Our Language, Our Story

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Our Language, Our Story
Character Development Through the Virtues A
Resource for Ontario Catholic Schools
A Project of the Eastern Ontario Catholic
Curriculum Cooperative In Cooperation with the
Ontario Ministry of Education June 2009
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This present resource continues a tradition of
excellence as the EOCCC seeks to develop material
that incorporates the Catholic perspective across
the curriculum. By focusing the Character
Development Initiative on the acquisition of the
theological and cardinal virtues, this resource
builds on and enriches the moral teaching of the
Church.
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I pray God's blessing upon all those involved in
this project and hope that this resource will
indeed help our students grow in a Spirit-filled
life in which the Gospel truly shines forth.
Paul-André Durocher Bishop of Alexandria-Cornwall
Education Commission Chair, Assembly of Catholic
Bishops of Ontario (Our Language, Our Story,
Introduction)
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Our Language, Our Story
Overview of Presentation
IntroductionI. Why This Resource?II.
Finding Common GroundIII. Ontarios Catholic
BishopsIV. Our Language, Our Story Exploring
the Seven VirtuesV. Our Language, Our Story
Exploring the Resource VI. What Does
Authentic Character Education Look
Like?
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Christina Hoff Sommers, Ph.D., tells this story
about the relevance of teaching the virtues
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Sommers recommendations are helpful, but
limited. Sommers proposes teaching morality
within ethics classes that focus on the virtues.
This recommendation is at odds with traditional
virtue theory, which recognizes ongoing practice
as key to becoming a person of virtue.
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Note what philosopher and author Dr. Donald
DeMarco says about teaching the virtues
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Aristotle was at least in part right Many of
the virtues are little more than habits of
character. As such, they cannot be instilled
through formal classroom instruction.
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One cannot inculcate courage (industriousness,
honesty, concern for personal integrity, etc.)
simply by reciting moralistic stories depicting
courageous acts or by undertaking a philosophical
analysis of the concept of courage. Courage, as
an attribute of character, is acquired through
habituation--the actual doing.
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We are not born virtuous. Nature does not steep
us in good habits. Nor does moral development
take place by means of cultural osmosis. Virtues
must be pursued.
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The virtuous person is a person of character, a
whole person, a fully realized person. Virtue, as
Plato has taught, is the health, strength, and
excellence of a soul in communion with reality.
It is virtue more than anything else that fills a
person with a sense of ones self, ones
vitality, ones purpose, and ones happiness.
Donald DeMarco in The Heart of Virtue (1996)
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Another story .
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I. Why This Resource?
The Call for Character Development programs in
Ontarios publicly funded elementary and
secondary schools have ...
challenged us to draw on our deepest values which
shape the character of all who teach and learn in
our Catholic schools and
are rooted in the language of Scripture and
Tradition, the language of OUR STORY.
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I. Why This Resource?
The language of our story points to Jesus Christ,
the Word made flesh origin and fulfillment of
our sacred story.
All we say and do in Catholic schools is a means
for supporting our students pilgrimage to
fullness of life in Him.
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I. Why This Resource?
The Virtues Points of reference from our story
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Theological VirtuesFaith, Hope, Love Cardinal
Virtues Justice, Prudence, Temperance and
Fortitude touchstones for this resources
contents.
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II. Finding Common Ground

• Character Education
• Fall 2006
• Formally mandated by Ontarios Ministry of
  Education
• - Release of discussion paper, Finding Common
  Ground Character Development in Ontario
  Schools, K-12 through Literacy and Numeracy
  Secretariat and revised June 2008

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II. Finding Common Ground
Finding Common Ground (2006) - Calls for
character education programs based on shared
values transcending diversities such as ethnicity
and creed (hence the title, Finding Common Ground
).

• Boards and their communities are called

to identify universal character attributes
to infuse these into every subject area,school
activity.
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II. Finding Common Ground
Character Development Finding Common Ground, 2008
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II. Finding Common Ground
Two key goals

• improve student learning in cognitive,
  affective, attitudinal and behavioural domains

• prepare young people for civic engagement,
  global citizenship in an increasingly
  interdependent world

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II. Finding Common GroundCatholic Educational
CommunitysInitial Response
Mixed Reactions
Isnt this what weve always done?
Catholic schools have always been about
intentionally building character
in every subject area and school activity
in Religious Education, Family Life,
Sacramental Preparation, Retreats, Community
Outreach Initiatives, Athletic Programs, and
much more.
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1. Finding Common Ground

Catholic Educational CommunitysEvolving
Response
Lets embrace this initiative
and underscore our schools distinctive
Catholic character.
Lets showcase our successes
in ways that resonate with Finding Common
Ground using the language of our story
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II. Finding Common GroundCatholic Educational
Communitys Ongoing Response
Resource DevelopmentCatholic school boards
across Ontario have been developing and sharing
creative resources.
To them we are all grateful!

