Values, Moral, and Character Education in Colonial America through the Nineteenth Century: A Qualitative Historical Study

Mabary, Teresa G.

Values, Moral, and Character Education in Colonial America through the Nineteenth Century: A Qualitative Historical Study

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The purpose of this study was to examine the history of values, moral and character education in America through a qualitative lens. Through the course of this study, the researcher gathered and analyzed data based on historical literature and artifacts to answer specific research questions. Throughout this qualitative historical study, data were analyzed in an effort to answer the following research questions: (a) What universal themes emerged throughout history, with regard to values education? (b) What philosophical perspectives influenced values education prior to the twentieth century? (c) In what ways have cultural or historical events affected values education? What patterns have emerged with regard to values education? Through the review of literature three distinct themes emerged: (a) religion (b) politics (c) society. Along with themes that emerged, two distinct philosophical perspective regarding values, moral and character education emerged: (a) traditional (b) progressive. Past and present research illustrated a connection between historical and cultural events and values, moral and character education: (a) The American Revolution (b) The Jacksonian Era (c) The Enlightenment (d) The First and Second Great Awakenings. The research provided data that suggested immigration and views of child development could have influenced values, moral and character education in America. These unintended findings could warrant further research to determine the scope and impact each had on values, moral and character education. The overall findings from this study support the notions there were patterns and themes related to values, moral and character education throughout early American history. Findings also identified two specific philosophical perspectives, with regard to values, moral and character education as well as possible connections to historical and cultural events. Additional findings suggested immigration and views concerning child development could have influenced values, moral and character education in America.

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