Autism or Autism Spectrum Disorder (ASD) refers to a range of neurodevelopmental disorders that affect social, behavioral, and communication abilities. The causes of Autism are unknown in most cases, although environmental and genetic factors are said to play a role.
Children with Autism display significant difficulties with communication, processing emotion, and functioning in social circles. They also often have sensory processing issues when exposed to different environments. As a result, they can find it difficult to express themselves through words, gestures, or facial expressions. Autism affects about one to two percent of the population worldwide and is equally prevalent among all ethnic and racial groups. Autism in India affects about one in every 500 people.
Autism can take a variety of forms, from mild cases to severe disorders that require round-the-clock care. While there is no Autism cure, recent advances in Autism treatment have made it possible for children to enhance their social and behavioral skills early on and help them enjoy a healthy social life with their peers.
In particular, Stem Cell Therapy for Autism has been recognised as an effective way to address the root physiological causes of Autism, and potentially reverse several of its symptoms.. Read on to learn more about how Stem Cell Therapy treats Autism and how you can sign your child up for the best stem cell for Autism in India.
Causes of Autism
There is still no clear agreement as to what exactly causes Autism in children. The Centers for Disease Control and Prevention (CDC) mentions a number of risk factors, including:
- Genetics, as Autism is much likelier if there is a family history of it
- Having certain chromosomal or genetic conditions, such as tuberous sclerosis or fragile X syndrome
- Low birth weight
- Being born to older parents
- Oxygen deprivation immediately after birth
- Certain drugs that the mother may take during pregnancy
- Metabolic imbalances
- Exposure to certain heavy metals or environmental toxins
In general, the National Institute of Neurological Disorders and Stroke (NINDS) states that both environmental and genetic factors usually play a role in the occurrence of Autism.
Types of Autism
Autism is a spectrum disorder, which means that the types and severity of symptoms will be different for each child. Broadly, there are four types of Autism that your doctor may diagnose:
- Autistic Disorder: This is the ‘classic’ form of Autism, which is what comes to most people’s minds when they think about Autism. Children with Autism disorder demonstrate significant language and developmental delays, have trouble fitting into social environments and communicating, and may even have unusual interests or behaviors. Such children may also have intellectual disabilities
- Asperger’s Syndrome: This is a milder form of Autism where there are no language difficulties or intellectual delays. Such children may in fact be highly intelligent and are able to focus well on topics that interest them. However, they will still have trouble with daily social behaviors
- Pervasive Developmental Disorder, Not Otherwise Specified (PDD-NOS): This is also known as atypical Autism. Doctors may diagnose your child with PDD-NOS if they display some of the signs of autistic disorder or Asperger’s Syndrome. Children with PDD-NOS face social and communication-related challenges, but may otherwise function normally
- Childhood disintegrative disorder: This is the rarest and most severe diagnosis on the spectrum. Children with childhood disintegrative disorder will develop normally and then suddenly lose many social, behavioral, and language skills, usually between the ages of two and four. They may also start having seizures
It is important to note that these distinctions of Autism are no longer used widely, and all of them are classified under Autism Spectrum Disorder.
Early signs of Autism
The American Academy of Pediatrics strongly recommends screening for Autism as early as possible for treatment to have maximum benefit. It is important to remember that each child is different, and the symptoms that two children with Autism will have may vary greatly.
However, there are certain behavioral traits that are widely regarded as indicators of Autism and worth checking. While most cases of Autism are diagnosed when the child is between one and three years of age, there are several early warning signs that the CDC has specified as possible signs of Autism. In fact, many parents have reported spotting the first signs of Autism before their child was 12 months old.
Here’s an overview of the symptoms that your child may display during the initial months.
Symptoms at 2 months
- Does not follow moving objects with their eyes
- Does not pay attention to new faces
- Does not make eye contact
- Unable to hold head up when pushing up while on tummy
Symptoms at 4 months
- Does not try to grab nearby objects
- Does not make vowel sounds
- Appears stiff or floppy
- Has difficulty bringing objects to the mouth
Symptoms at 6 months
- Does not smile
- Does not bring objects to mouth to explore them
- Cannot hold head steady
- Does not babble or coo
- Does not laugh
- Does not display affection for the parent or caregiver
- Does not respond to games like peek-a-boo
- Has trouble moving one or both eyes
- Does not push down with legs when feet are placed on a hard surface
Symptoms at 9 months
- Does not sit or stand with support
- Does not play games with back-and-forth interaction
- Does not transfer toys from one hand to another
- Does not appear to recognise familiar people
- Does not babble
- Does not raise arms in anticipation of being picked up or held
Symptoms at 12 months
- Does not turn their head or respond when addressed by name, but may respond to other sounds like a dog barking
- Does not point to objects or pictures
- Has not uttered their first word yet
- Does not stand with support
- Does not look for things they see the parent or caregiver hide
- Does not make gestures like shaking head or waving hands
- Does not try to walk by holding onto furniture
- Loses skills they formerly had
Symptoms at 18 months
- Does not make any attempt to compensate for delayed speech
- Does not point to objects of interest
- Does not notice or care if the parent or caregiver leaves
- Does not speak except to repeat what was just said or what they heard on television
- Does not learn new words
- Does not know what to do with simple objects like a spoon or a glass
Symptoms at 24 months
- Does not copy actions
- Does not follow simple instructions
- Does not respond with interest to the company of other children
- Does not use two-word phrases like ‘drink milk’
- Cannot walk steadily
- Does not show interest in finding objects that the parent or caregiver has hidden
- Loses skills they formerly had
Symptoms at 36 months
- Frequently falls down
- Has difficulty climbing stairs
- Does not speak in sentences
- Cannot work simple toys
- Speaks unclearly or drools
- Does not make eye contact
- Does not show affection
- Does not play pretend
- Shows no interest in playing with other children
Getting an Autism diagnosis
If as a parent you are concerned about any of these symptoms in your child, you should take them to a specialist doctor. The doctor will conduct a variety of tests to assess the degree of developmental delay and rule out possible causes other than Autism for the same. These tests may include:
- Behavioral evaluation
- Genetic testing for any hereditary conditions
- Visual and audio tests to rule out any non-Autism disorders that could be affecting visual- and audio-processing
- Developmental questionnaires like the Autism Diagnostic Observation Schedule (ADOS)
- Occupational Therapy screening
If your child does have Autism, the doctor will prescribe the best Autism treatment therapy based on their individual needs and symptoms. Current treatments for Autism typically consist of Stem Cell Therapy, Behavioral Therapy, Occupational Therapy, Social Skills Training and Speech Therapy. All of these therapies serve to assist your child with expressing themselves better and with feeling more comfortable in social situations.
As a parent, it is also essential that you read up as much as you can about Autism, its symptoms and effects, and the forms of treatment available so that you can make an informed decision about the best Autism clinic in India for your child.
Current treatments for Autism
Autism treatment therapy has advanced greatly in recent years and it is certainly possible for children to have a healthy and fulfilling life by managing their symptoms. The best treatment for Autism will usually consist of a combination of the following therapies, depending on what symptoms your child has and what they respond best to.
- Speech Therapy: Some children with more severe cases of Autism may be unable to articulate sounds with their mouth, which makes it difficult for them to express what they want. Speech therapists can help these children develop their speaking abilities through certain exercises that train the muscles in the mouth to utter different kinds of sounds. They can also train the child to communicate through non-verbal means like through gestures, picture cards, or devices like tablets
Through consistent speech therapy, children with Autism can catch up on language developmental delays. This form of Autism treatment can also help to correct any swallowing disorders
- Occupational Therapy: This type of Autism treatment enables children with Autism to lead a more functional and independent life. Through structured exercises, therapists can help children perform daily activities like getting dressed, eating their own meals, playing with toys, and so on. Occupational Therapy can also help improve cognitive abilities, stabilize the child’s emotional state, and help them become an active member of society.