• These resources have incorporated
• Gifts of the Holy Spirit - Fruits of the Holy
  Spirit, - Cultivating biblical and related
  virtues
• Practical strategies and tools

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III. Ontarios Catholic Bishops
Character Development and the Virtuous Life A
Position Paper Fall 2008 A formal response
to Finding Common Ground.
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III. Ontarios Catholic BishopsCharacter
Development and the Virtuous Life
Clear Direction for producing Catholic
character development resources to Catholic
school boards and professional associations.
Reminder that the virtuous life is already at
the heart of our language and story.
New Return to the language of the virtues to
the distinguished, time-tested standing of the
virtues in our Catholic Tradition.
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III. Ontarios Catholic BishopsCharacter
Development and the Virtuous Life
Character something that is constructed,
something I choose more or less deliberately.
(Character Development and the Virtuous Life, p.
2) vs.
Personality something more permanent who I am.

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III. Ontarios Catholic BishopsCharacter
Development and the Virtuous Life Virtue
Education as Character Education
Character - how I respond to lifes
challenges, blessings or interact with others
- has a definite moral aspect
Personality - more ethically neutral
Applying the best of our faith heritage can help
us become who God has called us to be, persons
of virtue.
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III. Ontarios Catholic BishopsCharacter
Development and the Virtuous Life
The Virtues Our Link to Character
Development Because virtue is a concept
central to Catholic moral doctrine, it is key
in linking the Character Development Initiative
to the Catholic school education project.
(Character Development and the Virtuous Life,
p. 5)
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III. Ontarios Catholic BishopsCharacter
Development and the Virtuous Life
The Virtues Our Link to Character
Development Language of Virtues - associated
with character formation since time of Plato
and Aristotle - important part of Christian
education, from fourth century onward-
integral to Western civilizations foundational
values
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III. Ontarios Catholic Bishops
The Bishops are saying to us
You are already doing this.
The virtues are YOUR language and story.
Reclaim them in your practice.
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III. Ontarios Catholic Bishops This opportunity
is a gift embrace it re-tell Our Story
The call for character development in Ontario
schools a gift to Catholic education an
opportunity for us to re-tell our story as a
people of faith.
It has the potential to help strengthen staff and
students as followers of Christ to bring new
vitality into our province-wide system.
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III. Ontarios Catholic Bishops This
Opportunity A Gift Embrace it, Re-tell Our Story
Re-telling our story through the virtues
- allows us to proclaim our distinctiveness and
importance to society
- especially crucial during this time of
questioning
the importance of multiple
publicly-funded education systems
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IV. Our Language, Our Story Character
Development Through the Virtues in Ontario
Catholic Schools
A Response to Finding Common Ground Made
possible through Funding from Ministry of
Education Leadership by the Eastern Ontario
Catholic Curriculum Cooperative.
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IV. Our Language, Our Story
Practical tools Strategies - for integrating
theological cardinal virtues into culture of
our Catholic schools. For Educators and
Administrators - to help foster Catholic
character development across the broad
curriculum.
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IV. Our Language, Our Story Character
Development Through The Virtues
What Are The Virtues?
- good practices, which over time, become part
of our character.
Practicing the Virtues
- tempers our personalities, enables us to live
and work peacefully with one another.
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IV. Our Language, Our Story Character
Development Through The Virtues
Why Education Through the Virtues?
to help Catholic educators fulfill their
mission to teach in light of the Catholic faith
to strengthen distinctive Catholic character of
students, school communities
to help our young people grow as followers of
Jesus and bring the transforming witness of His
Gospel to the world
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IV. Our Language, Our Story Exploring
the Seven Virtues
A. The Three Theological Virtues Faith, Hope,
Love
Gods gift to us at Baptism
As we practice these virtues
- they become more prominent in our lives
- they guide our character as it develops over
a lifetime of discipleship.
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IV. Our Language, Our Story Exploring
the Seven Virtues
A. The Three Theological Virtues Faith - A new
way of seeing, a shared way of believing. 
The language of our story speaks of Faith    
- Gods gift to us at Baptism - Christian faith
transforms our minds with Gods
self-understanding.   
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IV. Our Language, Our Story Exploring
the Seven Virtues
A. The Three Theological Virtues Faith - A new
way of seeing, a shared way of believing. 
       
