Originally posted March 10, 2018
Here is an excerpt:
However, if schools were truly a place for students to grow “emotionally and morally,” wouldn’t engaging in a demonstration of solidarity to protest the all too recurrent slaughter of concertgoers, church assemblies, and schoolchildren be one of the most emotionally engaging and morally relevant activities they could undertake?
And if life is all about choices and consequences, wouldn’t the choice to allow students to engage in one of the most cherished traditions of our democracy — namely, political dissent — potentially result in a profound and historically significant educational experience?
The fact is that our educational institutions are often not places that foster emotional and moral growth within students. Why? Part of the reason is because while our schools are pretty good at teaching students how to do things, they fail at teaching why things matter.
School officials tend to assume that if you simply teach students how things work, the “why it’s important” will naturally follow. But this is precisely the opposite of how we learn and grow in the world. People need reasons, stories, and context to direct their skills.
We need the why to give us a context to understand and use the how. We need the why to give us good reasons to learn the how. The why makes the how relevant. The why makes the how endurable. The why makes the how possible.
The article is here.