The Character and Moral Education Debate
Hot on the heels of last weeks post, I have a poser for you. Should teachers (especially in the public systems) be involved in the formal teaching of Character and/or Moral education? Where does the duty of the teacher end and the parent begin?
To start off, I do know that Character and Moral education are two different topics. But I’ve heard arguments saying that we should (or shouldn’t) be teaching one or the other or both. Character Education tends to deal with personal traits (sometimes called pillars) that we as a society find desirable in people: Trustworthiness, Honesty, Perseverance, Respect, Fairness, Citizenship, etc. Moral education is when we add value judgments to the equation, this is right or wrong. In some cases this isn’t seen as a problem (don’t hit Billy, that’s wrong, or Apartheid was a horrible thing). In others, like the topics of homosexualism or abortion, this can become a huge issue. But when/where do we draw the line?
Some would argue that things like hitting and racism can be covered under character ed (say in a discussion about respecting others) and therefore be ok. But couldn’t gay rights be covered under the same discussion? I know I’m stirring the pot with this topic – but that’s exactly why I chose it. It’s a dilemma that ever teacher must face. When we’re in our rooms, with the door closed, no one will hear what we say, or see how we shape the young minds in our charge, until sometimes it’s too late.
Take Jim Keegstra for example (an extreme example… but it did happen). Here was a teacher who taught that the Holocaust never happened and that all Jewish people were evil. Yes he lost his job, and his teaching licence – but the damage was done. The German government even flew some of this students to see Auschwitz, to show them the sites and the history – to prove that it was real and that with was wrong – but many of them still believed their teacher. They thought it was a huge production created by the “evil Jewish Nation”. We have an incredible power, and as Ben Parker said “with great power comes great responsibility”.
So where do we draw the line? Some would argue that if you ended up with a child who thought all people of another race was bad, that as a teacher it would be our duty to teach them otherwise. That we have the moral obligation ensure that our students become moral beings. But what if your moral beliefs contradict their religious beliefs? This dilemma isn’t limited to just moral education – it can affect character education too.
Every morning we sing O Canada at my school. We teach that this shows respect for our country, and our desire to be good citizens – both of these concepts taught in character ed. But what about those for whom it’s against their beliefs to sing the national anthem? Do they become horrible citizen who are disrespectful?
Tough questions I know… but ones that every teacher needs to answer. Many districts try to help guide our answers with policies and regulation – but in the end it’s all up to the teacher. Personally I whole heartedly believe in the teaching of Character education. When done properly it teaches choice – and respect for the choices of others.
When you first walk into my room there is a magnet on my filing cabinet with a quote from the Buddha: “Believe nothing, no matter where you read it, or who said it, no matter if I have said it, unless it agrees with your own reason and your own common sense.” This is how I try to teach my students. Whenever possible I try to show all sides of an issue or topic, and to keep my personal feelings or opinions out of it. It can’t always be done, I know… I’m a feeling human being and my kids know me very well. They know which side of an argument I’m most likely going to be on. But I believe as a teacher it is my duty to model what I think a good person/citizen is, and teach them to make informed decisions – no matter what the choice is.
But that’s just me… what do you think?
I teach in the Catholic school system, so I’m quite familiar with both character and moral education. I’ve talked to colleagues in the public school system who have visions of us singing ‘Kumbaya’ and dunking peoples’ heads in pools of holy water, but that’s another topic I suppose.
Working in the Catholic school system, I’d say that only 10-20% of my students are actually practicing Catholics, with most others either having Catholic on their birth certificate and not practicing the faith in any regard, not being Catholic at all, or having a loose affiliation with Catholicism (i.e. going to church at Christmas). There is a ‘religion’ class taught for about a half hour per day, and this usually means reading a story or a piece of writing from the religion text and having a general discussion about it. At other times, it’s doing a craft or project around a certain faith-based topic (e.g. forgiveness) or religious holiday. All students are expected to participate in class, but the ‘rights’ and ‘wrongs’ which are spoken of are general societal norms for the most part which most people in general society would agree with. We usually steer clear of the highly controversial topics, and if something controversial comes up we don’t push a belief down anyone’s throat. Sometimes we’ll say, “Catholics believe that…” and sometimes I’ll share my personal belief and ask others what they believe. Sometimes we agree, other times we don’t, but at all times respect is shown. Quite often, I’ll encourage my students to have a conversation about the topic with their parents and ask their parents what they think is right or wrong if they don’t know.
I really see moral education as a positive and important thing in the development of a child, regardless of what those morals may be. First off, knowing what you believe as right and wrong and what is important to you as a person provide ‘anchors’ of sort for your character that you can use in the development of your identity. Culture and religion are two examples of these types of anchors that one can use to help forge their identity and know who they are. There is comfort in that and it can help strengthen a person’s confidence. For those who don’t subscribe to a particular ethnic culture or religion, I think it’s equally important in the development of a person to establish morals and values. Ramming one’s ideas down another’s throat in a belligerent and closed-minded way likely is not the role of a teacher, regardless of whether one is in a public or religion-based teaching assignment. We all know the dangers of intolerance when it comes to morals, and this intolerance is something that usually gives any religion a bad name. The dangers of not forging one’s own personal morals can be seen when ‘lost’ children celebrate the culture of celebrity, sport, pop culture, gangs, etc. Everybody wants to belong to something I believe.
Helping a child forge their own beliefs and values prepares a child for society in an important way, and I do think it falls under a teacher’s mandate. As with anything, it’s all in how it’s done. The parent is the true authority in a child’s life and as a general rule of thumb I don’t try to go against a parent (I’ve questioned racist or discriminatory attitudes politely before but I think most in society would consider that fair). While the Keegstra case went far beyond the appropriate boundary, I think it’s good to talk have conversation with students of all ages in a respectful and tolerant manner which, while in some cases sharing one belief, respects all beliefs and helps students discover who they are.
This question comes at a very opportune time, Shane. Over the past couple of weeks I have been focusing a little more on morality, making good decisions and “listening to that voice inside of you” during my health lessons. We’ve been watching little video snippets of some kids doing some not so moral things, followed by a “what would you do?” pause where my kids discussed how they would handle the situations. I am completely in shock and absolutely appalled at the number of students in my class who would blatantly lie, steal, cheat or otherwise be dishonest and not have a single “check” within themselves that they are doing something wrong. I stopped right in the middle of my lesson and starting thinking to myself, how do I teach this now? You know, teaching kids to choose right over wrong is one thing, but it seems to be going much more basic in my class to teaching what wrong really is. Where are the students skewed perceptions coming from is my next question. I completely agree that character building and discussions of morality are a must in the school system. I do a lot of it incidentally throughout the day, and I quite agree in recognition of good examples of these behaviors at the school wide level as well. It is so important in shaping our citizens of the future and giving them the skills to interact with others and make good decisions. I believe schools should focus far beyond the academics to the education of the whole child.