Volume 2, Issue 11

The Bible does not hide mistakes made by great people. This makes it an extremely valuable text for teaching moral character. In fact, the lessons learned from mistakes often provide a more lasting and powerful impact than those learned from doing things right. These lessons are not only valuable for individuals in positions of leadership but all people who wish to improve their character. Stories of the following Biblical personalities are examined: Jacob, Joseph, Balaam, Samson, Saul, David, Solomon, and Haman. This examination indicates that the purpose of leadership is not fame, power, fortune, or settling old scores, but to lead people with truth and righteousness. Leaders must be ethical and should not cover up injustices, even on the part of loved ones.

Do you believe in magic? In witchcraft and wizardry? Are you fascinated by the supernatural powers of broomsticks and wooden wands? In the fictional world of Hogwart's School of Witchcraft and Wizardry, Harry Potter and other students of similar interests and talents gather to live and learn. They exist together in "houses" or residence halls where they study the secrets of the wizard world, while at the same time, develop as young men and women. Here, students with special interests can reap the academic and social benefits of being a part of a residential learning community – one that did not exist for them in the larger, non-magical world (or the Muggle world). Similarly, there has been a significant amount of attention paid in recent years to the impact that residential learning environments have on college students. Research has found that resident students spend approximately 70% of their time within their residence halls (Schroeder & Jackson, 1987). Therefore, the residence hall is a crucial environment for the academic and social development of many students. The basic premise that has emerged from this research is that residential environments can become learning communities, designed to enhance and foster student development for students, particularly in terms of academic achievement and the development of values, morals, ethics, and civic understanding. This is significant, as students who experience academic success and social adjustment early in their college years are more likely to persist through to graduation (Astin, 1993). Therefore it is imperative that college and university educators and administrators have a clear understanding of how to best foster a climate that will most likely maximize student success.

The topic of character and ethics in public schools has been the subject of scrutiny and debate in this decade, especially with politicians and journalists. The context for this debate, however, is rarely nuanced and some of the assertions made about character and ethics by the afore-mentioned groups are highly decontextualized. In other words, there is a need for educators to weigh in on this debate with some insights from their classroom experiences throughout the entire country.

My research combines cultural and developmental approaches to the study of moral psychology across the life span. With respect to college students, I have recently carried out three studies pertaining to moral values. These studies centered on academic dishonesty, lying to parent, and everyday moral experiences.

Research on the effects of Greek life on college student moral development has concluded that membership in these organizations does little to enhance moral development. However, this qualitative case study of one fraternity found otherwise.