Responsibility

Responsibility is defined in terms of actions that are determined by an assimilated set of values and beliefs. If a person has few values, or the values that he does have are vague and, or contradictory, being responsible is by definition difficult if not impossible. Responsibility is action; both active and limiting that has been determined by what one knows to be right and true. Being responsible can also limit one's actions. Based upon values, a person who is responsible will not do things that will hurt him or others.

A person who is responsible actively controls his own behavior based upon his values and beliefs. If he knows and believes that it is good to exhibit a certain behavior, and if he has committed himself to it, then he is acting responsible when he does the defined behavior. For example, a child knows he should put away his toys when he is finished playing and he has told his mother that he will do so. The child is responsible as he puts his toys away. In like manner a child knows that he should not hit, kick, or bite another child. When angry the child does not allow himself to exhibit those negative behaviors. The child is being responsible by not doing behaviors he knows to be wrong.

To have an individual growth program, which teaches responsibility, pre-supposes a value development program. If a child is to grow in terms of being responsible for his own behavior, he must first learn and assimilate the appropriate values. Responsible behavior must ultimately be determined by an assimilated set of values and beliefs. Value development, personal commitment, and will power are intrinsically linked together in determining individual human behavior. This sequence develops patterns of behavior and personality character. All ingredients work together in the formation of character and character traits. The process can be both developmental in terms of the development and establishment of character.

One dimension of an individual's strength of character is his will power. This is volitional power of determination that an individual must find within himself. It is a powerful force that must be developed and exercised. Will power when developed becomes the engine or motor that runs the person's life. Values and beliefs serve as the road or path; reason and cognition help steer. Volition or will become the power source; physical and emotional health provide the fuel or energy.

The first step in the development of will power is the affirmation of its existence in the life of the child. When the child recognizes that he has the power to control and determine his behavior, his own destiny, a sense of authorship and empowerment occur. He can feel a sense of power and authorship. It is upon this state of authorship and empowerment that will power is truly formed. It is self-awareness of personal authorship.

Children should be developing a growing awareness of their behavior and its consequences. They should be growing by learning evaluation skills so that they can make judgments in terms of what behavior is desirable. They need to think in terms of behaviors that can hurt themselves or others; they also need to develop an awareness of things that can have a detrimental or negative effect on school or private property. Teaching this awareness must go beyond simply the imparting and enforcement of rules. The child needs to develop an awareness of his behavior and its possible negative impact upon himself or others. And as a function of this growing awareness, the child can learn to take responsibility for his actions. Ideally, he learns to take actions based upon, in part, his own evaluation and thinking process.

The process of teaching is critically important. Through the process a multitude of other extremely important objectives are being met. Through group analysis, discussion, and decision the process becomes more democratic and less authoritarian. The process of analyzing and thinking about potential harmful behavior helps develop actual reasoning and problem solving skills. Group participation and discussion help to develop the ability to think and share orally in a group situation. Values take on meaning as they are applied in specific activities. The process helps values to become personal and relevant. Eventually, the child experiences a sense of belonging and community within his group.

In helping children develop behavioral awareness, they need to look at equipment and situations in order to analyze potential harmful behavior. To do so, the teacher should actually take the children as a group to the equipment. This provides concrete, hands-on learning.

It is helpful in developing behavioral awareness for the teacher to direct the discussion by asking questions, e.g. What are some of the ways in which you could hurt yourself or someone else on this equipment? Then, the teacher can list the dangerous behaviors. The teacher can also follow with: Does everyone see, that if you did such and such, you could hurt yourself? Or, is there anyone who does not see that? Part of the objective is to get everyone involved in the analysis process. The teacher can also define a situation and then ask the question: If a child did this would he hurt himself or someone else?

After the children have been through the process several times over a period of months, they should remember and become more active in the discussion and analysis process. They will also tend to take ownership of the idea and a measure of authorship of the rules. The process enables them to have the perception that they thought of the rules themselves and this is exactly what needs to happen. And as it does the child experiences a sense of assimilation and responsibility.