In "Teaching Morally," Durka (2002) writes, "...the teacher should never directly tell students what is right or wrong; instead, students should be left to discover "values" on their own...the result is moral relativism. Students deserve better" (p. 53). I laughed when I read this excerpt because I was reminded of a comment one of my seniors made in Religion class a couple of weeks ago. I asked the class how we come to know what is right and wrong, and a student responded with "I think everyone should worry about him/herself and not be concerned with anyone else." I responded, "So, you live on an island unto yourself?" She said, "Yeah, I guess." I responded again with, "Yeah, until you get hit by a drunk driver and then you realize that not only are we interconnected, but that person's values to which you paid no mind or had little concern for, has just impacted your life. " Ha! I laugh again in thinking about it, but teenagers are such natural relativists. If we leave them to discover values on their own, their ideas will never be challenged. Morals and parables, and other types of stories, are effective ways of communicating values and beliefs because students need these opportunities, or touchstones, to see and question the belief or value in action because of their limited life experience. Educators, particularly at Catholic schools, must be comfortable discussing and defending their values and beliefs because students bring these ideas into every classroom and activity, irregardless of subject matter. Often times, students want to be challenged in this way, even if they initially find it upsetting.
Tuesday, September 15, 2009
Teaching Wisely and Morally--Response
I enjoyed reading these chapters because it addressed a really important, yet basic, but difficult part of teaching, which is this idea that teaching material alone is not enough; we must appeal to and take interest in the soul of a student. As stated in the book, "Instead schools should offer students the means of authentic thought and allow them to take in the truth inwardly and not simply superficially" (Durka, 2002, p. 40). Creating an atmosphere open to dialogue, providing opportunities for intuitive/creative thought, and ensuring basic boundaries of respect encourage students to be willing to take risks with the information and apply the information to their own personal experiences. I found it refreshing to be reminded that we must never lose focus of "the broader educational goal we share with our students: the enhancement of life" (Durka, 2002, p. 41). After reading both chapters, I find this idea to be both beautiful, and a bit overwhelming, that in every thing that we do, both spoken and unspoken, that we are always shaping the students with whom we come into contact.
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Good to know that the battle of relativism is alive and well just up the street from me! I battled it as a teacher and later as an administrator. I wonder if it really is so "American" or if other cultures suffer from it in the way we do? I found it so strange really about teenagers who are sooo interested in belonging and connected to a group but who believe we have no say in the way we live together in community. All the more reason your vision of Catholic education is important to preserve. Someone (something) has to draw kids off their own islands and into seeing the responsibility of being good citizens of Earth (and then later, good citizens of heaven!)
ReplyDeleteIt is super-powerful to think about caring for souls and forming persons. I am humbled everytime I stop to consider this.
ReplyDeletePlus, great observation on the power of parable! Surprising story packs a punch!
The audience for Prodigal Son would have been floored by the father's forgiveness.