Character
Building and Transcendental Values:
Transcendental
values are of great help in building up of character, but we see that due to
lack of belief of the students in the transcendental values it is not a
successful formula for character building. One should be vigilant for the
moment when a student gives him a reason to correct him or her or improve him
or her in a practical way. Students come to college not with a mind with which they
go to a mosque or church, or synagogue, so we can’t advise them in the manner
with which we can do in the holy places.
Making
Students Least Conscious of Didacticism:
Secondly, while telling a student of something about morals, the teacher should tell them when they are least conscious of the fact that they are being taught about it, or else they would shield themselves against your didacticism. On this occasion, I recall a short story by Oscar Wilde, “The Devoted Friend”, in which a Linnet tells a story to a Water-rat. The Water-rat listens to the whole story with great interest, but when he came to know that it had a moral in it, he reacted. I would like to quote it from the story to make my point clear:
"I am afraid you don't quite see the moral of the story," remarked the Linnet.
"The what?" screamed the Water-rat.
"The moral."
"Do you mean to say that the story has a moral?"
"Certainly," said the Linnet.
"Well, really," said the Water-rat, in a very angry manner, "I think you should have told me that before you began. If you had done so, I certainly would not have listened to you; in fact, I should have said 'Pooh,' like the critic. However, I can say it now"; so he shouted out "Pooh" at the top of his voice, gave a whisk with his tail, and went back into his hole.
The linnet said to the duck, "I am rather afraid that I have annoyed him," answered the Linnet. "The fact is that I told him a story with a moral."
"Ah! That is always a very dangerous thing to do," said the Duck.
And I quite agree with her.
Personal Example:
The third point is that we should set a personal example to teach what we want to teach. This can be the most effective tool to make possible the purpose of character building with the students.
Carrot and Stick:
The fourth point is that for the defiant and stubborn students, we should have a coercive system to make them act upon what is required. Forceful inculcation does bring results after a while; moreover, it helps to stop the infection of bad morals spread. So we should have a stick in one hand when we offer a carrot in the other.
Secondly, while telling a student of something about morals, the teacher should tell them when they are least conscious of the fact that they are being taught about it, or else they would shield themselves against your didacticism. On this occasion, I recall a short story by Oscar Wilde, “The Devoted Friend”, in which a Linnet tells a story to a Water-rat. The Water-rat listens to the whole story with great interest, but when he came to know that it had a moral in it, he reacted. I would like to quote it from the story to make my point clear:
"I am afraid you don't quite see the moral of the story," remarked the Linnet.
"The what?" screamed the Water-rat.
"The moral."
"Do you mean to say that the story has a moral?"
"Certainly," said the Linnet.
"Well, really," said the Water-rat, in a very angry manner, "I think you should have told me that before you began. If you had done so, I certainly would not have listened to you; in fact, I should have said 'Pooh,' like the critic. However, I can say it now"; so he shouted out "Pooh" at the top of his voice, gave a whisk with his tail, and went back into his hole.
The linnet said to the duck, "I am rather afraid that I have annoyed him," answered the Linnet. "The fact is that I told him a story with a moral."
"Ah! That is always a very dangerous thing to do," said the Duck.
And I quite agree with her.
Personal Example:
The third point is that we should set a personal example to teach what we want to teach. This can be the most effective tool to make possible the purpose of character building with the students.
Carrot and Stick:
The fourth point is that for the defiant and stubborn students, we should have a coercive system to make them act upon what is required. Forceful inculcation does bring results after a while; moreover, it helps to stop the infection of bad morals spread. So we should have a stick in one hand when we offer a carrot in the other.
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