Ethics Dilemma – Politics and Leadership

Posted on April 29, 2011 by admin

I want my political leaders to do a lot of things for me. I want them to manage the economy; to deliver good educational programs; to provide health care, pensions, good highways, museums, parks, etc. But, often not considered—I want the politicians to be leaders of “character.” We can argue about how effectively one political party supports health care or highways, and we can differ in opinions about who is a good politician or not. Unfortunately, however, it’s pretty clear that most politicians don’t provide us with behaviour representing good character. This is especially true during an election campaign.

I think that as educators and parents we have a problem. Politics do not emphasize civility. Civility is behaving politely, calmly and reasonably even during heated debates. Civility means that we do not engage in personal attacks or harassment. Civility means we should treat each other with consideration and respect.

Yet our politicians speak in very disrespectful ways to, and about, their opponents. They stretch the truth and pretend ignorance when their misrepresentations are pointed out. They would have us believe that their opponents could ruin the country. They support “attack” ads. They continually represent bad character.

We teach our children/students to speak civilly to one another. We teach them to problem solve when relationships come into conflict. We have honour codes in schools emphasizing respect and consideration towards others. At home we don’t allow our children to speak disrespectfully to us as parents. We teach students about tolerance of opposing points of view. We work very hard in schools to shape a civil environment. We want our homes to be civil as well.

How are we to explain to our children/students that our leaders do not have to adhere to the same expectations that are required of us as children, students, co-workers, spouses, employees, etc? Do we say: “that’s politics?” Do we tell our children that this is not the way one should behave? One student pointed out to me that if students behaved the way that politicians behave they’d be sent to the office for a discussion about appropriate behaviour and if that behaviour persisted they might face disciplinary actions.

If the lack of civility in politics bothers me and if I want good characters to lead our country, whom do I vote for? I will exercise my right to participate in this democracy, but this ethical dilemma is challenging.—John Gordon, School Counsellor

Global Perspectives

Posted on April 1, 2010 by admin

There is an old adage that school is about the three R’s—Reading, wRiting and aRithmatic—the core subjects that support every young person’s success in the world. But in the modern world, I now see a fourth R that we have to add to the mix: Respect. For me this is a key element of every student’s education. In my view there are two primary elements to truly understanding respect: first, a focus on continuous character education, the molding of engaged and involved citizens and, second, respect for differences—primarily ethnic and cultural differences that are so common in today’s multicultural Canada. Both are important, but I would like to focus here on the second component of respect….respect for diversity. This is much more than simply building a sense of tolerance for others different than yourself. The notion of tolerance is simply not enough – tolerance should be a given between people, even people lacking education. I am thinking about something much more profound than tolerance. I want every student in our school to be intrigued by difference, not afraid of it, not ignorant of difference. To call oneself truly educated, one needs to learn to reach out, be proactive and want to know about “the other.” Who is “the other” you ask? Those who are profoundly different than ourselves.

This is exactly why the development of a global perspective is one of the most important attributes one can develop while in high school. In addition to reading, writing and arithmetic, the capacity to be familiar with and navigate the waters between different cultures is a key set of skills that will contribute to success in life as adults. Historically, this has been a hallmark of Canadians—bilingual, rooted in French and British colonial roots and traditions, close to our American friends and open to the world through generations of immigrants coming to this land of opportunity. However, in recent years, I think teenagers in Canada have actually become too spoiled, too soft, too complacent, and too comfortable with our high standard of living and the many blessings of this very special country. Unfortunately, in Canada at large, actively reaching out and learning about different cultures and investigating things foreign is not seen by enough young people as necessary. It’s not on enough personal agendas.

However, such a perspective just won’t do anymore. As we move forward into the second decade of the 21st century, youth need to be sure how to read, write and calculate. However, I assert that perhaps most important, students need to stop and consider how they are building their own sense of global awareness. This is the global toolbox that will equip young people to navigate the currents of multiple cultures intersecting on a daily basis during the balance of their lives.

This will require youth to step into new and sometimes difficult situations outside their Canadian comfort zones. With increasing frequency, they will be forced to define and question core values and what really matters to them. In short, to gain a truly global perspective, students must be proactive, outward-looking and willing to test themselves through active learning experiences. In the process they will likely change, but likely for the better—more insightful, wiser and resilient.
Here at LCC we have created many opportunities for students to enhance their global perspectives. Our classrooms, clubs and activities, community fundraising initiatives, international exchanges and service projects abroad present a host of amazing opportunities that can be life-changing.

So a new core component of our curriculum is a desire to be better connected to the many cultures and historical traditions that weave across the tapestry we call earth—an active celebration of differences. On a personal level, this requires some courage, but students find the journey fulfilling, challenging, exciting and full of the unexpected. If you don’t believe me, just ask one of the dozens of LCC students who have actively developed a stronger global perspective. I am proud to say, they are the best ambassadors for our unique programs that develop actively engaged global citizens. —Chris Shannon, Headmaster

Refresh IT

Posted on November 26, 2009 by admin

IT_Resp Earlier this month our faculty and parents had an opportunity to hear from well-known American educator, Alan November. Years ago he predicted that the most pronounced changes in generations were coming to education because of advances in information technology – both hardware and software. Students now have the capacity to collaborate with peers across the room and also around the world. As a result, students are empowered more than ever before.

What were some of the key takeaways from Mr. November’s presentation?

 Students need to remember to be responsible. What they write on the Internet, in particular social network sites such as Facebook, can be read by tens of thousands. So information should never be posted unless it is appropriate and will not hurt the author or others. It’s not a good idea to mix private information with these kind of public channels of communication. After posting or pressing “send,” teenagers need to be ready to face the consequences of their actions.

 We need to focus more on the “grammar” of the Internet to find interesting and relevant information. Google works in such a way that the best information does not always land on the first page of a search. However, studies show that 85% of the time, teenagers never go beyond the first page and simply settle for second-rate sources. We need to teach them how to dig deeper and to want to dig deeper.

 Are students being deceived? A simple search for information on Martin Luther King Jr. on Google USA can actually bring up some questionable sites. Among the top ranked is one that is written and sponsored by a white supremacy group intending to spread hatred and diminish young people’s sense of tolerance and respect for diversity. Internet sites need to be seen and read with a critical eye. What sources are our children using?

 At one time or another, many teenagers have placed unsavoury comments or photos on the Internet. They need to know that something called the “wayback machine” retains every Internet site ever posted. Essentially, the material never disappears – it’s there forever. Teenagers need to think of the ramifications for the future, especially when it comes time to apply for university or a job. Institutions are now going to the Internet for a 21st century character check.

It’s time for a new literacy. We all possess powerful tools for creativity and global communication. Students need to think critically, possess the capacity to navigate the Internet with confidence, and show good judgment and respect for these powerful tools. At both school and home, adults need to guide and support student growth – and help children avoid pathways to trouble.

–Christopher Shannon, Headmaster