- Psychological counselling: This type of Autism treatment therapy helps to better understand and identify children’s personalities and attributes.. It helps them gain greater self-awareness, work on their behavioural problems, gain greater emotional maturity, and feel more independent. Through careful testing and appropriate psychological intervention, children with Autism can gain more confidence
- Social skills therapy: This type of Autism therapy helps children mix better with their family members, teachers, classmates, and other people they encounter. Storytelling, supervised roleplay, board games, and fun conversation challenges can all help your child adjust to playing in a group and expressing what they want or what they think. It also helps to have a list of social rules written down prominently somewhere the child can see it. This serves to remind them about what they can and cannot do when in a social setting
- Floortime: This type of Autism treatment involves therapists and children literally getting down on the floor to perform the activities and games that the child likes. It helps them improve their emotional awareness and communicate their feelings, thus enabling both intellectual and emotional growth
- Visual-based education: Children with Autism tend to have trouble learning in a traditional classroom format. To help them grasp concepts better, many therapists will use picture cards with information broken down into small steps along with appropriate illustrations. This type of Autism treatment therapy can help your child understand concepts like how to dress themselves or pack their bags for school
Another type of visual-based therapy is the Picture Exchange Communication System (PECS), which helps children communicate through special symbols. Through guided special education, the child with Autism has a higher chance of reintegrating into a traditional school setup faster. It also improves the child’s self-esteem and reduces the frustration and anger that may happen as a result of being unable to perform classroom task
- Medical care: Autism has no physical symptoms of its own, but certain behaviors that your child displays can be physically harmful as well. For instance, if your child has a tendency to bite their nails or bang their head against the wall, the doctor at the Autism clinic in India may prescribe treatment to curb such tendencies or to minimize the physical harm caused by them
- Dietary changes: Some parents may observe that certain foods trigger more aggressive behavior in their children than others and may thus want to remove those foods from the child’s diet. For instance, food items that trigger gut inflammation may increase the child’s discomfort and make them more agitated.
However, before making any such modifications, it is important to take a doctor’s approval so that your child continues to get the vitamins and minerals they need. In particular, some research has shown that children with Autism tend to have thinner bones than usual, so talk to your doctor about incorporating bone-building nutrients into your child’s meal plan. Overall, a diet that is rich in immunity-building foods will improve your child’s overall health and fitness and thus help them respond better to Stem Cell Therapy for Autism
- Sensory integration: Many therapists and doctors recommend sensory integration therapy for children with Autism to compensate for the sensory overload they may experience when exposed to harsh noises, loud colors, or bright lights
Sensory integration therapy typically involves exposing your child to a variety of textures and products to handle, taste, smell, hear, and see. It is the best treatment for Autism to ease your child into a calm frame of mind so that they can concentrate on schoolwork and other activities. Additionally, it also reduces the occurrence of tantrums, roughhousing, and meltdowns that happen due to poor ability to cope with sensory input
- Art therapy: Art therapy can help children with Autism develop a greater sense of self-awareness and experience a sense of ‘feeling good’ owing to the release of endorphins in the brain. Art therapy drawing, painting, sculpture, craft, and any other forms of art. It does not matter how talented the child is, art therapy is about encouraging happiness
- Stem Cell Therapy: Two physiological findings consistently reported in children with Autism is the presence of a chronic inflammatory condition in the gut as well as diminished oxygenation in certain parts of the brain. In this context, recent advances in Autism treatment have demonstrated that the intravenous insertion of stem cells derived from umbilical cord tissue or bone marrow can decrease inflammation in the patient, thereby reducing the symptoms of Autism
How Stem Cell Therapy is used in the treatment of Autism
As a parent, if you notice Autism symptoms in your child such as delayed developmental milestones, inability to meet the eye, lack of babbling, lack of response to the child’s name being said, and so on, the first step is to contact a pediatrician for a confirmed Autism diagnosis. After evaluating your child’s symptoms and assessing the severity of brain damage, the pediatrician will work with you to decide on the best Stem Cell Therapy for Autism for your child. While it is not true that Autism is curable with early intervention, it is certainly highly treatable with the right kinds of therapy and Stem Cell Therapy in particular.
The use of Stem Cell Therapy became popular in the late 1990s and the early 2000s as a way to treat rare metabolic disorders. After witnessing breakthrough results in reversing cognitive decline, it was speculated that Stem Cell Therapy could also be effective as a treatment for neurodevelopmental disorders like Autism. Several clinical trials have in fact demonstrated the efficacy of Stem Cell Therapy in Autism. It is rapidly becoming a favored treatment option in India for children with Autism to help them develop the functional abilities they need.
Unlike typical forms of Autism treatment therapy, stem cell treatment targets the core disease pathology and is therefore a crucial first step towards giving an affirmative answer to the question ‘can Autism be cured’. Essentially, Autism stem cell treatment involves harvesting the cells either from the patient or from someone else, mixing it with growth factors and hormones as needed, and then injecting or infusing the cells through controlled doses over several days or weeks. The more these cells are administered, the better they can gravitate towards the damaged area and heal it.
Most medical Autism treatment involves the use of anti-inflammatory agents, antibiotics, and hyperbaric oxygen to alleviate and reverse the symptoms. However, these current treatments for Autism do not focus on the root causes of Autism symptoms, namely immune degeneration and deprivation of oxygen to the brain, both of which are directly linked to impaired brain function. In recent years, Stem Cell Therapy has come into the limelight as one of the best Autism treatments in India and the first step towards a potential Autism cure. Stem Cell Therapy for Autism is minimally invasive and a safe option that can significantly reduce your child’s Autism symptoms.
Umbilical cord tissue
In one popular type of Stem Cell Therapy for Autism, the stem cells used are derived from human umbilical cord tissue, donated by mothers after healthy live births. These stem cells are scanned thoroughly for viruses and bacteria before being approved for use in Autism treatment. Stem cells from umbilical cord tissue are ideal for treating Autism as it removes the need to collect stem cells from the patient, which can be a tedious and unpleasant process for young children and their parents. Physicians can easily administer these cells in uniform doses over the course of several days, with as high a concentration of stem cells in each dose as needed.
Bone marrow tissue
This is a highly effective form of Stem Cell Therapy for Autism in India. Stem cells possess the unique property to morph into different cells and structure-specialized cells from the original mother cell. These stem cells from bone marrow tissue have the capacity to repair root-level neural damage at the molecular, functional, and structural levels. They can also regulate cell differentiation, anti-inflammatory action, and organ and tissue repair.
Children with Autism who have received bone marrow stem cell treatments have shown significant improvement in behavioral patterns like hyperactivity and repetitive motor mannerisms, as well as sensory processing abilities. Improved eye contact, less aggressive behaviour, stronger speech and communication skills, and reduced self-stimulating behaviours are some of the other results observed in children after Stem Cell Treatment for Autism in India. Bone marrow tissue may be autologous (taken from the patient’s own body) or allogeneic (taken from a third-party after suitable tissue matching).
As the parent of a child with Autism, it is essential that you read up as much as you can about Stem Cell Therapy for Autism, including peer-reviewed journals where the information is far likelier to be accurate than in videos created by amateurs. You should also ask the right questions at the Autism clinic in India, such as
- Who will be administering the Stem Cell Therapy for Autism doses
- Whether the person in question is equipped to handle any adverse reactions to the transfusion that may occur
- Where the stem cells have come from
- What the dosage amount is
- Which laboratory has provided the stem cells
- How the cells will be shipped and stored prior to application
- Whether donor-patient matching is required
- Whether there are any clauses in the treatment agreement that prohibit you from discussing the outcomes of the stem cell treatment
- Whether receiving treatment now at a for-profit clinic will disqualify your child from taking part in any clinical trials later
It is also important to be aware of the side effects of Autism stem cell treatment, such as the patient’s body rejecting the donor cells or even being attacked by them as a result of donor-graft disease, a potentially dangerous condition.
