Moral and Character Development According

Moral and Character Development

According to the Rising Star Montessori Web site, one of the primary objectives of the Montessori model is to foster "respect for others" and "appropriate behavior." Thus, moral and character development are integral to the Montessori method of education. Montessori teaching methods include strong learning by doing approaches that encourage critical thinking based on "direct experiences." The approach used by Rising Star therefore mirrors Kohlberg's theory of moral development. Kohlberg emphasized the community a school creates and also underscored the importance of direct experiential knowledge for students in relation to their moral and character development.

Based on outlines of their educational programs from preschool through elementary, though, the Rising Star Montessori program does not offer any clear-cut system for developing children's moral and character development. For example, the preschool and kindergarten program outlines are devoid of mentioning moral and character development. However, most theorists like Piaget and Kohlberg acknowledge that when children are young their sense of morality is based almost solely on convention. Right vs. wrong is determined not by experiential learning vis-a-vis the impact of behaviors on other people but rather, on whether behaviors are punishable or rewardable. If an action merits reward then it is deemed "good" and if it warrants punishment then the behavior is labeled as "bad." Similarly, "Piaget concluded that children begin in a 'heteronomous' stage of moral reasoning, characterized by a strict adherence to rules and duties, and obedience to authority," (Nucci 2002). Actions were "right" or "wrong" because of what adults told them and not because of any internalized morality. Therefore, the Rising Star preschool, pre-kindergarten, and kindergarten programs are designed roughly to correspond with established theories of moral and character development such as those of Piaget and Kohlberg. Children are taught basic habits and approaches toward learning, because their cognitive development has yet to reach a stage at which moral reasoning becomes relevant.

When children grow older, their level of moral reasoning matures. As Kohlberg proposed, children undergo "a sequence of qualitative changes in the way an individual thinks," (Nucci 2002). As children encounter new environmental stimuli including new peers, new social group situations, and new challenges to the developing ego, moral character begins to emerge. While it would be impossible to assess the Rising Star Montessori academy based on the Web copy on their site, it is safe to say that the school does not overtly claim to contribute to their students' moral and character development. Learning and interacting with the environment at the child's own pace are emphasized, and social interactions may be left to the individual teachers at the school.