approached within schooling. End with an assessment of whether the charge of “moral cheerleading” and “bag of virtues” is accurate
or inaccurate. Due November 19, 2014
Assignment D: Nel Noddings has presented a refreshing new look at the purpose of education based upon her ethics of care. One of her
concerns is that schools fail to appreciate the importance of continuity in the education process. Noddings writes in her Introduction to The
Challenge to Care in Schools: An Alternative Approach to Education:
Schools, I will argue, pay little attention to the need for continuity of place, people, purpose, and curriculum. Most fundamental, of course, is
purpose. If our main purpose as educators were to encourage the development of caring in our students, we would begin to look more
attentively at the need for continuity in place, people, and curriculum (xii).
In a 750 to 1000 word paper please discuss one improvement in educational practice that Noddings advocates. The discussion should include
specific examples of how you would introduce or implement the improvement within an educational program. Please specify clearly what form
or level of educational program you intend to work with, e.g., family, pre-school, elementary school, middle school, high school, museum, notfor-profit foundation, etc. Due December 10, 2014
4. Project on Teaching Values. One of the focuses of this seminar is that the teaching of values through literature and stories may be made
part of every academic curriculum. To attempt to teach values separate from or in some way supplemental to the main academic program of
the school is doomed to failure. As a final project in this seminar, participants are to develop a lesson plan for teaching a single class session
(usually between 50-55 minutes*) in which values issues depicted in literature and stories are incorporated into the core or main academic
curriculum of their choosing. The lesson plan should be appropriately grounded within an overall part of a course or portion of the curriculum.
For those not involved actively in an academic setting, they should propose and get advanced approval of a topic from the seminar leaders.
Participants are encouraged to work in pairs or groups of three participants. Participants are allowed however to work individually on this
assignments. [Reading and discussing Dicken’s Hard Times and Paton’s Cry, the Beloved Country as required components in this seminar are
intended to provide examples of how literature provides a useful tool for incorporating values into the school’s existing curriculum.] Due
December 13, 2014
* For those involved with Pre-K instruction two 25-30 minute blocks of instruction may be more appropriate
Evaluation Standards:
See attached Recommended Grading Criteria for Social Foundations Master’s Program at the Northern Virginia Center.
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Fall 2014
Northern Virginia
EDLF 7615: School, Society and Morality
Vaccaro
Resources
For each class session discussion topics are prepared and posted on the UVACollab web site. In addition, for some topics “Great Thinkers”
papers are also provided on the UVACollab web site for ease of reference. Finally, as information becomes available throughout the course of
the seminar, it is posted on the UVACollab web site.
University Email Policy
Students are expected to activate and then check their official U.Va. email addresses on a frequent and consistent basis to remain informed of
University communications, as certain communications may be time sensitive. Students who fail to check their email on a regular basis are
responsible for any resulting consequences.
University of Virginia Honor System
All work should be pledged in the spirit of the Honor System of the University of Virginia. The instructor will indicate which assignments and
activities are to be done individually and which permit collaboration. The following pledge should be written out at the end of all quizzes,
examinations, individual assignments and papers: “I pledge that I have neither given nor received help on this examination (quiz, assignment,
etc.)”. The pledge must be signed by the student. For more information please visit http://www.virginia.edu/honor/.
Special Needs
It is the policy of the University of Virginia to accommodate students with disabilities in accordance with federal and state laws. Any student with
a disability who needs accommodation (e.g., in arrangements for seating, extended time for examinations, or note-taking, etc.), should contact
the Learning Needs and Evaluation Center (LNEC) and provide them with appropriate medical or psychological documentation of his/her
condition. Once accommodations are approved, it is the student’s responsibility to follow up with the instructor about logistics and
implementation of accommodations.
If students have difficulty accessing any part of the course materials or activities for this class, they should contact the instructor immediately.
Accommodations for test taking should be arranged at least 14 business days in advance of the date of the test(s). Students with disabilities are
encouraged to contact the LNEC: 434-243-5180/Voice, 434-465-6579/Video Phone, 434-243-5188/Fax. For more information, visit the U.Va.
Special Needs website at http://www.virginia.edu/studenthealth/lnec.html.
Another helpful site to keep as a reference is https://collab.itc.virginia.edu/portal/site/e288fd3c-05d5-4c27-9297-a1d6aaa7501b.
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Fall 2014
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EDLF 7615: School, Society and Morality
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Recommended Grading Criteria for Social Foundations Master’s Program at Northern Virginia Center
(the grading process remains within the purview of the instructor)
Grade
Quality of
Assignments
Completeness of
Assignments
Timeliness of
Assignments
Attendance
Participation
A+/A (96 – 100)
Exceptional insight valuable
contribution/goes beyond
assignment
100% complete
100% on time
100% or excused in
advance by the instructor
Outstanding/
facilitates and promotes
conversation
A- (92 – 95)
On target/logical with
evidence, application, &
understanding
Accurate, clear and
concise /no
grammar/spelling errors
Almost always on
time; rare but
forgivable tardiness
Absent one time
Above average; active; moves
discussion toward goal;
insightful questions
B+ (88 – 91)
Competent, credible evidence;
some lapses in organization and
clarity in writing
Moderate shortcomings;
minor elements missing;
but generally on target
Late enough or often
enough to attract
notice
Absent one time but
lateness attracts notice
Reliable steady worker
questions/comments reveal
thought/reflection/understanding
of the material covered
Competent in basic material;
shows some evidence how to
apply basic material; clarity of
writing is adequate
Covers basic material
fails to convey depth of
understanding or
application
Lateness detracts
from quality of work
or give advantage
over other students
B- (80 – 83)
Competent in basic material;
Just passing for graduate credit;
enough to get by
Barely sufficient; little
evidence of revision or
proofreading; lacks
clarity or precision
C (79 and below)
Quality of work not graduate
level; writing and grammar of
poor quality; lack of clarity in
writing and understanding
Important elements
missing or not explained
well; evidence of
understanding weak
B (84 – 87)
Absent 2 times
Quiet but alert/makes few
comments but those are on target
and thoughtful
Lateness is
problematic
Absent 2 times with some
lateness
Few meaningful contributions to
class or group
Excessive and
repeated lateness and
unexplained absences
Absent 3 times
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Passive; sidetracks group with
inappropriate/off- target
comments
Does not share responsibilities in
the group