Cost of Stem Cell Therapy for Autism in India
Stem Cell Therapy is a highly complex process that requires trained professionals and suitable physical and emotional care for the patient both during and after the procedure. While the Autism stem cell treatment cost in India depends on the type of stem cells used, quality of treatment, overhead costs, expertise of the surgeons and other factors, it is generally an expensive procedure.
A patient can expect to pay about 7000 to 12000 USD as stem cell Autism cost at hospitals in major cities like Mumbai, Bangalore, Chennai or Pune. Even so, the stem cell transplant cost in India is much lower than in countries like the US or the UK, making it a preferred destination for people around the world seeking low-cost Stem Cell Therapy.
With regard to the question of ‘does Stem Cell Therapy work for Autism?’, the success rate for Stem Cell Therapy treatment is about 60% to 80%. Most patients have shown a significant improvement in symptoms like hyperactivity, eye contact, and overall motor control, making Stem Cell Therapy a significant breakthrough in Autism treatment that is worth your time and investment.
Best Autism treatment clinic in India
At Plexus Neuro and Stem Cell Research Centre in Bangalore, we are committed to ensuring that your child can get the most from recent advances in Autism treatment. Our experienced stem cell therapists make use of autologous bone marrow stem cells to treat patients with Autism. By extracting cells from the patient’s own body, we eliminate the risk of any side effects that may occur when third-party cells are injected into the body.
Prior to commencing Stem Cell Therapy for Autism, we conduct a thorough examination of the patient and make note of any underlying conditions before extracting the cells from the patient’s bone marrow under local anesthesia. After the Stem Cell Therapy for Autism has been conducted, patients are discharged on the same day and called back for sessions as needed.
We also work with you to decide on other forms of Autism treatment therapy for your child, such as Occupational Therapy or Social Skills Therapy. As the best Autism clinic in India, we offer world-class Stem Cell Therapy for Autism and ensure a safe and comfortable environment for you and your child.
Frequently Asked Questions related to Stem Cell Therapy for Autism in India
What is the success rate of Stem Cell Therapy in India?
The success rate for Stem Cell Therapy in India varies from case to case.
Can Autism be cured permanently?
With early intervention, there are high possibilities of curing Autism.
Does Stem Cell Therapy work for Autism?
Yes, Stem Cell Therapy works for Autism.
How much does Stem Cell Therapy cost in India?
The cost of Stem Cell Therapy depends on the condition that is being treated with it, However, it usually varies between 3 and 5 lacs.
Where can I find successful Stem Cell treatment in India?
You can find successful Stem Cell Therapy with promising results at Plexus Neuro and Stem Cell Research Centre.


What is character education?
Character education is generally defined as a means of teaching students core ethical values such as citizenship, respect, justice, and responsibility for self and others. Much like a code of conduct, character education guides students to become useful and caring members of society. Many states require educators to incorporate these values into their lessons, and their inclusion provides a solid ethical foundation that benefits both children and animals.
How does character education help animals?
“Teaching a child not to step on a caterpillar is as valuable to the child as it is to the caterpillar.” —Bradley Miller
Indeed, children should be taught to revere all living beings as equally deserving of respect and unalienable rights as their peers, parents, and teachers. Character education is an idea that easily translates into animal rights by extending the values of respect and responsibility to animals. Character education is humane education.
Humane education builds empathy for animals and people. Research tells us that empathy is an important contributor to prosocial behavior (Roberts and Strayer, 1996; McDonald and Messinger, 2011). And the prevalence of antisocial behavior in youth is a problem that cannot be overstated (see “Epidemic of Youth Violence Against Animals”). Thus, an approach that builds empathy in students without sacrificing time from the curriculum is urgently needed.
Am I required to teach character education?
Many states mandate that character education be taught in schools. Check below to see if your state is among them. Even without a law requiring character education, most states encourage this type of education in schools, because it’s a logical component of the effort to counter the epidemic of bullying.
“The State Board of Education and all local boards shall develop and implement a comprehensive character education program for all grades to consist of not less than ten minutes instruction per day focusing upon the students’ development of the following character traits: Courage, patriotism, citizenship, honesty, fairness, respect for others, kindness, cooperation, self-respect, self-control, courtesy, compassion, tolerance, diligence, generosity, punctuality, cleanliness, cheerfulness, school pride, respect for the environment, patience, creativity, sportsmanship, loyalty, and perseverance. Each plan of instruction shall include the Pledge of Allegiance to the American flag” (1995 Accountability Law). (Source)
Title 14. Education, Libraries, and Museums § 14.03.015
“It is the policy of this state that the purpose of education is to help ensure that all students will succeed in their education and work, shape worthwhile and satisfying lives for themselves, exemplify the best values of society, and be effective in improving the character and quality of the world about them.” (Source)
“Instruction in the definition and application of at least six of the following character traits: truthfulness, responsibility, compassion, diligence, sincerity, trustworthiness, respect, attentiveness, obedience, orderliness, forgiveness, virtue, fairness, caring, citizenship and integrity.” (Source)
ARTICLE 5. Hate Violence Prevention Act [233–233.8]
“(a) Each teacher shall endeavor to impress upon the minds of the pupils the principles of morality, truth, justice, patriotism, and a true comprehension of the rights, duties, and dignity of American citizenship, and the meaning of equality and human dignity, including the promotion of harmonious relations, kindness toward domestic pets and the humane treatment of living creatures, to teach them to avoid idleness, profanity, and falsehood, and to instruct them in manners and morals and the principles of a free government.”
“(b) Each teacher is also encouraged to create and foster an environment that encourages pupils to realize their full potential and that is free from discriminatory attitudes, practices, events, or activities, in order to prevent acts of hate violence, as defined in subdivision (e) of Section 233.” (Source)
“Each school district, either individually or through a board of cooperative services, is strongly encouraged to establish a character education program designed to help students cultivate honesty, respect, responsibility, courtesy, respect for and compliance with the law, integrity, respect for parents, home, and community, and the dignity and necessity of a strong work ethic, conflict resolution, and other skills, habits, and qualities of character that will promote an upright, moral, and desirable citizenry and better prepare students to become positive contributors to society. The program may include information concerning this country’s founding documents and concerning religion in American history. Such character education program should be designed to stress the importance that each teacher model and promote the guidelines of behavior established in the character education program for youth to follow at all times, in every class.” (Source)
Public Act No. 11-232
“Sec. 2. Section 10-222g of the general statutes is repealed and the following is substituted in lieu thereof (Effective July 1, 2011): For the purposes of section 10-222d, as amended by this act, the term ‘prevention and intervention strategy’ may include, but is not limited to, … [(6)] (4) inclusion of grade-appropriate bullying education and prevention curricula in kindergarten through high school.” (Source)
§ 4164 School bullying awareness and prevention
“(2) Each school district and charter school shall establish a policy which, at a minimum, includes the following components: … n. A requirement that the school bullying prevention program be implemented throughout the year, and integrated with the school’s discipline policies and § 4112 of this title.” (Source)
1003.42 Required instruction.— . . .
“(s) A character-development program in the elementary schools, similar to Character First or Character Counts, which is secular in nature. Beginning in school year 2004–2005, the character-development program shall be required in kindergarten through grade 12. Each district school board shall develop or adopt a curriculum for the character-development program that shall be submitted to the department for approval. The character-development curriculum shall stress the qualities of patriotism; responsibility; citizenship; kindness; respect for authority, life, liberty, and personal property; honesty; charity; self-control; racial, ethnic, and religious tolerance; and cooperation.”
