Becoming A Brilliant Star
William G. Huitt
There are a variety of appropriate measures that have already been developed for
measuring different aspects of the Brilliant Star domains. There are also a variety of
constructs for which measures could be developed.
Spiritual Development
Ledford (1998) suggests the following as signs of spiritual health that are not tied to a
specific set of religious teachings:
1.
2.
3.
4.
5.
6.
7.
expresses that he has lived in accordance with his value system;
expresses contentment with life;
expresses feelings of being loved by God;
expresses feelings of forgiveness by God;
trusts others/God with the outcome of a situation in which he feels he has no
control;
seeks the good of others;
values his inner self more than his physical self.
James Fowler (1991) provides a stage theory of the development of faith:
1. Primal Faith (infancy)
Similar to Erikson's concept of Trust versus Mistrust in his theory of
socioemotional development. This lays the foundation for further development of
faith, but does not totally determine it.
2. Intuitive-Projective Faith (early childhood)
Focuses on preoperational thinking as defined by Piaget. Long-lasting faith
images are created that represent both the promise and threat inherent in life.
Imagination, rather than logic, is the main thrust of faith development.
3. Mythic-Literal Faith (elementary-school years through early adolescence)
Focuses on concrete operational thinking (the developing ability to think logically
about concrete objects) as defined by Piaget. We begin to develop the capacity for
causal thinking.
4. Synthetic-Conventional Faith (middle adolescence)
The possibility of formal operational thought provides the for reliance upon
abstract ideas and concepts for making sense of one's world. [Unfortunately, only
about 35% of adolescents attain formal operational thought by the time they finish
high school]. Combined with the issues of personal identity and intimacy, there is
a potential for developing a hunger for a personal relation to God in which we feel
ourselves to be known and loved in deep and comprehensive ways.
5. Individuative-Reflective Faith (presumably, young adulthood).
6. Conjunctive Faith (mid-life or beyond)
7. Universalizing Faith
Peck (1993) and Yob (1996) provide additional information about how we might
assess children and youth development in the area of spirituality.
Physical Development
There are four health-related components of physical fitness. In addition, knowledge
of proper nutrition is vital:
Cardiorespiratory Endurance
The ability to deliver essential nutrients, especially oxygen, to the working muscles of
the body and to remove waste products during prolonged physical exertion.
Muscular Strength
The amount of force a muscle can produce with a single maximum effort.
Muscular Endurance
The ability to sustain a given level of muscle tension – that is, to hold a muscle
contraction for a long period of time, or to contract a muscle over and over again.
Flexibility
The ability to move body joints through a full range of motion.
Body Composition
Refers to the amount of fat in proportion to lean body tissue (muscle, bone, and
water).
Nutrition
Knowledge of how to gain bodily sustenance. Major issues include variety, balance,
and moderation.
Cognitive Development
Academic Achievement
Measures of academic achievement in terms of grades and scores on standardized
tests of basic skills are widely available.
Intelligence
Rueven Feurerstein (see Ben-Hur, 1994) has demonstrated that children's IQ
(their ability to learn academic content) can be modified through mediated learning.
He has developed a set of instruments to measure different aspects of cognitive
processing.
Robert Sternberg (1994) and Howard Gardner (1993) have separately developed
measures of multiple aspects of human intelligence. They are now working together
on implementing their strategies into classrooms.
Critical Thinking
The Center for Critical Thinking at Sonoma State University under the leadership
of Richard Paul (1993) has identified ways to measure critical thinking.
Creative Thinking
Fishkin and Johnson (1998) list more than 60 standardized measurements of
creativity for children and youth.
Cognitive Development
A variety of measures of cognitive development have been developed based on
the theories of Piaget (e.g., Piaget & Inhelder, 1972) and Vygotsky (1997).
Metacognitive skills
Several different methods of assessing metacognition have been developed (e.g.,
Metcalfe & Shimamura, 1994).
Affective Development
Values
The Georgia Department of Education (1991) has identified 36 specific values
(grouped in three categories) that they believe are important: citizenship (e.g., justice,
tolerance), respect for others (integrity, trustworthiness), and respect for self
(accountability, perseverance).
Beaumaris (1998) provides a list of 23 values deemed important to children and
youth with methods of assessing each: assertiveness, caring, compassion, courage,
courtesy, detachment, determination, excellence, forgiveness, humility, idealism,
justice, love, loyalty, patience, purposefulness, respect, responsibility, steadfastness,
tolerance, trustworthiness, truthfulness, unity
Socioemotional Development
Erikson's theory provides a framework within which to measure socioemotional
development: Trust vs. Mistrust, Autonomy vs. Doubt, Initiative vs. Guilt, Industry
vs. Inferiority, Identity vs. Role Confusion, Intimacy vs. Isolation, Generativity vs.
