<HTML>I would like to thank every one of the respondents to the query on Ethical
education in Yeshivot and Day Schools, posed several weeks ago to Lookjed
list recipients. The reactions, thoughts, suggestions, analyses, and
shared concerns have been most instructive, stimulating, and helpful. Most
responses were subsequently distributed through the Lookjed list. A number
of additional ones were sent directly to the Orthodox Caucus.
My several purposes in this communication are as follows:
a. To share with list recipients a summary, by grouping, of responses to
date (including those not distributed to the list, but received directly
by myself).
b. To invite further discussion/exchange on key issues involved in ethics
education.
A. It seems to me that the following broad approaches by the respondents
to character education can be identified (obviously these are not mutually
exclusive; a number of respondents emphasized several of them as being
mutually reinforcing.)
i. The crucial importance of Role Modeling by teachers, principals,
administrators, not just in their personal behavior, but in the kind of
school atmosphere, priorities, and policies they foster and project.
Students learn primarily from observing and exposure to living examples.
Therefore the training and hiring of teachers and staff must place high
priority on personal ethical behavior. School mission statements commonly
refer to these priorities; to be meaningful, they must be followed through
on every level.
ii. Special classroom lessons, programs, or Yemei Iyyun activities, that
are primarily text-based, are important but are not enough by themselves.
They must be supplemented by carefully thought out extra-curricular
activities that consciously teach and reinforce ethical behavior, be it on
sports teams, clubs, chesed projects, shabbatonim, trips, school yards,
behavior on school buses, chesed essay competitions, or others. Positive
behavior in these settings should be rewarded and reinforced. Team coaches
and student advisors are very important in carrying out these priorities.
iii. Where ethics is taken up in the classroom, it is best treated by the
creative and imaginative use of trigger films, drama, NCSY type
discussions, and analysis of real life situations. It is also very helpful
to integrate ethical lessons throughout the course of the year in a
variety of settings and in the course of a spectrum of study materials.
Text-based approaches such Project Derech are sometimes very effective,
but sometimes not, depending on the school and its teachers.
iv. Some feel that "it takes a village," i.e., the school and its
personnel cannot be effective in a vacuum. There must be effective
reinforcement in the home, at the dinner table, in community structures,
what is considered ethically acceptable in the synagogue and its youth
groups, summer camp settings, vacation venues, etc. Parental cooperation
is especially crucial in this regard.
v. Some agreed with the notion of an "ethics specialist," although the
exact role (or title) of this person would vary from school to school.
B. The above rough summary, leads in turn to a number of questions, to
which I invite your responses:
i. Clearly, effective character education requires a conscious commitment
by a school to focus on ethics and character education as a priority, to
devote the necessary time and resources (whichever above approach, or
combination, is emphasized or taken.) How does a school administrator best
cultivate/secure such a commitment and cooperation from (a) Board lay
leaders (b) teachers/rabbeim (c) parents and significant others in the
life of students?
ii. If we were to prioritize specific values and behaviors that are
currently lacking (or problematic) in our Day Schools and yeshivot
(without implying that we are either better or worse than other groups in
this regard), which would you identify as most critical?
iii. As educators, ought we to encourage independent thinking (or
autonomous moral questioning and reasoning) on the part of students, or
should the focus be on discipline and obedience to halachah? Can/should we
avoid having to choose between the two, and if so, how?
iv. How important is teacher training and sensitization to the teaching of
ethics? How is this best accomplished?
v. How important is the synagogue and congregational rabbi to this
process? The rest of the organized orthodox community? How is their
positive role to be accomplished?
Again, I thank you for your help and response.
Rabbi Basil Herring
The Orthodox Caucus
S. Daniel Abraham and Ira L. Rennert Torah Ethics Project</HTML>
