Showing posts with label ethics. Show all posts
Showing posts with label ethics. Show all posts

Sunday, September 5, 2010

A Teaching Quandry

Sufjan Stevens--"I Walked" (mp3)

A teaching friend of mine is strongly supporting a former student of his who is running for office. He is quite gung-ho about it, pushing the candidacy, wearing the buttons, trying to find the younger man speaking engagements. The problem is that my teaching friend has political positions that are diametrically opposed to the former student he is supporting. At least, that's a problem for me. I don't think my friend sees it that way.

So let's bring the specifics of the situation in quickly and then take them out again: my friend was a rabid Obama supporter two years ago. That is still the way he leans, I'm quite sure. His former student is running in defense of the Constitution, against assaults on the Constitution. "Assaults from whom?" I ask. "Well," he responds, "that is never overtly identified," but he says it with the kind of grin that allows me, who knows him well, to verify that we are talking about Obama. Okay, enough.

This is more universal than that, anyway. This is Obi-Wan Kenobi and Anakin Skywalker in a galaxy far, far away and every place and time in between.

How does a teacher support a student whose values are counter to his own? How does a teacher who realizes that a student's values are counter to his own not see his student as unethical or immoral?

It is quite a quandry.

Most of the time, those of us who teach don't have to deal with it. But, then, when you expand the discussion, almost all of us teach--our children, our Sunday School classes, the kid next door, an inner-city child we mentor through a Big Brother-type program, the younger employee to whom we try to share advice or wisdom. And that means that all of us have probably been in this situation.

The choices are fairly perplexing. Either you start to discover or you've always know that the person that you are working with has some unsavory beliefs (unless it's yours that are unsavory, which isn't really a circumstance I'm dealing with here) and you are in a situation or a profession where your support is expected, so you have to decide what to do. Do you tell the student he's wrong? Do you try to change his mind? Do you give him a poor grade for what you consider to be an unethical stance? And what do you do if he ever becomes an adult who is on the "other side," whatever that may be? Do you cut him off? Do you keep challenging him? Do you help him based on some professional principle?

As a young teacher, I took on every student I disagreed with. I had parents calling the Academic Dean because I had hammered their son on a weak (I thought) anti-abortion argument. As an older teacher, I give those positions, when articulated, a nod, and then I try to find another student who will argue a counter position closer to mine so that I can be more the clearinghouse than the opinionator. I'll hear positions that I know are being reiterated from parents and I'll still keep my mouth shut.

I'm not sure my younger self was wrong, but he did run a more divided classroom on a lot of days. And my older self, while not avoiding controversy, has decided to love the student first and to hope that he will come around to different perspectives. Based on what, I don't know. Maybe on the one student I knew who was incredibly conservative but who has moved to the center, at least, as he has gotten older.

Because, eventually, the "student" moves beyond our care with his own opinions. And, at that point, it's probably harder to tell ourselves that he might become something different when he has already become something.

But I don't think that we can endorse something that we don't believe in. At least, I don't think I could. Maybe I could congratulate my former student on his latest endeavor, offer to talk through his positions with him and be a sounding board, maybe challenge his positions or let him know that I don't agree with what he's doing, maybe even go so far as to make a nominal contribution.

Ultimately, I think that, in that position, we do our best with love and support, and that he knows that we offer love and support without agreement, not that we wholeheartedly jump onto a bandwagon when we don't want to take the ride. After all, Obi-Wan reminds us, through his actions, that we only enter into battle with a former student reluctantly, when there is no other option. But we have to confront him, don't we?

Sufjan's latest has nothing to do with my post. He's just so damn good.

Wednesday, February 4, 2009

Turtles

Warren Zevon--"Ourselves To Know" (mp3)
Mary McCaslin--"Things We Said Today" (mp3)


“Okay, a different distinction, then. You know what it comes down to?”

“Tell me.”

“Have you ever seen one of those big turtles crossing the road? Not the kind you used to buy in a pet store. The ones as big as a helmet, trying to get across a highway.”

“Yeah, I’ve seen them.”

“But have you seen them after the car has run over them? When they’re still alive and that shell is cracked in several pieces and there’s blood running from them and they’re still trying to make it across the road?”

“So, not dead?”

“No. That shell protects them some, but they’re doomed to be dead, of course.”

