This post was published as the "Superintendent's Corner" column in the Winter 2017 edition of the Shrewsbury School Journal.
In 1980, the Shrewsbury School Committee adopted its policy on the “right to study controversial issues.” This policy reads:
Teachers are responsible for encouraging students to search after truth and think for themselves. Students have four basic rights with reference to the study of controversial issues in the classroom:
1. The right to study controversial issues which have political, economic, or social significance on which, at their level, they should begin to form judgments.
2. The right to study under competent instruction in an atmosphere free from bias and prejudice.
3. The right of access to all relevant information freely available in the school and public libraries.
4. The right to share and express their ideas and opinions on controversial issues, and within a forum of fair and open discussion, grow in their understanding of the difficult and complex problems they face as citizens in today's world.
The wisdom of this policy remains relevant today, with the only key difference being that our students now have much greater access to information through the Internet than what was then mainly available in libraries. I am struck by the assertion that learning about controversial issues is not considered to be merely an opportunity that should be provided to our students, but their right.
There have been many periods in our nation’s history where there have been significant divisions among American citizens regarding important issues, and there is no doubt that we are living in one right now. Given the proliferation of information through online sources and the prevalence of social media, I believe that it has never been more important for our schools to teach our students how to discern the credibility of sources, weigh the validity of arguments from both pro and con, and build a strong understanding of such issues in order to form their own judgments.
This work will differ depending on the age of the students, with the ultimate goal being that our SHS graduates will enter the world beyond high school with the ability to think critically for themselves, make sound judgments based on solid evidence, and communicate their perspectives effectively and respectfully. If we are successful in this, Shrewsbury alumni will be inoculated against propaganda and ideological “groupthink,” regardless of the source and its place on the political spectrum. Ultimately, our graduates will have different perspectives on controversial issues, because there are typically no easy, clear solutions to such disputes. Our job is to give our students the skills and knowledge to form their own perspectives, especially by developing their capacity for strong reasoning.
Our policy rightfully indicates that this education must take place in an atmosphere free from bias and prejudice. I think that this not only speaks to our schools’ responsibility to be appropriately neutral regarding political matters, but also to ensure that our articulated core values are taught and honored, especially when it comes to issues such as treating others with respect. It is important to note that, regardless of what anyone who represents any particular political party or viewpoint might say or do, our expectation is that members of our school communities will act in accordance with the time-honored values of treating others with respect, consideration, honesty, and integrity.
Earlier this year I had the opportunity to visit a sixth grade student exhibition of learning at Sherwood Middle School, where students presented projects on “rules to live by.” After completing research on the “rules” that a famous leader of their choice lived by, these students then created their own. Many focused on hard work and perseverance in pursuit of one’s goals, but I was struck by how many also cited the importance of acting with kindness, respect, and courtesy.
Our students need this kind of education more than ever. Unfortunately, they are growing up in a world where too many, especially adults who should know better, don’t follow the rules of common decency and respect, and instead use the availability of social media as a means to post insults and/or untruths that few would ever utter to someone in person. Almost worse is when others then validate this attention seeking with judgmental comments, without having any knowledge of the truth. Maligning others, with no sense of fairness or respect, has become all too common. My disgust with this behavior, however, is tempered by the recognition that people who act this way are a minority, and countered by the hope I gain from students and educators who are demonstrating the opposite. As one sixth grade student, Gabriela Cardoso, wrote for her project:
I want to remind myself that the way I treat others is a reflection of who I am. The way I act around my family and friends shapes my character, and my attitude and actions ultimately form my reputation. Therefore, I try to be kind to each and every person I meet, so I can positively impact their day.
I think you’ll agree that that’s wise advice from a sixth grader. It reminds me why it is so important that our schools and community work together not only to help our children to become good students, but also to become good people.
