So do young people have a strong sense of morality? Absolutely. And like many of the greatest thinkers through history, they are only too aware of how much the reality of their behaviour can fall short of what they know to be right. But nonetheless they aspire to close that gap and more effectively live out their values.
What are those values? The research identified nine qualities or "dimensions of character" from young people's responses. These included: spiritual and religious engagement; reflecting and acting on values; political engagement; having a healthy sense of one's own identity; having a sense of meaning and purpose; commitment to social justice; a willingness to take responsibility; a critical awareness of one's own growth; and being engaged with the community.
And the upshot of this is what? There's plenty here about what 16- to 19-year-old students think about moral values. The point of the report is to reflect on what that means for education. What's interesting from a youth work point of view is that while schools are seen as places that shape values, it's not through earnest assemblies. Rather, it is simply the quality of the relationships with teachers and the level of trust and respect that is shown. What students want to see modelled by teachers is "an inclusive and generous morality" in which values can be experienced in practice. They want an environment that models values and helps them act on such values too.
But it can be hard to talk clearly about things like morality or "character". Exactly. One of the biggest issues identified is the lack of clear and shared language. How many young people, or indeed teachers, would be comfortable talking about "cardinal virtues"? The report calls for research to help evolve a contemporary, culturally relevant language with which to facilitate character formation.
And the implications for policy? Policies relating to character education have to avoid being too prescriptive. They have to involve the young people in their formation and allow scope for interpretation. They also need to be holistic and reflect those nine dimensions of character. Researchers also restate the notion that values should be displayed across the curriculum and through initiatives that emphasise choice and responsibility.
And practice? Further development of the culture of participation and "student voice" in schools is needed. Classroom practice needs to recognise the importance of relationships to effective learning and of young people's attachment to values of personal and social justice.
FACT BOX
- Researchers from Canterbury Christ Church University, funded by the Templeton Foundation, conducted research among 521 young people in three sixth-form centres in Bristol
- They found an inherent set of shared core values
- Young people saw the biggest influence on their values as their mother, then their friends and then their father
- A summary document - "It's who you are!" - and the main report Character Education: The formation of virtues and dispositions in 16-19 year olds with particular reference to the religious and spiritual are available in the "research reports" section of www.nicer.ac.uk.