Gives us a new way  - of seeing God,
ourselves, everything around us
- of believing what Christ has taught us in the
Gospels, handed on to us through His Church
The faith we share through Baptism into Christs
body (the Church), leads us to believe, pray and
worship. 
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IV. Our Language, Our Story Exploring
the Seven Virtues

A. The Three Theological Virtues Faith - A new
way of seeing, a shared way of believing. 
Witnessed in love of God, in love of neighbour -
made in Gods image. 
Visible in our Catholic schools whenever there
is trust in God, belief, prayer, worship and the
witness of love.
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IV. Our Language, Our Story Exploring
the Seven Virtues
A. The Three Theological Virtues Hope
Trusting Gods promises in prayer and work for
justice.
The language of our story speaks of hope. 
Christian Hope - Gods gift at Baptism (unites
us with risen Christ)  - desire for the
happiness of the Kingdom and eternal life

• makes us able to trust to trust Gods promises,
  no matter what the obstacles.  - keeps us from
  despair and presumption

- expressed principally in prayer.
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IV. Our Language, Our Story Exploring
the Seven Virtues
A. The Three Theological Virtues Hope
Trusting Gods promises in prayer and work for
justice.
Hopeful people - live the Gospel with joy-
work for peace and justice despite many
obstacles - trust Gods plan will be fulfilled,
even if not in their lifetime
 
Visible in our Catholic schools whenever we find
prayer, trust in Gods faithfulness, and work for
peace and justice.
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IV. Our Language, Our Story Exploring the
Seven Virtues
A. The Three Theological Virtues Love -
Loving God above all things, others as God loves
them.
The language of our story speaks of love.   
Gods gift to us at Baptism enables us   - to
love God above all things- to love others as God
loves them
Great insight of St. Thérèse We have been
made by love for love. 
Gift of love directs and gives strength to our
life of virtue. 
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IV. Our Language, Our Story Exploring
the Seven Virtues
A. The Three Theological Virtues Love -
Loving God above all things, others as God loves
them.
Our model of love is Jesus, who laid down His
life so that we might have life to the full
(John. 10 10). 
Our encounters with Jesus in His Gospel and the
sacraments nurture us so that we can love as He
has loved us. 
Visible in our Catholic schools wherever the
kindness, service and self-giving of Jesus are
found.
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IV. Our Language, Our Story Exploring the
Seven Virtues
B. The Four Cardinal Virtues
PrudenceTemperance Justice FortitudePractices
on which all other virtues hinge (cardinal -
hinge in Latin).
These practices are learned and developed over
time.
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IV. Our Language, Our Story Exploring
the Seven Virtues
B. The Four Cardinal VirtuesJustice Seeking
the good, meeting obligations to God
and neighbour
The language of our story speaks about justice. 
- seeking what is good in every situation
- living in right relationship with God and
neighbour 
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IV. Our Language, Our Story Exploring the
Seven Virtues
B. The Four Cardinal VirtuesJustice Seeking
the good, meeting obligations to God
and neighbour
Fulfilling ones obligations
- to God in prayer and worship- to neighbour in
mercy and fairness
Visible in our Catholic schools whenever we see
people striving to meet their obligations to God
and neighbour. 
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IV. Our Language, Our Story Exploring
the Seven Virtues
B. The Four Cardinal Virtues Prudence
Seeking, judging, acting with confidence
and love
Prudence (good sense) the watchful eye of love. 
Three steps   

• seeking the proper, most loving thing to do

• judging what is the best choice

• confidently acting.

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IV. Our Language, Our Story Exploring
the Seven Virtues
B. The Four Cardinal Virtues Prudence
Seeking, judging, acting with confidence
and love
What is the right, most loving thing to do? 
1. Considering others advice -
looking to the Gospel, Church teaching to inform
and guide conscience 2. Praying and
thinking things through 3. Confidently
acting in truth and love

In this way, practicing prudence unites us more
closely with God and neighbour. 
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IV. Our Language, Our Story Exploring
the Seven Virtues
B. The Four Cardinal Virtues Prudence
Seeking, judging, acting with confidence
and love
Visible in our Catholic schools when we reflect
as Jesus disciples and act in His love.
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IV. Our Language, Our Story Exploring
the Seven Virtues
B. The Four Cardinal Virtues Temperance
Enjoying lifes pleasures in keeping
with the Gospel
A temperate person practices staying away from
excesses.  She or he strives to practice

• moderation in eating and drinking
• self-control in emotional expression
• balance in living responsibly
• forming chaste, healthy friendships
• honesty about who they are (humility)