Students must also be taught “kindness to animals.” (Source)
Georgia Code Title 20–Education § 20-2-145
“The State Board of Education shall develop by the start of the 1997–1998 school year a comprehensive character education program for levels K-12. This comprehensive character education program shall be known as the ‘character curriculum’ and shall focus on the students’ development of the following character traits: courage, patriotism, citizenship, honesty, fairness, respect for others, kindness, cooperation, self-respect, self-control, courtesy, compassion, tolerance, diligence, generosity, punctuality, cleanliness, cheerfulness, school pride, respect for the environment, respect for the creator, patience, creativity, sportsmanship, loyalty, perseverance, and virtue. Such program shall also address, by the start of the 1999–2000 school year, methods of discouraging bullying and violent acts against fellow students. Local boards shall implement such a program in all grade levels at the beginning of the 2000–2001 school year and shall provide opportunities for parental involvement in establishing expected outcomes of the character education program.” (Source)
Character Education Policy
“The vitality and viability of our democratic way of life are dependent on all students developing into responsible and caring citizens who respect themselves, others, and the world in which they live. Character education is the process through which students are provided opportunities to learn and demonstrate democratic principles and core ethical values such as civic responsibility, compassion, honesty, integrity, and self-discipline. The Department shall identify a common core of ethical values which will be promoted throughout the public school system and serve as standards for student behavior and character development.” (Source)
Title 33: Chapter 16 Courses of Instruction
“The basic values of honesty, self-discipline, unselfishness, respect for authority and the central importance of work are emphasized.” (Source)
Public Act 094-0187
“Every public school teacher shall teach character education, which includes the teaching of respect, responsibility, fairness, caring, trustworthiness, and citizenship, in order to raise pupils’ honesty, kindness, justice, discipline, respect for others, and moral courage for the purpose of lessening crime and raising the standard of good character.” (Source)
School Code. (105 ILCS 5/27-13.1) (from Ch. 122, par. 27-13.1)
“Sec. 27-13.1. In every public school there shall be instruction, study and discussion of current problems and needs in the conservation of natural resources, including but not limited to air pollution, water pollution, waste reduction and recycling, the effects of excessive use of pesticides, preservation of wilderness areas, forest management, protection of wildlife and humane care of domestic animals. (Source: P.A. 86-229.)” (Source)
IC 20-30-5-6 Good citizenship instruction
“Sec. 6. (b) As used in this section, ‘good citizenship instruction’ means integrating instruction into the current curriculum that stresses the nature and importance of the following: . . . (6) Possessing the skills (including methods of conflict resolution) necessary to live peaceably in society and not resorting to violence to settle disputes. . . . (9) Treating others the way the student would want to be treated.” (Source)
House Enrolled Act No. 1423
“(b) The department of education and the school corporation’s school safety specialist shall provide materials and guidelines to assist a safe school committee in developing a plan and policy for the school that addresses the following issues:
“(1) Unsafe conditions, crime prevention, school violence, bullying, and other issues that prevent the maintenance of a safe school. . . .
“(d) The guidelines developed under subsection (b) must include age appropriate, research based information that assists school corporations and safe school committees in:
“(1) developing and implementing bullying prevention programs; (2) establishing investigation and reporting procedures related to bullying” (Source)
2016 Iowa Code
Title VII–EDUCATION AND CULTURAL AFFAIRS
Chapter 256–DEPARTMENT OF EDUCATION
Section 256.18–Character education policy.
“Schools should make every effort, formally and informally, to stress character qualities that will maintain a safe and orderly learning environment, and that will ultimately equip students to be model citizens. These qualities may include caring, civic virtue and citizenship, justice and fairness, respect, responsibility, trustworthiness, giving, honesty, self-discipline, respect for and obedience to the law, citizenship, courage, initiative, commitment, perseverance, kindness, compassion, service, loyalty, patience, the dignity and necessity of hard work, and any other qualities deemed appropriate by a school.” (Source)
Article 11: Curriculum
72-1128. Character development programs.
“(a) Upon request of a school district, the state board shall assist in the development of a grade appropriate curriculum for character development programs which may be offered to students in the school district. . . .”
“(2) ‘Character qualities’ means positive character qualities which include, but is not limited to, honesty, responsibility, attentiveness, patience, kindness, respect, self-control, tolerance, cooperation, initiative, patriotism and citizenship.” (Source)
Kentucky Statutes 156.095—Professional development programs
(3) . . . Professional development programs shall be made available to teachers based on their needs which shall include but not be limited to the following areas:
(l) Strategies to incorporate character education throughout the curriculum
“[C]haracter education’ means instructional strategies and curricula that: (1) Instill and promote core values and qualities of good character in students including altruism, citizenship, courtesy, honesty, human worth, justice, knowledge, respect, responsibility, and self-discipline; (2) Reflect the values of parents, teachers, and local communities; and (3) Improve the ability of students to make moral and ethical decisions in their lives.” (Source)
2015 Louisiana Laws
RS 17:282.2–Character education programs; legislative findings; clearinghouse for information; permissive curriculum; dissemination of information; progress reports; rules and regulations
“The State Board of Elementary and Secondary Education shall provide a clearinghouse for information on nonsectarian practices in character education programs within Louisiana and across the nation in order to assist public elementary and secondary schools in improving character education. Clearinghouse information shall include information about comprehensive character education programs or curricula, which focus on the development of character traits such as honesty, fairness, and respect for self and others.” (Source)
§1221. Teaching of virtue and morality
“Instructors of youth in public or private institutions shall use their best endeavors to impress on the minds of the children and youth committed to their care and instruction the principles of morality and justice and a sacred regard for truth; love of country, humanity and a universal benevolence; the great principles of humanity as illustrated by kindness to birds and animals and regard for all factors which contribute to the well-being of man; industry and frugality; chastity, moderation and temperance; and all other virtues which ornament human society; and to lead those under their care, as their ages and capacities admit, into a particular understanding of the tendency of such virtues to preserve and perfect a republican constitution, secure the blessings of liberty and to promote their future happiness.” (Source)
“(g) Each county board shall develop the following educational programs in its efforts to prevent bullying, harassment, and intimidation in schools:
“(1) An educational bullying, harassment, and intimidation prevention program for students, staff, volunteers, and parents” (Source)
Section 30: Moral education
“Section 30. The president, professors and tutors of the university at Cambridge and of the several colleges, all preceptors and teachers of academies and all other instructors of youth shall exert their best endeavors to impress on the minds of children and youth committed to their care and instruction the principles of piety and justice and a sacred regard for truth, love of their country, humanity and universal benevolence, sobriety, industry and frugality, chastity, moderation and temperance, and those other virtues which are the ornament of human society and the basis upon which a republican constitution is founded; and they shall endeavor to lead their pupils, as their ages and capacities will admit, into a clear understanding of the tendency of the above mentioned virtues to preserve and perfect a republican constitution and secure the blessings of liberty as well as to promote their future happiness, and also to point out to them the evil tendency of the opposite vices.” (Source)
Michigan State Board of Education
Policy on Quality Character Education
“Qualities such as caring, responsibility, respect for oneself and others, fairness, trustworthiness, citizenship, and self-restraint promote a healthy, safe, and supportive learning environment that promotes the primary mission of the school, which is to educate. With effective character development programs, schools can increase academic achievement and prosocial attitudes and behaviors and decrease negative behaviors such as truancy, violence, discipline problems, and bullying.” (Source)
§120B.232 CHARACTER DEVELOPMENT EDUCATION.
Subdivision 1. Character development education.
