It is a fact that the current education system does not view inculcation of values as a necessary step to increase education achievements. The information can be proved by the enactment of the No Child Left Behind act that sought to introduce character development in schools. However, it can be considered a personal opinion that the only purpose of public education is seeking improvement in academic and character education. “In other words, good-quality character education was positively associated with academic achievement, both across academic domains and over time.” In this statement one can see that the authors were biased on only analyzing schools that had excellent SAT performance. They associated good grades to behavior and did not look to see if there were actually other low performing students that had good character.
Among the cause and effect relationships presented in the article are the implications for character developing schools. For instance, having a clean and secure school environment results to creation of an environment where students can develop their character. Also, schools that promote caring, fairness and respect have been equated to providing the best environment for character development. Similarly, students who are given an opportunity to partake in community activities have been associated with posting good grades and exemplary character development.
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The reasoning is fallacious in that it only considers a specific demography. Only students from schools that perform well were analyzed and the conclusions were not based on real evidence. Hence it lacks credibility as there were no citations throughout the whole documents. The reader is left to believe the author for the information presented. The information is also presented in a more persuasive language than informative. Therefore, from reading the article a reader can infer that only schools with high academic performance engage in character development. These schools also happen to be well endowed with resources to accomplish extracurricular activities. Hence one can logically conclude that only schools with funding can engage in character development.
Work Cited
Benninga, J. S., Berkowitz, M. W., Kuehn, P., & Smith, K. (2006). Character and academics: What good schools do. Phi Delta Kappan, 87(6), 448-452. https://studylib.net/doc/13119379/character-and-academics--what-good-schools-do
