Neutral Means Innofensive and Detached

INOFFENSIVE AND DETACHED 7

Neutral means Innofensive and Detached

Deborah R Davis

Liberty University

Dr. Terrell L. Elam, Ph. D.

Education 701-B10

August 22, 2013

Introduction

A variety of definitions exist as regards the term “neutral.” However, few seem as pertinent to the topic at hand as the following:

-- “not taking sides in a controversy, dispute, disagreement, etc.; not inclining toward any party, view, etc.; impartial, unbiased” (neutral, 2013)

--“Not belonging to, associated with, or favouring any party or side” (neutral, 2013)

-- “Belonging to, or falling under, neither of two specified, implied, or usual categories; occupying a middle position with regard to two extremes” (neutral, 2013)

-- “Exciting no emotional response; provoking no strong reaction; innocuous, inoffensive. Displaying or containing no overt emotion; dispassionate, detached.” (neutral, 2013).

It is hard to get a more distressing view of curriculum than one that is “innocuous, inoffensive,” and “dispassionate, detached” (neutral, 2013). To understand that, implies an understanding of the definitions and values of “curriculum.” “A regular course of study or training” (curriculum, 2013), is the standard definition from the Oxford English Dictionary, and it is something upon which most can agree. Any idea that any course of study or training should be innocuous, inoffensive, and dispassionate or detached is indeed a terrible thought to an educator, and to a scholar.

To provide effective learning, a course of study should be engaging, exciting, passionate, and involved. An educator must teach from within her own worldview, and the scholar will learn from within his. Neutrality is not an option. A child’s first teacher is his mother, and she teaches him from the moment of conception simply by his existence. She has taught him her perspective on sexuality, on abortion, etc. While some things are instinctive; many are learned.

Values promoted through life

A teacher will inevitably reflect her perspective on life through the way she lives her life. A Christian teacher’s life will evidence her love of Christ and the value she places in living for Him. This is true regardless of her teaching position in a Christian school or a secular school. In a Christian school the educator will find more support for the inclusion of Christian values within the school system. However, it is more important that the Christian values be reflected in the educator in the public school, who will probably be under some scrutiny for her Christian values.

Van Brummelen (2002) reiterates that students need to be aware of teachers personal views as those views implicitly color the teaching. He further declares that “students need models in life that will show that beliefs are important and have consequences” (Van Brummelen, 2002, p. 12). Clothing, presentation of self, lifestyle choices, etc., all reflect the worldview and values of the individual. An educator who proclaims herself to be a Christian while wearing sexually explicit clothing, or portraying an appearance indicating a lack of concern, or living a lifestyle choice not condoned by Christ is teaching hypocrisy, and there is little else her students will learn. However, when that same teacher dresses appropriately, presents herself professionally, and leads a lifestyle that honors Christ, her students can learn that her life is a model for the love of Christ, and not for the love of this world.

Values promoted through curricula

In many schools, the curricula are provided to the teachers along with a set of guidelines expected to be learned from that curricula by a given date. Everyone who has touched the guidelines or the curricula themselves has pushed a worldview onto those curricula. The last line of presentation of the curricula is generally the teacher. That educator has the enormous responsibility and privilege to interpret the curricula to the students to meet the guidelines given. Within each school system, the methods vary as does the level of discretion granted the teacher.

At Shawnee State University, the guidelines are issued by the Board of University Regents, and the textbooks are selected by the Deans of the Schools with substantial input from the Department Heads. A general guideline and discussion groups are held to provide consistency in grading of written materials. The method of presentation, determinations of exact grading standards, and slating of work assignments are given great latitude to the faculty. At the Ohio State University, an equivalent course will be taught verbatim from a course curriculum provided by the Department based on the same guidelines from the same Board of University Regents. While Ohio State is an excellent school, these efforts to neutralize the curricula have resulted in tedium for students and faculty alike. Conversely, students can choose faculty at Shawnee State whose teaching styles mate better with their learning styles, and thus enhance the learning experience.

Values promoted through interaction

Each time a professor speaks, sees, or is seen by a student, there is learning. It has long been noted that “there is never a second chance to make a first impression.” This is very true. As with the mother who taught her son before his birth, the decisions made by an educator influence her students before the first day of class. The perception of her as professional, as informed, as caring, as Christian, will carry long past the constructs of verb-management and comma-splice that she may present. “The important role that education plays leaves little doubt that the government has an interest in monitoring and regulating the education of its citizens. Specifically, the government has an interest in ensuring that each child enrolled in thepublicschoolsystem experiences a curriculum that includes all subjects essential to a complete education” (Cooley, 2011, p. 347). Throughout this article, Cooley reminds us that a complete education “is a principle instrument in awakening the child to cultural values, in preparing him for later professional training, and in helping him to adjust normally to his environment” (2011, p. 347). Cultural values in America include an historical understanding of the Judeo-Christian foundation of this nation. The law, in no way, prohibits this.