“I haven’t seen one on the road.”

“Well, they’re dead, but they don’t know it, they’re dead but they just haven’t died yet. But, that isn’t the point.”

“So, what is the point?”

“The driver.”

“What do you mean?”

“It’s all about the driver. There are only two kinds of drivers in the world. Those who will run over the turtle and those who won’t. That’s what it comes down to.”

“I knew a guy when I was a kid who used to like to run over cats.”

“That doesn’t count. Some people have issues with cats. I love cats, but I can’t use them as a benchmark.”

“So, turtles.”

“Yes, because they’re moving slowly enough, that when you hit them, it’s a choice.”

“A moral one?”

“I think so. Do you?”

“I don’t know. I don’t know the difference between morals and ethics, and I don’t think of either one when I drive.”

“So, you’d run over a big turtle?”

“No, I don’t think so.”

“Why not?”

“Because I don’t want to kill it, and I don’t want turtle juice spraying up on my car. Or, maybe, I just don’t want you judging me because of a stupid turtle.”

“Not judging you, rightly or wrongly, just making a distinction between those who do and those who don’t. That’s all. Shit, I ran over a squirrel the first time I drove my dad’s new white car, and I had to wipe squirrel blood off of his bumper.”

“But you didn’t try to take the squirrel out?”

“No, it panicked and chose the wrong way to go.”

“Which takes the blame off you.”

“Yeah, but that isn’t what I was looking for. I’m wondering about the guy, or girl, I guess, who sees that turtle in the road, recognizes it for what it is and tries to hit it square with a tire. Those people are out there.”

“Okay, obviously, they are. What does that mean for you and me? Just because some guy runs over a turtle doesn’t mean he’s going to run over people.”

“Probably true. But what’s in his mind? That whatever’s helpless and can’t fight back is fair game? That whatever he thinks is beneath him is a bug or a toy?”

“You’re overthinking this, pal. He’s just running over a turtle.”

“Would you?”

“We’ve been here already. No, I wouldn’t. But I’m not about to damn someone to hell for it, either.”

“I know. Anyway, that’s my distinction. What’s yours?”

“Those who cheat on their husband or wife and those who don’t.”

“Hmm. That’s way too messy, I think. There are all kinds of reasons, all kinds of circumstances. Maybe not right, but understandable. People who shouldn’t have been together in the first place, people who make a mistake and try to recover from it, people who fall out of love. Those who don’t have a husband or wife.”

“Those who don’t have the chance to run over turtles, doomed forever to roam turtleless highways. Those who don’t have cars.”

“Touche.”

“You know what I think?”

“What?”

“That we only make these distinctions between people who do this or that, who are or aren’t, so we can try to figure out what the right side is and get on it. Or worse, to figure out what side we’re on and to try to make that the right side.”

Gott Mit Uns.”

“Huh?”

“My uncle brought back this entire German uniform, helmet, rifle, dagger, everything, when he was in WWII. Moths got the uniform, it was made of wool, but anyway, that’s what it said on the belt buckle: ‘Gott Mit Uns.’ God is with us.”

“Nazis.”

“Turtle-killers.”

“Adulterers.”

“Let’s get another pitcher.”
Warren Zevon and Mary McCaslin's songs are available at Itunes.

Wednesday, August 20, 2008

Ethics Schmethics in a Charlie Brown World

Beckon - I Nine (mp3)
Scared, Are You? - Better Than Ezra (mp3)
NOTE: (8/20 - 2:20 p.m.) Hotlinkfiles.com is back up. For the moment. Enjoy the songs while they last!

With the return of hundreds of adolescent males into our daily existence inevitably comes the reminder that this time in their lives is chock full of absolutes and absolute uncertainties. If there's two things teenage boys know for certain, it's (a) they have no doubts about some stuff, and (b) they are totally clueless about other stuff. Often they don't even know which things fit into (a) and which fit into (b) until decades later, but they'll rarely admit it.

Teenage boys love breaking rules and dancing on the edge of the cliff, but apparently they also insist that the edge of that cliff be defined and clear. They push limits by their nature, but to do so requires that they know what the limits are to begin with.

Two of the topics central to both of the summer reading books I proctored were how teenagers create and hone their own ethical framework, and the minimal sideline role adults tend to play in the crucial moments of a teen's life.

