The Students are Watching

1. Schools and educators powerfully model values for students

Our whole life is startlingly moral. There is never an instant's truce between virtue and vice.

Schools shape character. The routines, rituals, and interactions within schools implicitly teach students about values and ethics. How educators behave, make decisions, and treat students serves as a powerful model that young people observe and internalize. This "hidden curriculum" often has a more lasting impact than formal lessons.

Consistency is key. Students are keenly attuned to hypocrisy and inconsistency between what adults say and do. Schools must strive to align their stated values with their actual practices. This includes how discipline is handled, how resources are allocated, and how different students are treated.

Moral education is embedded. Rather than being a separate subject, moral education permeates all aspects of schooling. The way history is taught, how science experiments are conducted, and even how sports are played all convey messages about ethics, fairness, and citizenship.

2. Grappling with complex ideas is essential for moral development

Grappling is necessarily a balancing act. One is trying to do what one has never done before and learning more about what one wants to do.

Intellectual struggle builds character. When students wrestle with difficult concepts, conflicting viewpoints, and ambiguous situations, they develop critical thinking skills and moral reasoning abilities. This process of grappling helps them form their own ethical frameworks.

Discomfort leads to growth. Educators should create opportunities for students to engage with challenging material that may make them uncomfortable. This includes:

• Analyzing controversial historical events
• Debating ethical dilemmas in literature
• Considering multiple perspectives on social issues

Guidance is crucial. While students need space to grapple independently, skilled educators play a vital role in:

• Framing questions productively
• Providing context and background information
• Encouraging respectful dialogue and debate
• Helping students reflect on their evolving views

3. Bluffing and corner-cutting undermine educational integrity

Bluffing is thus not always an offensive act. Sometimes one pretends in order to make others feel better.

Pressure breeds dishonesty. When schools prioritize grades, test scores, and appearances over genuine learning, it creates incentives for students and educators to engage in various forms of bluffing and corner-cutting. This can include:

• Students plagiarizing or cheating on assignments
• Teachers inflating grades or "teaching to the test"
• Administrators manipulating data or policies to boost rankings

Systemic issues. Bluffing often stems from unrealistic expectations, excessive workloads, and a lack of individualized support. Addressing these root causes is essential for promoting academic integrity.

Nuanced responses needed. While some forms of bluffing are clearly unethical, others exist in a gray area of social niceties or coping mechanisms. Educators must use judgment in distinguishing between:

• Malicious deception
• Well-intentioned white lies
• Attempts to save face or avoid conflict

4. Sorting students requires careful consideration and flexibility

Sorting is a fact of life, and not necessarily a bad one. A sorting system which is flexible and reasonably respectful of people's wishes is essential.

Balancing act. Schools must navigate the tension between providing equal opportunities and recognizing individual differences. This involves:

• Offering diverse educational pathways
• Providing appropriate challenges for all students
• Avoiding rigid tracking that limits future options

Unintended consequences. Well-intentioned sorting practices can reinforce existing inequalities based on race, class, or other factors. Schools must critically examine their sorting mechanisms for hidden biases.

Flexibility is key. Students' abilities, interests, and needs change over time. Sorting systems should allow for:

• Regular reassessment and adjustment
• Movement between different tracks or programs
• Opportunities to explore diverse subjects and skills

5. "Shoving" behaviors require nuanced understanding and response

To shove is to push, to jostle. Shoving is a form of trespassing, going where you are not invited, crossing what are supposed to be boundaries, upsetting other people or things, showing that you are Big.

Physical and social dimensions. "Shoving" encompasses a range of behaviors that violate personal boundaries or social norms. This can include:

• Literal physical pushing or roughhousing
• Verbal teasing or put-downs
• Invasions of privacy or personal space
• Challenging authority or social conventions

Cultural context matters. What constitutes "shoving" varies across cultures, social groups, and individuals. Educators must be sensitive to these differences while still maintaining clear boundaries for respectful behavior.

Constructive "shoving". Some forms of boundary-pushing can be positive, such as:

• Challenging unjust rules or practices
• Questioning received wisdom
• Advocating for social change
  Educators should help students distinguish between destructive and constructive forms of "shoving" and develop skills for respectful dissent.

6. Fear can both motivate and paralyze students' learning

"Fearing" does—that is, fearing of the right kind, fearing what is new, fearing that one may not succeed, fearing the public humiliation if one fails. Fearing and having high hopes for oneself are two sides of the same coin.

Double-edged sword. A degree of fear or anxiety can motivate students to work hard and take their studies seriously. However, excessive fear can lead to:

• Paralyzing test anxiety
• Avoidance of challenging material
• Cheating or other unethical behaviors

Individual differences. Students vary greatly in their tolerance for stress and their response to different types of pressure. Effective educators tailor their approach to each student's needs.

Building resilience. Rather than eliminating all sources of fear, schools should help students develop:

• Coping strategies for managing anxiety
• Growth mindsets that view challenges as opportunities
• Self-confidence based on genuine accomplishments
• Support networks of peers and mentors

7. Thoughtful, principled education creates engaged citizens

The only device, fragile though it may be, is to trust our minds, our habit of using them well and our emotional sturdiness. What we need to know may change, but we can insist that we will adapt thoughtfully and well and act accordingly.

Beyond rote learning. True education goes beyond memorizing facts to develop:

• Critical thinking skills
• Ethical reasoning abilities
• Habits of lifelong learning
• Civic engagement and responsibility

Balancing continuity and change. While certain core knowledge and values remain important, education must also prepare students for a rapidly changing world. This involves:

• Teaching adaptability and problem-solving
• Encouraging creativity and innovation
• Fostering global awareness and cultural competence

Personal and societal impact. Thoughtful education benefits both individuals and society by:

• Empowering students to reach their full potential
• Creating informed and active citizens
• Promoting social cohesion and democratic values
• Driving economic and technological progress

Last updated: November 22, 2024