Académique Documents
Professionnel Documents
Culture Documents
Spring 2008
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ABSTRACT
Research in the United States implies that there has been a significant decline of
integrity throughout the nation. From the “school” house to the “White” House,
society is suffering mal-nutrition linked to a deficiency in moral character.
Benjamin Franklin, one of the nations most admirable Founding Fathers,
dedicated his life to the practice of moral perfection. Franklin's objective was to
improve and surpass himself by implementing 13 virtues he believed, if practiced
on a regular basis, would lead an individual to a more productive and abundant
life.
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Introduction
Never among our Founding Fathers was there such an eloquent example of the
saga and capture of the “American” Dream. Franklin was a true from “rags to riches”
story. Evidently, he enjoyed life for he refused to waste a moment of it, as articulated
in his virtue on time management. After pulling some serious pranks during his teens,
Benjamin Franklin finally began to walk the road toward self-enhancement by the age
of 20. He started with four resolutions. He resolved to become more frugal so he
could pay-off any debt he incurred. He made the commitment to be honest and
sincere in his every word and action. He promised himself that he would be
industrious to whatever task he undertook, and finally, Franklin vowed to speak ill of
no man.
To modern society, the notion of character development and virtuous living
may seem antiquated and irrelevant. Consequently, even in the midst of an evolving
world, virtues such as integrity, temperance, sincerity, and industry hold enduring
value now and for ages to come. Virtues, or character traits, are vital to a school's
existence. Daniel Goldman, author of Working with Emotional Intelligence, believes
that if your organizational climate nourishes these competencies (initiative, empathy,
and persuasiveness); your organization will be more effective and productive
(Goldman, 2000). The implementation of Benjamin Franklin's 13 virtues, as a staff
development, would improve teacher efficacy, administrative productivity, and foster
a more positive school climate.
Staff development number 2 will begin with a film (DVD) depicting the life of
Benjamin Franklin. After viewing the film, participants will work in cooperative
groups to discuss perceptions of how historians described Ben Franklin's delinquent
behavior as a teenager and identify which of the 13 virtues Franklin did or did not
practice over the course of his life. After this discussion participants will think of
other public figures in society who were successful or unsuccessful by their ability or
lack of ability in using the 13 virtues. Finally, group participants will write reflective
notes in a journal on which virtue or virtues, through utilization, gained them success
and those they failed to implement that caused failure.
Now that each group has identified the 13 virtues and how they derived,
observed how Benjamin Franklin practiced these virtues, the next step is to look at his
13 virtue implementation plan and model that plan or create an individual plan. Once
an individual plan has been developed on which virtue to implement and the duration
thereof, a journal or some form of rubric should be used to measure the effectiveness
of one's action regarding the virtue. It is extremely important to remain conscientious
of the virtue for that week on a daily basis and record the progress. At the end of the
week, grade levels will discuss their findings and e-mail their comments to their
administrator or share them at the next staff development.
Concluding Remarks
References