The Charlie Brown Factor

This observation is neither original nor uniquely named. It's merely observing that, in most young adult fiction and in most teen-centric movies, adults serve minimal purpose. They are the incompetent, clueless, comic relief. Or they are the overmatched and overconfident enemy. Or they are the helpless concerned observer unable to reach the drowning teens, doomed only to see them swallowed by the water.

If you need to meet any of these archetypes, rent any two John Hughes films, and you'll find them.

Adults like myself, who feels connected to students and their lives, who has dedicated a hefty portion of his life working to serve and direct them, don't particularly cotton to the notion that we are fringe players at best, comic foils at worst. What makes this all the more agonizing is how true it feels.

When I think back to my miserable teenage existence, adults were almost always limited to these roles. Not because I didn't respect them. Not because they weren't important to me. I listened to them. I craved their advice and presence. I dearly loved my parents and many of my teachers.

However, when I think of those crucial moments in my young life when the shit hit the fan or the rubber hit the road, it was almost requisite that I had no port -- no adult -- in the storm. In fact, perhaps because of my love and respect for so many adults, their absence was all the more essential for me to cut my teeth on life's hard knocks.

Adults were still vital, though, and I try and remember this in my current role. I relied on adults for advice. Sometimes the advice was prior to the tempest, and sometimes it was afterward. Sometimes it was during the calm amidst the storm. But just being able to go to them before or after made all of it seem more survivable. I also relied on them to nurse my wounds when I fucked up, or electrify the fence when I tried jumping over, or hug me when I felt so alone that the word alone seemed insultingly insufficient.

We can't be there for them in those life-altering moments of crisis. But we still have a part to play on their stage.

Ethics, Schmethics!

If as teenagers we must most often face our darkest moments without the lifesaver of adults we love by our side, we still manage to go into battle with our ethics as our shield. Some of us bring our faith as our sword. (Or our helmet, if you're not the aggressive type.)

Teens often go into the darkest battles without adults because adults tend to weigh down this armor. We older folk are often so concerned with protecting the perceived ethics of a situation that we neglect the human being trapped under that heavy ethical gear.

David went into battle with Goliath with no armor, no massive weapons. He went in without shield or sword or helmet. He had a strap of leather, and that's it. He picked up a nice-lookin' rock on the battlefield.

I'm inclined to believe that ethics make us the Goliath. Ethics weigh you down. They make it tough for you to breathe. You can't keep that shield up high enough to protect you. You can't swing that sword fast enough to hurt anyone. You can't see anything clearly with that damned helmet swallowing your skull.

Don't misunderstand. I'm all for ethics. But they weigh a ton, and the best ones make for better lovers than fighters. Working in a school that claims to value character education and ethical development, I've witnessed dozens upon dozens of boys whose ethical armor proved brittle and irreparable. What's more frustrating is that the fewer ethics tethering a boy down, the more he seems to get through adolescence unscathed. He tends to do the scathing. Sometimes to others, but eventually to himself.

I realize I've made David the bad guy in my crappy little metaphor, but the more I'm here, the more I see the kids I most loathe sliming their way through the system with smiles on their faces. They bring little of value to themselves into the battle and thus have less to lose, less to repair in their losses. They win because they bring nothing with them but a little strap of leather and a few rocks they can pick up on the way. They're guerrilla warriors who do whatever it takes.

As a teenager -- hell, even as an adult -- it's terribly difficult to hold onto your ethics when witnessing one battle after another where the dude with fewer or no self-regulated rules comes away bloodied but seemingly victorious. We're left repeating our little mantra and working to convince ourselves we believe it: It's not a sprint; it's a marathon. It's not a sprint; it's a marathon.

Often, if we can just survive those vicious blows and keep plugging away underneath all the heavy trappings of ethics, we can even take comfort that, eventually, our mantra proves true. If we manage to live that long.

"Beckon" is from I Nine's debut album, Heavy Weighs the King. "Scared, Are You?" is from Better Than Ezra's second album, Deluxe, Baby. The first is available only on iTunes, the latter on both iTunes and Amazon.com's mp3 site.


Other inspirations for this post: Thirteen Reasons Why by Jay Asher, Hacking Harvard by Robin Wasserman, and this article on Slate.com.