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IV. Our Language, Our Story Exploring
the Seven Virtues
B. The Four Cardinal Virtues Temperance
Enjoying lifes pleasures in keeping
with the Gospel
Practicing temperance frees us from slavery to
unhealthy habits so that we can live a fully
human life as God intended for us in Christ.
Visible in our Catholic schoolswhenever
moderation, chastity, balance, self-control and
humble attitudes are practiced.
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IV. Our Language, Our Story Exploring
the Seven Virtues
B. The Four Cardinal Virtues Fortitude
Practicing the good and just in challenging
situations patience with
obstacles.
The language of our story speaks about fortitude. 
This involves practicing what is good and just
when it is difficult or even dangerous. 
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IV. Our Language, Our Story Exploring
the Seven Virtues
B. The Four Cardinal Virtues Fortitude
Practicing the good and just in challenging
situations patience with
obstacles.
A person of fortitude practices patience when
meeting obstacles while working to do what is
right, even when others criticize or remain
silent. 
Visible in our Catholic schools whenever we see
persons defending truth and kindness in
challenging situations.
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V. Our Language, Our Story Exploring the
Resource
Web-based, six main sections

• Virtues and Themes - points of reference
  for this resource
• Curriculum Connections - curriculum
  expectations linked to virtues themes
• Staff Development - prayers/activities
  linked to virtues themes
• Additional Resources - curriculum resources
  linked to virtues themes School Activities
  - prayers/activities linked to virtues
  themes Community Outreach - school outreach
  linked to virtues themes

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V. Our Language, Our Story Exploring the
Resource

• Accessible in 2 Formats
• Via the internet at www.ourlanguageourstory.orga
  nd from the EOCCC Home page at
• www.eoccc.org
• On CD ROM for PC

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V. Our Language, Our Story Exploring the
Resource
Lets go take a look .
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VI. What Does Authentic Character Education Look
Like?
According to Dr. Thomas Lickona, whose work has
informed many character development initiatives,
there are 11 core principles
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VI. What Does Authentic Character Education Look
Like?
1. Character education promotes core ethical
values as the basis of good character . - as
captured in Virtues Catholic Character Themes.
2. "Character" must be comprehensively defined
to include thinking, feeling, and behaviour.
- Catholic education addresses the whole person
spiritually, physically, intellectually,
emotionally, socially.

• Effective character education requires an
  intentional, proactive, and comprehensive
  approach that promotes the core values in all
  phases of school life. - Catholic education
  promotes our deepest values in all subject
  areas and activities.

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VI. What Does Authentic Character Education Look
Like?
4. The school must be a caring community. -
Every student has supreme value as a child of God.
5. To develop character, students need
opportunities for moral action. - Catholic
education promotes a vision of life that invites
students to live the Gospel and its enduring
values in the day-to-day world.
6. Effective character education includes a
meaningful and challenging academic curriculum
that respects all learners and helps them
succeed. - Catholic educators strive to help all
students reach their God-given potential in
every area of development.
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VI. What Does Authentic Character Education Look
Like?

1. Character education should strive to develop
   students' intrinsic motivation. - Catholic
   educators encourage students to become
   self-directed, responsible, lifelong learners
   (ICE CGE 4).

8. The school staff must become a learning and
moral community in which all share
responsibility for character education and
attempt to adhere to the same core values
that guide student education. - Catholic
schools sense of community derives from
Baptism, and is rooted in the local Church and
parish. All share in the Churchs
mission to live and preach the Gospel.
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VI. What Does Authentic Character Education Look
Like?
9. Character education requires moral leadership
from both staff and students. - Our sense of
community in Catholic schools impels us to lead
one another as pilgrims on the road of
discipleship.
10. The school must recruit parents and community
members as full partners in the
character-building effort. - Catholic
schools provides discipleship formation for
meaningful and engaged citizenship. This
involves collaboration and mutual support with
the wider community.
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VI. What Does Authentic Character Education Look
Like?

• Evaluation of character education should assess
  the character of the school, the school
  staff's functioning as character educators,
  and the extent to which students manifest
  good character.
• - Catholic schools are about educating in the
  light of shared values rooted in the Word of
  God (Scripture) and Church teaching
  (Tradition), for virtuous character and
  meaningful relationships between students, staff
  and the wider community. All are accountable
  for their role in this mission.

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VI. What Does Authentic Character Education Look
Like?
Components of Good Character

• Moral Knowing
• Moral awareness
• Knowing moral values
• Perspective-taking
• Moral reasoning
• Decision-making
• Self-knowledge

To which we would add openness to the
revelation of God through JesusChrist and the
Holy Spirit in Scripture and the living Tradition.
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VI. What Does Authentic Character Education Look
Like?
Components of Good Character

• Moral Feeling
• Conscience
• Self-esteem
• Empathy
• Loving the good
• Self-control
• Humility

To which we would add as informed by the
teaching of the Church.
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VI. What Does Authentic Character Education Look
Like?
Components of Good Character

• Moral Action
• Competence
• Will
• Habit

To which we would add as inspired by the
example of Jesus and the Communion of Saints.
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