A developmental psychology at the University of Missouri, Dr. Marvin Berkowitz observes in his work on raising ethical children that “no society can endure, or at least flourish, if it fails to take seriously the eternal task of socializing the next generation of youth, to whom we, as the keepers of our societies and cultures, will bequeath that which we have shepherded and crafted,”(Berkowitz, 2016). In reality, the future of any great nation is anchored in the character as well in the imagination, creativity, and innovativeness of its young people. Researchers in the field of moral education argue that students need to develop virtues such as noble purpose, gratitude, justice, courage, forgiveness, humility, integrity, temperance, self-regulation, curiosity and resilience in their pathway to success (Bier, 2021; Lickona, 2004). The ‘Adopt a tree and tag a virtue initiative’ is a service learning best practice which is implemented by involving the students to plant, adopt and tag the trees with positive virtues which they aim to nurture in their life as the tree grows.

Cultivating Virtues in School Leaders

Other than through the family, the development of character and virtues largely takes place through education  systems. It is in the classroom where moral virtues can be both practiced and internalized, resulting in flourishing  through virtuous living. The Centre for Character and Leadership has been implementing the Cultivating Virtues in Kenyan School Leaders (CViL) project in selected pilot secondary schools located in 11 counties across the country. The CViL model entails offering Servant Leadership and Virtues Development trainings to school principals and teachers. Each of the series of nine training modules promotes the understanding and development of a different virtue in self, staff and students (noble purpose, integrity, humility, gratitude, forgiveness, courage, empowerment, foresight, and stewardship).

Cultivating Virtues in Students

School leaders are responsible for establishing the vision and overall ethos of their school, with significant implications for the well-being and achievement of students (Bier, 2021). Through the implementation of the CViL model, school leaders are helping students to understand and cultivate virtue-based practices essential to building a positive school culture. For example, schools have incorporated environmentally-based service learning projects such as the ‘adopt a tree and tag a virtue initiative,’ which involves students planting trees and attaching to them a sign with the name of a virtue they desire to nurture as the tree grows. The students take on the responsibility of caring for their tree and the development of their chosen virtue as a “personal project’ under the guidance of a faculty or staff mentor.

Schools which have demonstrated noteworthy progress in the integration of service learning through the ‘adopt a tree and tag a virtue initiative’ includes Buru Buru Girls Secondary, Drumvale Secondary, Kamirithu Secondary, Kirimari Boys Secondary, Mutira Girls High School, Nakuru Hills Special School and Ruai Boys Seconday among others. The initiative within the school culture has been found to contribute to:

1. Good character formation among the students through internalization and practice of moral virtues.
2. Building of a positive school culture with a greener and cleaner environment for meditation and learning.
3. Support the achievement of 10% forest cover through growing trees in schools and communities as stipulated in the Kenyan’s Constitution, Vision 2030 and the UN Sustainable Development Goals (SDG) particularly SDG 13 (Climate action) and SDG 2 (Zero Hunger)

through planting of fruit trees.

Conclusion

Schools are a primary setting where young people are exposed to the inconceivable world of self-discovery, self-reliance and personal independence (Taulbert, 2006). Thus, an effective CViL intervention nurtures the internalization and practice of character strengths, values, and virtues. The act of helping and mentoring students to practice moral virtues is therefore, important to help them flourish in life, school and the workplace.

References

Berkowitz, M. W. (2016). Raising ethical children. In D. McGowan (Ed.), Parenting beyond belief, 10th anniversary edition. New York City: ANACOM Books

Bier, M.C. (2021). Servant Leadership for School Principals: A Virtue Cultivation Model. Journal of Character Education Special Issue, 16, (2).

Lickona, T. (2004). Why Character Matters. Chapter 2 in Character Matters: How to Help Our Children Develop Good Judgment, Integrity, and Other Essential Virtues. New York: Touchstone. 3-30

The Sustainable Development Goals in Action. https://www.undp.org/sustainable-development-goals

Taulbert, C. L. (2006). Eight habits of the heart for educators: Building strong school communities through timeless values. Thousand Oaks. CA. Corwin Press.Cultivating Virtues in School Leaders
Other than through the family, the development of character and virtues largely takes place through education systems. It is in the classroom where moral virtues can be both practiced and internalized, resulting in flourishing through virtuous living. The Centre for Character and Leadership has been implementing the Cultivating Virtues in Kenyan School Leaders (CViL) project in selected pilot secondary schools located in 11 counties across the country. The CViL model entails offering Servant Leadership and Virtues Development trainings to school principals and teachers. Each of the series of nine training modules promotes the understanding and development of a different virtue in self, staff and students (noble purpose, integrity, humility, gratitude, forgiveness, courage, empowerment, foresight, and stewardship). Cultivating Virtues in Students School leaders are responsible for establishing the vision and overall ethos of their school, with significant implications for the well-being and achievement of students (Bier, 2021). Through the implementation of the CViL model, school leaders are helping students to understand and cultivate virtue-based practices essential to building a positive school culture. For example, schools have incorporated environmentally-based service learning projects such as the ‘adopt a tree and tag a virtue initiative,’ which involves students planting trees and attaching to them a sign with the name of a virtue they desire to nurture as the tree grows. The students take on the responsibility of caring for their tree and the development of their chosen virtue as a “personal project’ under the guidance of a faculty or staff mentor.
Schools which have demonstrated noteworthy progress in the integration of service learning through the ‘adopt a tree and tag a virtue initiative’ includes Buru Buru Girls Secondary, Drumvale Secondary, Kamirithu Secondary, Kirimari Boys Secondary, Mutira Girls High School, Nakuru Hills Special School and Ruai Boys Seconday among others. The initiative within the school culture has been found to contribute to:
1. Good character formation among the students through internalization and practice of moral virtues.
2. Building of a positive school culture with a greener and cleaner environment for meditation and learning.
3. Support the achievement of 10% forest cover through growing trees in schools and communities as stipulated in the Kenyan’s Constitution, Vision 2030 and the UN Sustainable Development Goals (SDG) particularly SDG 13 (Climate action) and SDG 2 (Zero Hunger)
through planting of fruit trees.

Conclusion
Schools are a primary setting where young people are exposed to the inconceivable world of self-discovery, self-reliance and personal independence (Taulbert, 2006). Thus, an effective CViL intervention nurtures the internalization and practice of character strengths, values, and virtues. The act of helping and mentoring students to practice moral virtues is therefore, important to help them flourish in life, school and the workplace.
References
Berkowitz, M. W. (2016). Raising ethical children. In D. McGowan (Ed.), Parenting beyond belief, 10th anniversary edition. New York City: ANACOM Books
Bier, M.C. (2021). Servant Leadership for School Principals: A Virtue Cultivation Model. Journal of Character Education Special Issue, 16, (2).
Lickona, T. (2004). Why Character Matters. Chapter 2 in Character Matters: How to Help Our Children Develop Good Judgment, Integrity, and Other Essential Virtues. New York: Touchstone. 3-30
The Sustainable Development Goals in Action. https://www.undp.org/sustainable-development-goals
Taulbert, C. L. (2006). Eight habits of the heart for educators: Building strong school communities through timeless values. Thousand Oaks. CA. Corwin Press.