“Character education is the shared responsibility of parents, teachers, and members of the community. The legislature encourages districts to integrate or offer instruction on character education including, but not limited to, character qualities such as attentiveness, truthfulness, respect for authority, diligence, gratefulness, self-discipline, patience, forgiveness, respect for others, peacemaking, and resourcefulness. Instruction should be integrated into a district’s existing programs, curriculum, or the general school environment. To the extent practicable, instruction should be integrated into positive behavioral intervention strategies, under section 122A.627. The commissioner shall provide assistance at the request of a district to develop character education curriculum and programs.” (Source)
HOUSE BILL NO. 522
“SECTION 1. The local school boards of the public school districts, in their discretion, may develop and implement, at the beginning of the 1999–2000 school year, a comprehensive program for character education in Grades K-12. This program of character education shall focus on students’ development of the following character traits: courage, patriotism, citizenship, honesty, pride in quality work, fairness, respect for and obedience to the law, respect for others, kindness, cooperation, self-respect, self-control, courtesy, compassion, diligence, generosity, punctuality, cleanliness, cheerfulness, school pride, respect for the environment, patience, creativity, sportsmanship, loyalty, perseverance, friendship, responsibility and self-discipline. The program of character education shall include the Pledge of Allegiance to the flag as required in Section 37-13-7. The definition of the character traits chosen by the school district for implementation shall reflect and be in keeping with both the spirit and the letter of the following founding documents: the Mississippi Constitution of 1890; the Constitution of the United States of America; the Declaration of Independence; and state and federal law. A public school may not define or teach character or character traits in any manner that might promote or encourage students to participate in conduct that would violate any state or federal law.” (Source)
Character education; principles of instruction; duty of teachers.
“Each teacher employed to give instruction in any public, private, parochial, or denominational school in the State of Nebraska shall arrange and present his or her instruction to give special emphasis to common honesty, morality, courtesy, obedience to law, respect for the national flag, the United States Constitution, and the Constitution of Nebraska, respect for parents and the home, the dignity and necessity of honest labor, and other lessons of a steadying influence which tend to promote and develop an upright and desirable citizenry.” (Source)
Chapter 193-F: Pupil Safety and Violence Prevention
“IV. A school board or board of trustees of a chartered public school shall, to the greatest extent practicable, involve pupils, parents, administrators, school staff, school volunteers, community representatives, and local law enforcement agencies in the process of developing the policy. The policy shall be adopted by all public schools within the school district and, to the extent possible, the policy should be integrated with the school’s curriculum, discipline policies, behavior programs, and other violence prevention efforts.” (Source)
2013 New Jersey Revised Statutes
Section 18A:35-4.1–Course of study in principles of humanity
“Each board of education may teach, by special courses or by emphasis in appropriate places of the curriculum, in a manner adapted to the ages and capabilities of the pupils in the several grades and departments, the principles of humanity as the same apply to kindness and avoidance of cruelty to animals and birds, both wild and domesticated. L.1967, c.271.” (Source)
New York Consolidated Laws, Education Law–EDN § 809. Instruction in the humane treatment of animals
“The officer, board or commission authorized or required to prescribe courses of instruction shall cause instruction to be given in every elementary school under state control or supported wholly or partly by public money of the state, in the humane treatment and protection of animals and the importance of the part they play in the economy of nature as well as the necessity of controlling the proliferation of animals which are subsequently abandoned and caused to suffer extreme cruelty. Such instruction shall be for such period of time during each school year as the board of regents may prescribe and may be joined with work in literature, reading, language, nature study or ethnology. Such weekly instruction may be divided into two or more periods. A school district shall not be entitled to participate in the public school money on account of any school or the attendance at any school subject to the provisions of this section, if the instruction required hereby is not given therein.” (Source)
Section 801-A. Instruction in civility, citizenship and character education
“The regents shall ensure that the course of instruction in grades kindergarten through twelve includes a component on civility, citizenship and character education. Such component shall instruct students on the principles of honesty, tolerance, personal responsibility, respect for others, with an emphasis on discouraging acts of harassment, bullying, discrimination, observance of laws and rules, courtesy, dignity and other traits which will enhance the quality of their experiences in, and contributions to, the community. Such component shall include instruction of safe, responsible use of the internet and electronic communications. The regents shall determine how to incorporate such component in existing curricula and the commissioner shall promulgate any regulations needed to carry out such determination of the regents. For the purposes of this section, “tolerance,” “respect for others” and “dignity” shall include awareness and sensitivity to harassment, bullying, discrimination and civility in the relations of people of different races, weights, national origins, ethnic groups, religions, religious practices, mental or physical abilities, sexual orientations, genders, and sexes.” (Source)
Session Law 2001-363
House Bill 195
“Each local board of education shall develop and implement character education instruction with input from the local community. The instruction shall be incorporated into the standard curriculum and should address the following traits: (1) Courage.—Having the determination to do the right thing even when others don’t and the strength to follow your conscience rather than the crowd; and attempting difficult things that are worthwhile. . . . (4) Kindness.—Being considerate, courteous, helpful, and understanding of others; showing care, compassion, friendship, and generosity; and treating others as you would like to be treated.” (Source)
3301-35-01 Purpose and definitions.
“‘Extended learning opportunities’ means a variety of initiatives that ensure students have access to a diverse array of content-rich, high-quality opportunities that expand the time they are actively engaged in learning. These opportunities provide students with structured opportunities for academic support and enrichment, extra-curricular activities, service-learning; mentoring, recreation, character education, and other developmental activities.” (Source)
Section 732. Control and Discipline of Child.
“A. Each district board of education shall adopt a policy for the discipline of all children attending public school in that district, and for the investigation of reported incidents of bullying. The policy shall provide options for the methods of discipline of the students and shall define standards of conduct to which students are expected to conform. The policy shall: . . .
“10. Provide for an educational program as designed and developed by the State Department of Education and in consultation with the Office of Juvenile Affairs for students and parents in preventing, identifying, responding to and reporting incidents of bullying.” (Source)
Section 1181. Character Education Program.
“A. The board of education of every school district in this state may develop and implement a comprehensive program for character education in any single grade or combination of grades prekindergarten through twelfth. The character education program shall focus on development of character traits, the in [sic] students.” (Source)
2017 ORS 336.067¹
Topics given special emphasis in instruction
“In public schools special emphasis shall be given to instruction in:
(a) Honesty, morality, courtesy, obedience to law, respect for the national flag, the Constitution of the United States and the Constitution of the State of Oregon, respect for parents and the home, the dignity and necessity of honest labor and other lessons that tend to promote and develop an upright and desirable citizenry. . .
(d) Humane treatment of animals.” (Source)
Section 1502-E. Character education program.
“The program may include and teach the following basic civil values and character traits: … (2) Respect, including regard for others, tolerance and courtesy. . . . (5) Caring, including kindness, empathy, compassion, consideration, generosity and charity.” (Source)
§ 15-1514. Humane education
“Instruction in humane education shall be given to all pupils up to and including the fourth grade, and need not exceed half an hour each week during the whole school term. No cruel experiment on any living creature shall be permitted in any public school of this Commonwealth.” (Source)
Endorsing the Implementation of Character Development Education in Rhode Island Public Schools
“The Rhode Island General Assembly recognizes that, in the face of the deteriorating social fabric, parents, schools and other community institutions, working together as partners, must increasingly contribute to the development of good character in the young through both teaching and modeling.” (Source)
SECTION 59-17-135. Character education.
“(B) Each local school board of trustees of the State must develop a policy addressing character education. Any character education program implemented by a district as a result of an adopted policy must, to the extent possible, incorporate character traits including, but not limited to, the following: respect for authority and respect for others, honesty, self-control, cleanliness, courtesy, good manners, cooperation, citizenship, patriotism, courage, fairness, kindness, self-respect, compassion, diligence, good work ethics, sound educational habits, generosity, punctuality, cheerfulness, patience, sportsmanship, loyalty, and virtue. Local school boards must include all sectors of the community, as referenced in subsection (A)(4), in the development of a policy and in the development of any program implemented as a result of the policy. As part of any policy and program developed by the local school board, an evaluation component must be included.” (Source)
13-33-6.1. Character development instruction.
