Non-Political Politics

This year, being a multiple of 4, is a presidential election year.  One cannot take a breath without being reminded of this, it feels as if we have been constantly bombarded by adverts and opinions since the new year.  While only those of age can vote, the impressionable individuals who cannot yet vote will have their political stance sculpted long before they can vote.

The quadrennial bloom of paper and wood.

Much of their point of view will be formed from a combination of the students own experience, philosophy, and the ideas of the student’s closest relations.  Parent’s assuredly play a big role, as they are a primary role model for a developing their young, but they are not the only part of the equation.  In fact, parents that try too hard to instill their political views may see their child swing to the opposite side of the spectrum out of rebellion.  Youngsters will also look to other role models for political opinion, such as celebrities, mentors, friends, and athletes; it is wholly possible for a teacher to fit this bill.

Educators as political role models can be a contentious topic.  Should teachers, who are employed by the public, be permitted to give their opinion on these topics?  Short answer: no, long answer: if a student cares to know a teacher’s political leaning it should be relatively obvious.  This long answer stems from  the idea of a teacher being genuine.  If a teacher has a facade, students will have less respect.  This concept is emphasized in “The Students Are Watching: Schools and the Moral Contract” by Sizer and Sizer.  

One option of what a teacher can do during times of political unrest is facilitate conversation.  Students will eventually be players in the democratic process, so it is important that they are able to hear and respect both sides of an issue.  These conversations do not need to be linked to the current political environment, instead they can be on any relevant topic that has multiple solutions; for example, chewing gum in class.  In an NPR interview with University of Wisconsin-Madison’s Diana E. Hess and Paula McAvoy the dean and program director of UW-Madison’s Center for Ethics and Education this topic is discussed at length.  The crux of their argument is that schools, “Are and ought to be political places - but not partisan ones.”  Their idea suggests that students should be learning how to handle political conversations.  School is such a unique place in the sense that it is compulsory, so if students do not like the tone of a conversation or what is being discussed they cannot simply walk away without repercussion (this of course is assuming appropriate civil discussion).  

A school is an educational establishment, a place where the culmination of humanity's knowledge is bestowed upon the next generation.  This is not the place for simple opinion, this is where known and proven concepts should be taught.  A human cannot be expected to truly hide their ingrained biases when so much of their duty relies on their character, but it is a teacher’s duty to ensure that their opinion and feeling remain in check.