Stagnation, Ego Integrity vs. Despair
Bingham and Stryker (1995) provide an alternative theory that they believe more
closely addresses the stages of socioemotional development for girls and women:
Developing the hardy personality (Birth-8), Forming an identity as an achiever (Age
9-12), Skill building for self-esteem (Age 13-16), Strategies for emotional and
financial self-sufficiency (Age 17-22), Satisfaction in work and love (Adulthood).
Self-esteem (Global)
Self-efficacy (Specific tasks)
Bandura (1997) provides a process by which measures of self-efficacy can be
developed.
Optimism
Seligman (1990, 1995) has developed measures for both children and adults.
Conative or Volitional Development
Self-determination
Vision Statement
Mission Statement
Dreams - Long-term
Goals - (performance, mastery, social)
Action Plan
Initiative
Self-regulation
Energy focus (Self, others, growth)
Family Development
Relationships with family members
Mate selection
Intimate relationships
Parenting
Career Development
Options and possibilities
Job versus Entrepreneurship
T/$, Investments, Duplication
Financial Development
Earning, Saving, Investing, & Spending
Social Development
Small group interaction
Involvement and leadership
Racial, ethnic, religious and other prejudices
Equality of women and men
Sustainable economic development
Community
National
Global
World Peace
Character Development
Beaumaris (1998) presents specific qualities as a person's character moves from
the category of Copper to Gold:
Copper capabilities:
 Evaluation of one’s own strengths and weaknesses
 Learning by reflecting on one’s actions
 Managing one’s responsibilities one the basis of moral and ethical
principles
Bronze Capabilities:
 To think and act in a caring and encouraging way
 To participate effectively in the process of consultation
 To create and promote unity in diversity
Silver Capabilities:
 To effectively contribute to the creation and fulfillment of a shared vision
 To develop and promote healthy relationships
 To commit oneself to a process of empowering educational activities
Gold Capabilities:
 To recognize and interpret the meaning of present-day social processes
and events in the light of appropriate historical perspective and teachings
of spiritual traditions


To contribute to the establishment of justice in personal relationships, at
home, at the school, in the surrounding community, and in the global
community of humanity
To endeavor, persevere, and overcome obstacles in the achievement of
personal and group goals
References:
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H.
Freeman & Co.
Beaumaris, A. (1998). Developing a new paradigm for integration of moral
capabilities across the Curriculum, Grades 7-12. Paper presented at Teaching for
diversity, unity and human values: An education summit, Centre for Teaching Excellence,
University of Maryland, September 11-13.
Ben-Hur, M. (Ed.). (1994). On Feuerstein's Instrumental Enrichment: A collection.
Arlington Heights, IL: Skylight Publishing. [http://www.newhorizons.org/
trm_feuerstein.html]
Bingham, M., & Stryker, S. (1995). Things will be different for my daughter: A
practical guide to building her self-esteem and self-reliance. New York: Penguin Books.
Fishkin, A., & Johnson, A. (1998). Who is creative? Identifying children's creative
abilities. Roeper Review, 21(1), 40-46.
Fowler, J. (1991). Weaving the new creation. New York: Harper Collins.
Gardner, H. (1993). Frames of mind: The theory of multiple intelligences (Tenth
Anniversary Ed.) New York: Basic Books. [http://www.newhorizons.org/
trm_gardner.html]
Georgia Department of Education. (1991, May). Values education implementation
guide. Atlanta, GA: Office of Instructional Services, Georgia Department of Education.
Ledford, M. (1998). Spirituality and patient care (class notes). Columbus, MS:
Mississippi University for Women.
Metcalfe, J., & Shimamura, A. (Eds.). (1994). Metacognition: Knowing about
knowing. Cambridge: MIT Press.
Paul, R. (1993). Critical thinking: What every person needs to survive in a rapidly
changing world (3rd ed.). Sonoma, CA: Foundation for Critical Thinking.
Peck, M. S. (1993). Further along the road less travelled. New York: Simon &
Schuster.
Piaget, J., & Inhelder, H. (1972). The psychology of the child. New York: Basic
Books.
Seligman, M. (1990). Learned optimism. New York: Pocket Books.
Seligman, M. (1995). The optimistic child. Boston: Houghton Mifflin.
Sternberg, R. (1994). In search of the human mind (395-396). New York: Harcourt
Brace.
Vygotsky, L. & Rieber, R. (Ed.). (1997). The collected works of L. S. Vygotsky:
Problems of the theory and history of psychology. New York: Plenum Publishing Co.
Yob, I. (1996). Keys to teaching children about God. Barrington's Educational Series.