In
The Map of Life, William Edward Hartpole Lecky writes:
Of all the tasks which are set before man in life, the education and management of his character is the most important, and…it is necessary that he should make a calm and careful survey of his own tendencies, unblinded either by the self-deception which conceals errors and magnifies excellences, or by the indiscriminate pessimism which refuses to recognize his powers for good. He must avoid the fatalism which would persuade him that he has no power over his nature, and he must also clearly recognize that this power is not unlimited.
This balanced approach to “the education and management of…character” seems to be at the heart of our work at Aspen View Academy. As adults, we all know that character building is a lifelong pursuit. The start we make in childhood is foundational.
Teaching our students to manage their own characters is one reason “No” is an option to answer a request. We’ve all experienced the wrath of a two-year-old when he is told “No.” But we know it is for his good, often for his safety, so we hold fast when seemingly all the world gives way. We also promote self-control when we give him a few minutes in time out to collect himself for a follow-up discussion. Offering the child context, a few other options for response, and real ways to process frustration, disappointment, even anger, is our job. Until the child is able to manage her own character thoughtfully, we act as manager and teacher. We hope that one day he will he work within boundaries of his own making for his good, often for his safety, and for the good of others.
As our students grow, we are deliberate to guide them toward maturity. It is one of the many reasons that we believe and practice Capturing Kids’ Hearts. We want to teach our students to consider their own actions, their effects on others, and healthy ways to navigate relationships. All of these develop character.
Interestingly, it seems the educational pendulum is swinging back toward a focus on character as well through the lens of social and emotional skills. A recent white paper, “The Class of 2030 and Life-ready Learning” points to “five core competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision making” (11). The article cites research showing that “social and emotional competencies can increase cognitive skills…by up to 11 percent” (10) and “that high-level social-emotional skills developed during childhood are correlated with a number of beneficial long-term health and well-being outcomes as adults, including lower rates of obesity, substance abuse, and criminal activity, and greater satisfaction in relationships and positive contributions to society” (11).
Together, the AVA community is looking toward our long-term goals for our children. Each day through lessons, conversations, and experiences, our students are navigating their world and etching patterns of thought and behavior. Together, we can help students have a great start in the lifelong pursuit of character. Why not continue the conversation tonight at the dinner table?
Side by side~
Melissa Clemmons
Dean of Academics