“Unless the governing body elects, by resolution, effective for not less than one or more than four school terms, to do otherwise, character development instruction shall be given in all public and nonpublic elementary and secondary schools in the state to impress upon the minds of the students the importance of citizenship, patriotism, honesty, self discipline, self respect, sexual abstinence, respect for the contributions of minority and ethnic groups to the heritage of South Dakota, regard for the elderly, and respect for authority.” (Source)
T.C.A. 49-6-1007. Character Education
“(a) The course of instruction in all public schools shall include character education to help each student develop positive values and improve student conduct as students learn to act in harmony with their positive values and learn to become good citizens in their school, community, and society.” (Source)
Sec. 29.906. CHARACTER TRAITS INSTRUCTION
(a) The State Board of Education shall integrate positive character traits into the essential knowledge and skills adopted for kindergarten through grade 12, as appropriate.
(b) The State Board of Education must include the following positive character traits:
(2) trustworthiness, including honesty, reliability, punctuality, and loyalty;
(4) respect and courtesy;
(5) responsibility, including accountability, diligence, perseverance, and self-control;
(6) fairness, including justice and freedom from prejudice;
(7) caring, including kindness, empathy, compassion, consideration, patience, generosity, and charity;
(8) good citizenship, including patriotism, concern for the common good and the community, and respect for authority and the law;
(9) school pride; and
(c) Each school district and open-enrollment charter school must adopt a character education program that includes the positive character traits listed in Subsection (b). (Source)
Utah Code Part 6: Bullying and Hazing
“(2) To the extent that state or federal funding is available for this purpose, school boards are encouraged to implement programs or initiatives, in addition to the training described in Subsection (1), to provide for training and education regarding, and the prevention of, bullying, hazing, abusive conduct, and retaliation.” (Source)
R277-475-7. Civic Engagement.
“B. Civic and character education shall be achieved through an integrated school curriculum and in the regular course of school work.” (Source)
§ 22.1-208.01. Character education required.
“Each school board shall establish, within its existing programs or as a separate program, a character education program in its schools, which may occur during the regular school year, during the summer in a youth development academy offered by the school division, or both. The Department of Education shall develop curricular guidelines for school divisions to use in establishing a character education program through a summer youth development academy. The purpose of the character education program shall be to instill in students civic virtues and personal character traits so as to improve the learning environment, promote student achievement, reduce disciplinary problems, and develop civic-minded students of high character. The components of each program shall be developed in cooperation with the students, their parents, and the community at large. The basic character traits taught may include (i) trustworthiness, including honesty, integrity, reliability, and loyalty; (ii) respect, including the precepts of the Golden Rule, tolerance, and courtesy; (iii) responsibility, including hard work, economic self-reliance, accountability, diligence, perseverance, and self-control; (iv) fairness, including justice, consequences of bad behavior, principles of nondiscrimination, and freedom from prejudice; (v) caring, including kindness, empathy, compassion, consideration, generosity, and charity; and (vi) citizenship, including patriotism, the Pledge of Allegiance, respect for the American flag, concern for the common good, respect for authority and the law, and community-mindedness.” (Source)
RCW 28A.150.211 Values and traits recognized.
“The legislature also recognizes that certain basic values and character traits are essential to individual liberty, fulfillment, and happiness. However, these values and traits are not intended to be assessed or be standards for graduation. The legislature intends that local communities have the responsibility for determining how these values and character traits are learned as determined by consensus at the local level. These values and traits include the importance of:
(1) Honesty, integrity, and trust;
(2) Respect for self and others;
(3) Responsibility for personal actions and commitments;
(4) Self-discipline and moderation;
(5) Diligence and a positive work ethic;
(6) Respect for law and authority;
(7) Healthy and positive behavior; and
(8) Family as the basis of society.”
RCW 28A.230.020 Common school curriculum.
“All teachers shall stress the importance of the cultivation of manners, the fundamental principles of honesty, honor, industry and economy, the minimum requisites for good health including the beneficial effect of physical exercise and methods to prevent exposure to and transmission of sexually transmitted diseases, and the worth of kindness to all living creatures and the land.” (Source)
21‑4‑314. School district implementation; state policies, training and technical assistance
“(f) School districts may establish bullying prevention programs or other initiatives and may involve school staff, students, administrators, volunteers, parents, law enforcement and community members.” (Source)
How can I teach character education on top of the existing curricular demands?
The good news is that you can foster prosocial and empathic behavior in children while simultaneously meeting rigorous academic standards. Children have a natural affinity for animals; therefore, any curriculum that incorporates animal issues will generate high interest from students. Add a component about how to protect animals in real-world situations and watch students become even more motivated to learn. When your students are motivated, the conditions are ideal for them to practice reading and writing skills that involve the animal-rights issue being discussed.
Does TeachKind offer any resources to help me teach character education?
Since a discussion about animal rights issues and fostering empathy for animals should be part of any program to build character in youth, TeachKind has got you covered.
- Our FREE Share the World kit is perfect for teaching elementary school students about the Golden Rule and the importance of compassion and empathy—as well as reading and writing skills.
- Our FREE Humane Lesson Webinar can help you merge academic skills with compassion.
- Our FREE Lessons and Activities give you the resources that you need to incorporate compassion for animals into your curriculum.
- Order FREE TeachKind materials for your classroom.
- Contact TeachKind for suggestions or advice. We’re also available for presentations to teachers in the Virginia Beach, Virginia, area.
Humane education has the potential to motivate students struggling with a new, demanding Common Core curriculum and to foster compassion for animals that will extend to humans as well.
McDonald, N. and Messinger, D. (2011). “The Development of Empathy: How, When, and Why.” In A. Acerbi, J. A. Lombo, and J.J.Sanguineti (Eds.), Free Will, Emotions, and Moral Actions: Philosophy and Neuroscience in Dialogue. IF-Press.
Roberts, W. and Strayer, J. (1996). “Empathy, Emotional Expressiveness, and Prosocial Behavior.” Child Development, 67, 449‒470


When we envision a tapestry, it is easy to see how many threads join together to create a beautiful new and cohesive fabric, pleasing to the eye—and yet—also functional and utilitarian. It has an aim and intent. It is, at once, a thing to behold and entertain, while also having a purpose –whether to cover a wall, provide insulation from the cold, or to add color and panache to the interior design of a home. It takes many different colored threads to weave a tapestry that is pleasing to the eye, and in some way, it also tells a story. A tapestry tells a tale of the people who made it, and of the people it was made for. The color, design, pattern, and style all reflect the aesthetics and tastes of a particular group of people. A tapestry tells a story.
In much the same way, our society creates a tapestry of its own, as it weaves stories together, and creates a narrative of its past, present, and future. Since the first human beings began to speak and communicate, they have told stories and crafted tales that connected them to their home and environment, and linked them together as a community. The content, form, and function of these stories throughout our history reflect the morals, attitudes, mores, tastes, and belief system of the people who told the stories, and for the people they were intended for.
From Cave to Stage
Perhaps the first stories ever “recorded” were cave paintings, also known as parietal art, which were painted drawings on cave walls or ceilings, mainly of prehistoric origin, beginning roughly 40,000 years ago (around 38,000 BCE) in Eurasia. The paintings are the earliest known examples of storytelling in the world. The exact purpose of the Paleolithic cave paintings is not known. Evidence suggests that they were not merely decorations of living areas, since the caves in which they have been found do not have signs of ongoing habitation. Some theories suggest that cave paintings may have been a form of communication, while other theories posit that they were intended for a religious or ceremonial purpose. The paintings are remarkably similar around the world, commonly depicting impressive animals. Humans mainly appear as images of hands, mostly hand stencils made by blowing pigment on a hand held to the wall. Whatever their purpose, the cave paintings were a form of storytelling and were a distinct form of communication and expression.
