Emily's Question

Emily's Question: Where do we draw the line between morality that should be taught in schools and morality that is too controversial?

In developmental psychology, we are currently discussing the development of morality in both behavior and reasoning. Most controversial issues that are avoided in class are uncomfortable to talk about because they deal with the behavior aspect of morality. For example, to lead a discussion about abortion in a classroom, the issue of morality would be evaluated based on whether or not someone would have an abortion or would not. In this case, the opinions of the teacher and the students offer controversial biases that many parents would not like their children exposed to.
If such topics are considered in terms of the reasoning that leads to moral decisions, then educators are able to teach moral reasoning, rather than what they consider "right" and "wrong" behavior. Students will gain more from learning about reasoning because they will have mastered a tool they can apply to many dilemmas, rather than just which behavior is correct in a singular specific situation.

Do you think controversial topics should be discussed in the classroom at all, or should they be left for students to discuss in the privacy of their own homes?

Education and Diversity

Throughout our discussion today about teaching creationism in classrooms and understanding different points of view, I kept reverting my attention back to the theme of diversity.
In the classroom, many students of various ethnic, religious, and social background come together to be educated. Each student brings with him or herself a unique outlook on the world that can be shared with others. By teaching about creationism, we agreed that we must not offend those students in the classroom who believe have a right to believe in this idea in their religious lives. In teaching about creationism, however, we must not ignore these students. As believers or Christian followers, these students are primary resources for explaining creationism in a way that is understandable to their peers. These students may be able to present to the class their view points about creationism based on their set of beliefs, explaining the basic details about it that an non-practicing teacher may not fully understand. If creationism should be discussed in the classroom, then it should be discussed accurately, and these students may be willing to help.
One problem that could arise, though, is how to go about presenting this information without bringing religion into the school. I think this could be easily accomplished so long as the teacher and students approach the subject with an air of caution and interest in merely education, not conversion. I do believe that teaching about creationism is essential in schools. Many people in this country believe in it, and educators have a responsibility to prepare students for what they may encounter in the real world. By learning about creationism, students can grasp a deeper understanding of others, and be prepared to acknowledge and accept the diversity of the country, even if the belief isn't scientifically sound.