Executive Summary
In his book, “The Road to Character,” David Brooks explores the development of character in several notable figures throughout history. He asserts that every person’s character is constructed of two different parts, our Adam I and our Adam II. While Adam I represents our “resume virtues”, Adam II represents our “eulogy” virtues. Adam I is made up of the outward skills we seek to master to achieve external success in our lifetime; Adam II, however, is our inward self, the one that questions our own success in the constant quest to uphold morality. Brooks argues that Adam II confronts the successes, status, and victories of Adam I, with questions of right and wrong, transcendent truth, and sacred purpose.
All of the people that Brooks studies in his book have developed their character in different and often contradictory ways. Yet, each of them have managed to build both their Adam I and Adam II sides in a culture that Brooks asserts singularly promotes and reinforces our Adam I. In our effort to mold not only college and career ready students, but also contributing citizens of upstanding character, this book led us to question how can we as teachers ensure to not only support the Adam I in our students, but also the moral, ethical, and inner side of their Adam II?
We have selected two chapters indicative of the themes present in the book:
Chapter 2: The Summoned Self
Through the story of Frances Perkins, David Brooks describes the concept of finding one’s purpose in life by looking at what they can best do for others – not just their self. He argues that people should sacrifice some of their personal self-oriented “resume virtues” for the sake of society’s good. As he states, “Perkins didn’t so much choose her life. She responded to the call of a felt necessity. A person who embraces a calling doesn’t take a direct route to self-fulfillment. She is willing to surrender the things that are most dear, and by seeking to forget herself and submerge herself she finds a purpose that defines and fulfills herself” (46-47). Although at points extreme, Brooks raises valid points in the value of sacrificing our individual values/goals for the sake of a greater good.
Chapter 10: The Big Me
Brooks compares the behaviors and attitudes of Johnny Unitas and Joe Namath. Unitas was quiet, reserved, professional, and understated. Brooks asserts that these qualities are a product of Unitas’ upbringing in “the old tradition,” taught in a strict Catholic school led by a Father that provided near-constant cruelty. The school boys were told that they would make good truck drivers or grave-diggers if they received poor marks. Brooks is of the opinion that this is good.
Joe Namath was “the flamboyant star,” much in contrast to Unitas. He wrote an autobiography titled I Can’t Wait Until Tomorrow ‘Cause I Get Better Looking Every Day. He bragged about his athleticism, drank bottles of scotch the night before games, and had his own personal brand. Brooks thinks that this is bad.
Brooks distinguishes the two characters from chapter 10 by the emergence of The Big Me, the thought technology that there is a Golden Self inside us has eclipsed reason and led to narcissism and sin.
All told, The Road to Character is a meandering journey through the multifaceted landscape of morality and self-improvement. Our take-away for teachers is to reflect on what we incentivize from our students: do we reward Adam I virtues to the exclusion of all else, or can we incorporate the development of students’ character into our curricular agenda?