Since humankind first began to communicate, it is obvious that passing down stories was important to the culture. Storytelling is what connects us to our humanity. It is what links us to our past, and provides a glimpse into our future. Since human beings first walked the earth, they have told stories, before even the written word or oral language emerged. Through these cave paintings and over fires, humans have told stories as a way to shape our existence.
Our Lives As Stories
In our lives, things impact us and we experience events that may seem random or unexplainable. It is natural that we would seek to relay our story to others and try and remember the events as they occurred. Things happen to us, which are inherently the elements of a story, but as humans, we have unique perspectives, biases, and beliefs, which naturally shape how we retell that story. Unlike the other animals we share the Earth with, human beings have the ability to think and to make meaning out of the events that shape our lives. Therefore, it is understandable why we as humans would try and attach meaning and create a narrative out of seemingly unconnected and random events. These are the building blocks that make for a story. To further the tapestry metaphor, these life events are the diverse and disparate threads that must be woven together to create a cohesive and engaging tapestry of a story.
Storytellers learned early on that people like to hear stories with a beginning, middle, and an end. We seem to be drawn to stories that have characters that look like us—or at least share characteristics we can relate to. We also desire to be drawn into a story, and enjoy when a story builds up to a thrilling climax, followed by a satisfying conclusion. Often, we want to use our imaginations, but sometimes we don’t, and prefer to passively have a story told to us. Many of us enjoy being moved by a story, either emotionally, or viscerally, like in a good action film or a tender tale of humanity and redemption.
A Visceral Experience
Throughout history, storytelling has served many functions, and continues to do so today. Perhaps the most basic and straightforward purpose of storytelling is to entertain and to distract. When we go to see a movie like The Fast and the Furious, we are not going for the purpose of being educated, enlightened, or moved. When we watch films like that, we are there to be entertained. Entertainment can be delivered in various ways, and has naturally changed over the decades and centuries. However, the fundamentals of what entertains and diverts us have relatively stayed the same, even as the mediums, technologies, and methods of delivery have evolved and matured. Four hundred years ago, Shakespeare was writing plays that entertained us through humor and laughter, and action and horror. Not a lot has changed in the centuries since. Just as we draw inspiration from Shakespeare, the Bard himself drew inspiration from the Romans and Greeks, who had entertained through comedy and tragedy over a millennium earlier.
Throughout history, we can see humor and action used to divert our attention away from the tragedies, stresses, and discomforts of our own lives. Many people go to plays or to movies to be distracted from the stresses and realities of their own lives, and prefer to “turn off their brains.” These people do not wish to be educated or enlightened, but want the visceral thrill of being made to laugh or to watch action unfold on the screen. With major advancements in CGI, audiences today are being entertained at a higher and more sophisticated degree than ever before. It is possible to go see a movie and watch intense battle scenes and car chases that are completely manipulated or created digitally, and are viscerally thrilling and used to maximize excitement. Just as watching action sequences onscreen can distract a person, so can comedy. Both can function at a deeper level as well, but at its core, action and comedy are intended to entertain and distract us. Some of us prefer our stories to do no more than function as diversion, while others seek something deeper and more meaningful. These higher level thinking attributes of storytelling are deeply embedded in our culture, and are just as important to how we receive and incorporate stories into our lives. These elements serve to do more than entertain and distract us, but provide a more integrated and lasting impact on our society.
Our Emotional Connection
One of the significant ways that storytelling serves a society is through the use of emotion and empathy to build a rapportwith an audience. When people attend the theatre or go to a movie, some are looking to get swept away in the action. For some people, that is as simple as watching intricate CGI action sequences play across the screen. In those cases, there doesn’t necessarily have to be a lot invested emotionally in the characters or the story. For many people, action and comedy can exist untethered from the emotional lives of the characters, and there is nothing wrong with that. However, for many people, they go to see plays, read books, and watch movies so that they can learn more about themselves through exploring the emotional lives of others.
The great Greek Philosopher, Aristotle, wrote at length about the purpose of storytelling and theatre. He spoke of catharsis, where an audience would be purged of all its guilt, shame, fear, etc. by watching something awful unfold, like a Greek Tragedy on stage. When people watch a movie, for instance, they often want to be taken on a journey of emotion, in which they feel the same excitement, fear, anger, thrill, and other emotions that the characters experience onscreen. The film is therefore a tool by which an audience can live vicariously through the characters, and experience what it’s like to be terrorized by a serial killer or explore outer space or do any other number of things they may not have ever experienced, nor may never experience in their own lives. Watching a play or a movie allows an audience to feel the emotions of a character, and take a trip with that person, without ever having to experience the very real effects of that journey.
In watching a film or play, people have access to a wide variety of emotions that they may have experienced in their own lives, never experienced before, and very well may never experience even once. The beauty of storytelling is that it allows people to empathize and relate to characters who may share a similar story as our own, or experience people who look nothing like us, and may have a very different life than our own. The power of storytelling is that it creates empathy in the viewer, who finds an outlet in order to channel their emotions into the characters in a story, and allows them to feel for the characters and feel LIKE the characters. This emotional connection is what invites people into a story, and motivates them to become emotionally invested in the characters and the storyline. Perhaps greater than dazzling action sequences or transitory moments of comedy, is the ability for a story to captivate its audience through raw emotion. When an audience is invested in the emotional lives of a story’s characters, they seem to be more devoted to the story and its outcome in general.
There are two primary types of emotional connection to a story. The first is to be engaged with the lives of characters who are feeling deep emotions and experiencing nuanced feelings like we have never felt before. In this case, an audience member is moved to feel what another human being feels, even if they have never experienced such emotion in their own lives. An example of this might be a person with money and prestige moved by the plight of a poor and dejected member of society, and their struggle to overcome poverty. Through storytelling, we are able to weave stories about people who may not look like us or come from where we come from, but are still able to engender pity and empathy within the viewer. In that case, the spectator becomes so invested in the character, they feel compelled to momentarily live another’s pain, joy, heartache, love, etc. This is the very definition of empathy.
The second type of emotional investment is when we see ourselves on the screen. These are the kinds of stories that are told about people like you and me, and people we know well. We are able to see ourselves in these characters, and can easily be moved by their stories, because perhaps they are enacting our own lives, and exploring the complex range of emotions we each feel everyday. When we see ourselves onscreen, we see all our hopes and dreams, triumphs and defeats, and all the nuanced emotions that surge through our bodies everyday. When we watch stories about ourselves, we can emotionally connect to what other human beings feel that we may have felt, in order to feel not so alone and to reaffirm our own humanity. In many ways, seeing ourselves onscreen or onstage is consoling, and allows us to claim a piece of our community, and reaffirms that we are all members of the human race. Whether someone is emotionally identifying with those who look different from them, or whether they feel they are looking at themselves on stage, it is difficult to imagine a more intimate experience than becoming invested in the emotional lives of the characters who populate our stories.
Building Character Through Characters
Another significant way that storytelling is important to a society is the way in which it creates role models and characters we can identify with. As human beings, it’s important to identify with certain types of people, learn behaviors, and become socialized as individuals. Just as our friends and family influence us immeasurably, so do the characters we read in books, see on stage, or watch in the movies and on television. From our first glimpse of television and movies to the first bedtime stories we hear, we are constantly exposed to characters who have professional lives we may someday aspire to. It is not uncommon to be introduced to doctors and lawyers, firemen and police officers, and truck drivers and astronauts. When we are exposed to these professions, it’s not unusual to develop an affinity for one job or another. Again, we relate to who we relate to, and it’s often easy to see ourselves in a story, including the jobs we have, the jobs we’d like, or the jobs we left behind. Storytelling is a way to introduce people to professions, and explore those careers right from the comfort of our own home or a seat in a theater.