Neutrality is not an option

Feiss (1998, p. 199) tells us:

Pluralism, non-sectarianism, and an aversion to doctrine have enfranchised scientists to avoid the intended or unintended human consequences of their actions. Sustainability is an issue that seems to have us frozen in value-neutralpurgatory. But, not taking sides is taking sides. We spend public funds on research that could further our understanding of child abuse. We expand petroleum reserves for consumption mostly by the affluent few. Our students are tomorrow's decision-makers.

He is right. While the intent of his focus is geological, the reality is clear. Neutral curriculum teaches nothingness. The teacher must engage the students. She cannot do so if she is not excited by the materials and the opportunity to present them. Her passion for her field is what will excite and engage the student. She must be involved. Sometimes, passion is offensive. It is impossible to be involved and engaged, and detached. She cannot be neutral. She must be passionate.

Conclusion

In James E. Schwartz (1997) article, he posits that Christian teachers fall into three categories: Agent for Enculturation; Christian Advocate/Evangelist; and Golden Rule Truth-Seeker. While he notes that the lines between the categories are blurred, there is nonetheless value in this perspective as we seek to understand the offensive perspective of a Neutral Curriculum. On a scale of neutrality, the Agent for Enculturation may be quite low, seeking only to be a part of the program. The Christian Advocate/Evangelist is willing to buck the system as much as possible to present that Christian worldview. However, The Golden Rule Truth-Seeker presents the knowledge of Christ as wisdom, and would encourage students to seek wisdom, and thus find Christ.

In the state of Ohio, the Middle School Standards require students to learn how religions (Buddhism, Christianity, Hinduism, Islam, and Judaism), show the impact of tradition and diffusion. Further, students will understand how the Roman Empire, particularly the road system and the conquering of nations led to the spread of Christianity. Beyond that, teachers are expected to strive for equal balance of religious presentation in the public schools (ODE, 2012, p. 26). The state of Ohio has a plethora of regulations relating to Private Schools, but generally they fall under the category of “08” schools. The category of “08” schools relates to the Ohio Revised Code Section 3301-35-08 which states: “A school, which is not chartered or seeking a charter from the state board of education because of truly held religious beliefs, shall annually certify in a report to the parents of its pupils that the school meets Ohio minimum standards” (OAC, 2008, p. 1). The law further states that the views of the school will be maintained.

A Christian educator should know her own views. She needs to know the law, and stay respectful of it. Most importantly, she needs to be engaged, exciting, passionate, and involved, and by doing so, she will teach more than comma-splices. She will teach the love of Christ.

References

Cooley, L. (2011). Accommodating diversity: Teaching about religion in public schools [Abstract]. Rutgers Journal of Law and Religion, 12, 347.

curriculum. 2013. In OED Online. Retrieved from http://www.oed.com.proxy01.shawnee.edu/view/Entry/46107?redirectedFrom=curriculum&

Feiss, P. (1998). If sustainability is a value, how can we teach it in a value-neutral curriculum? Abstracts with Programs – Geological Society of America, 30(7), p. 199.

neutral. 2013. In OED Online. Retrieved from http://www.oed.com.proxy01.shawnee.edu/view/Entry/126457?rskey=bBF6bx&result=6&isAdvanced=false (accessed August 17, 2013)

Ohio Department of Education (ODE). (2012). Ohio’s Academic Content Standards – Extended [Data file]. Retrieved from http://education.ohio.gov/getattachment/Topics/Special-Education/Students-with-Disabilities/Students-With-Disabilities-(1)/OACS-E-Social-Studies.pdf.aspx

Ohio Administrative Code (OAC). (2008). 3301-35-08: Non-chartered, non-tax supported schools. Retrieved from http://codes.ohio.gov/oac/3301-35-08

Schwartz, J.E. (1997). Christians teaching in the public schools: What are some options? Christian Scholars Review, 26(3), 293-305.

Van Brummelen, H. (2002). Stepping stones to curriculum: A biblical path. Colorado Springs, Colorado: Purposeful Design Publications.