complete the questions at the end of the case study.  Make sure your answers are substantive. You must reference material presented within the text and other class material to support your answers in order to get full credit for the assignment.

Case Study 2.1: Character Development at West Point

The United States Military Academy at West Point takes character development very seriously, seeking to graduate soldiers who are honorable, courageous, loyal, patriotic, just, and caring. Their efforts are centered around this 12-word honor code: “A cadet will not lie, cheat, steal, or tolerate those that do.” New students receive 12 hours of training on the code their freshman year, and cadets are in charge of administering the code. They conduct investigations, rule on violations, and oversee the code training program.

There are seven components to the West Point character development program. First, all students have to take courses in ethics, psychology, and military law that introduce ethical issues. Professors provide opportunities for students to practice ethical behavior through unproctored exams and take-home graded assignments. Second, faculty, administrators, and students provide values instruction through ongoing training programs taking place over four years. Third, all students are required to participate in at least one contact sport and take a swimming course to overcome personal fears. When it comes to intramural sports, demonstrating character is more important than winning. (It is possible to win a game and later forfeit due to poor sportsmanship.) Fourth, from the sophomore year on, cadets are placed in leadership positions where they have to exercise moral judgment and demonstrate virtues. Fifth, faculty and administrators are recruited to be role models and are trained to focus on cadet character development. Sixth, students are assigned both academic advisers and professional mentors. Seven, physical structures on campus reinforce important virtues. Buildings are named after successful graduates and there are statues of George Washington, Dwight Eisenhower, and other role models. Plaques with the names of Medal of Honor graduates are scattered around campus.

Action learning is an underlying theme of the Academy’s character development efforts. Cadets are constantly placed in situations where they have to put their ethics into action—on the athletic field, in their leadership roles, in the classroom, and in the dorm. They then have an opportunity to reflect on what they learned through these hands-on experiences.

The last part of the honor code, called the nontoleration clause (“or tolerate those that do”), plays a particularly important role in molding character. Many cadets have been dismissed from the Academy for observing unethical behavior but keeping silent. The nontoleration clause makes students accountable to one another. Cadets have to turn in their friends if they lie or cheat. However, a number of cadets report that obeying the nontoleration clause actually improves relationships. Said one, “If somebody is truly your friend, they won’t ever put you in that position to tolerate and to choose between being your friend and doing the right thing.”

Skeptics could argue that West Point has an advantage because it admits only students who are morally advanced. However, this does not appear to be the case. Academy officials report that approximately 80% of incoming freshmen admit to having cheated at least once in high school, which is consistent with results from other colleges. One study found that the moral judgment of West Point freshmen was no higher than that of a sample of incoming students at a comparison group of liberal arts colleges.

Discussion Probes

1. Should all colleges and universities make character development an important component of their mission? Why or why not?

2. Should character be a criterion for hiring faculty at other colleges and universities? Should faculty be expected to be moral role models?

3. Does your school have an honor code? How effective is this code? What role do students play in administering it?

4. Does participation in athletics build character, as West Point believes?

5. Do you think the nontoleration clause is too demanding?

6. What are the strengths of the United States Military Academy character development program? What are its weaknesses?

7. What elements of the West Point character development program could be implemented at your college or university?