Along the same lines, storytelling allows us to envision ourselves as somebody else –for good or for bad. It allows us to see ourselves as who we’d like to be—perhaps as an action star, a double agent, or a dashing romantic lead. Or perhaps just someone more confident, more outspoken, or more successful at love. We are able to measure ourselves against the characters we see onscreen, and that can be a motivating factor in making real and lasting change in our lives. Perhaps we are inspired by the stories we see, and are moved to take action in our own lives. Conversely, storytelling also has a cautionary function, and can depict characters who are cruel, gruesome, evil, and despicable in many ways. These kinds of antagonists can allow us to envision what we don’t want to be, and the kinds of people to stay away from.
In creating complex and engaging characters in the stories we tell, we are creating types that fulfill our needs in our personal and professional lives. When we see two friends on screen, we can look for those traits in new friends, and cultivate them in the relationships we already have. When we see romance on screen, we can aspire to have the same romantic relationships in our own lives. Naturally, we have to be cautious and realize that the stories we see are not always realistic and may be unattainable, but nonetheless, they can serve to inspire and motivate us in our own lives. What we see is often aspirational, and we can learn a lot from the characters we’re exposed to in books, on stage, and onscreen.
Morality, Socialization, and the Education of Youth
Since the first stories were ever woven, one of the major purposes of storytelling was to educate, as well as to entertain. Storytelling may or may not have grown out of religious rituals and ceremonies, but either way, there has always been an aspect of storytelling that was meant to enlighten and elucidate. For instance, stories have been used for centuries as a cautionary tale to remind us what dire consequences there are for various actions we take. Stories serve to enlighten and prompt us to act, for when we forget the humanity of others, we risk losing our own humanity. There are many books which fall into the genre of dystopian fiction, which serve as reminders as to what can happen when we allow dictators to rule and authoritarian regimes to rule a nation. Several of these books have been turned into movies, and include 1984,Brave New World, Fahrenheit 451, and A Clockwork Orange. Each of these books are cautionary tales, to remind us of the dangers of fascism – in all its many forms.
In many instances, stories are written in order to teach us morality and the difference between right and wrong. The characters often face tough moral challenges, and are forced to choose between the easy and convenient decision, and the difficult, but moral one. The book and film, To Kill a Mockingbird,is a prime example of a story that is intended to teach morality and to shape and change societal prejudices. At the time it was written, the country was just beginning to emerge from the Jim Crow laws of the south, and the Civil Rights movement was challenging segregation and longstanding oppression. Author Harper Lee crafted the character of Atticus Finch to be an upstanding and moral southern gentleman, who would go on to defend the accused African American man, Tom Robinson, and fight racism wherever he saw it. Atticus’s children, Scout and Jem, were taught lessons about how to treat each other with kindness and empathy regardless of skin color, and we, the audience, were taught through his fine example.
A Lesson in History
Years later, Stephen Spielberg would make the haunting and arresting film, Schindler’s List, also based on a bestselling book. Through shockingly realistic depictions of concentration camps and fierce Nazi brutality, Spielberg weaves a cautionary tale for us about man’s inhumanity towards man, and the depths of depravity our brethren have sunk to. The film is intended to educate generations of people who never saw the Holocaust firsthand, and to remind us that we must “never forget” what happened there, and what could easily happen here, if we ever allowed a man like Adolf Hitler to gain power again. Like many important works of art, Schindler’s List is a story that educates us about our own history, while pulling us in with its characters and engaging story. We become emotionally invested in the characters, and are moved by their plights. While most of us may have never experienced the horrors of the Holocaust, and can only imagine the cost of such brutality, we are pulled in by the humanity of the characters, and are forced to empathize with their experience. A movie like Schindler’s List is successful on many levels, because the film manages to draw us into its story through action, good acting, an engaging plot, superb direction, masterful art direction and design, and emotional investment, while also educating us along the way. We are taught a history lesson, a lesson in morality, and entertained all at the same time.
Storytelling can serve to educate a society about itself, and to provide a history lesson about where we all came from. We can learn invaluable things about who we once were, and be reminded of who we want to be. Even science fiction serves the purpose of education and allows us to explore the possibilities and potential of the human condition. For example, as a cautionary tale, science fiction can warn of the dangers of technology run amok, without any thought to its moral implications. A movie like Metropolistells a harrowing tale of a future overrun by machines and the horrifying technology we have created to make our lives easier. However, if the human race is in fact evolving physically, it stands to reason that we are also evolving towards a more peaceful and moral society. When Gene Roddenberry created the original Star Trekseries, he imagined a future where humankind was equal and peace had been achieved on earth. Despite the racial turmoil going on in America during the late 1960s, Star Trekdepicted an egalitarian future, where all the races lived in harmony and had overcome such petty squabbles as skin color or gender. The story was set in the future, but many of its themes and ideas were rooted in the strife and struggles of mid-century America. Again, the show was intended as a cautionary tale, but not one as dark and hopeless as 1984or Brave New World. Star Trekprovided a hopeful and optimistic future of where we are going, or at least, what we can aspire to.
The Next Generation
Finally, storytelling is a way to teach our children, and the generations that follow us. This essay has already touched on how storytelling is used to socialize people, and introduce them to various professions, demonstrate positive and negative relationships, and to explore our wide range of emotions. It’s important for children to learn these skills, in order to be effective communicators and productive members of society. Storytelling also serves to entertain children, while also educating them about the past and the present, and allows them to imagine a brighter future—one which they can shape firsthand. Stories manage to use morality tales and parables to teach children about the atrocities that have come before them, and can guide them to make better choices in the future. Storytelling serves to inspire and give meaning to our lives, and allows us to make sense of an often chaotic and random world. When we are young, storytelling helps contextualize our lives and create a narrative not only for our own lives, but of our society as a whole. When we are able to create narratives, we are able to attach meaning to what has happened to us, and we are able to make decisions about how we want the future to be. When we are able to recognize that bad things happened as a result of poor decisions, we can minimize future bad decisions, and can take proactive steps to better our lives and the lives of those around us. Storytelling functions as a cautionary tale, an inspirational and aspirational tool, an education lesson, an entertaining diversion, and an emotional investment in people who may or may not look like us. Children are exposed to cultures they may never have seen otherwise, and our planet becomes smaller and can celebrate its diversity, rather than fear what makes us different. Just as a tapestry is woven by threads of all colors, the stories we tell are populated by diverse characters who make up the world, and who each have their own story to tell. Stories inspire us, and give meaning to our lives, and are an essential ingredient in the human experience. Without stories, our lives would be barbaric, primitive, and utterly meaningless. We need stories to tell us about who we’ve been, who we are, and who we hope to be.
Shakespeare’s Hamlet once said that a society passes on its values and uses stories to “..hold a mirror up to nature” to show us our reflection, however hard it may be to look. Yet, it also shows us where we came from, and to where we are heading. Storytelling is how we make meaning out of the chaos of human existence. It provides a shape, so that our own lives have a beginning, middle, and an end, and we can feel like we’ve meant something, and left our mark on the world. If each one of us could tell a piece of our life story, than we have a narrative, and suddenly, we are the protagonists in our own life story. Yet, that is what storytellers are there for. They serve to tell their own stories, and the stories of each and every one of us. This is why we create stories, and this is why we NEED storytellers. They entertain AND educate us. They are what make us human, and not savage beasts of the wild.