Toni Radcliffe ’14: My classmates complain that their political views are not represented in school–and I have to agree with them. The Episcopal administration should become more politically neutral.
In no classroom is it appropriate for teachers to impose their political beliefs on students who are still forming their own. Instead, teachers should present the entire political spectrum to students who may then decide where they personally fall. By only presenting one side of politics, teachers prevent students from being able to make informed political decisions. Although the student might agree with the teacher, it is necessary to understand the counterargument to be fully politically informed.
When faculty members bring politics into the classroom, they must not favor a certain ideology. If one does, it may make students feel uncomfortable to share their opinions if they do not agree with their teacher in fear of being judged or disliked. Students may fear that this disagreement will impact the relationship with the teacher or even affect a grade in a particular class. Regardless of the likelihood of this fear, teachers ought not place students in this uncomfortable situation.
In its mission statement, Episcopal promises to challenge and nurture mind, body, and spirit and to inspire students to lead lives of purpose, faith, and integrity. In order to do so successfully, an Episcopal student should graduate with a comprehensive political knowledge before entering college. Having a breadth of political information enables students to adequately analyze current political issues, form personal opinions, and appreciate the political opinions of others.
There are faculty members in the Young Democrats, Young Republicans, and Young Independents clubs. However, this situation is appropriate because it is a voluntary activity outside of the academic setting. It is possible to identify yourself with a party and remain politically neutral in the classroom. But, a club is not a classroom. In a club, one meets with teachers as peers. However, in the classroom, the teacher is the superior and has control over students. As a responsible faculty member, one should not abuse this power in the classroom.
Similar to the faculty, the administration should be void of a political agenda. When the Episcopal Academy decides to enter the realm of politics, whether it is in an address, chapel, or gathering, such as the speeches made by Chris Matthews and Alfred Lubrano, the school should attempt to represent the entire political spectrum. If a conservative speaker presents to the student body on the subject of politics, Episcopal should also have a liberal speaker address the student body and vice versa. To neglect to do so puts Episcopal students at a disadvantage.
A student may not encounter politics outside of Episcopal. Therefore, Episcopal should accept the responsibility to create politically mature students. To be politically mature, one must be informed of the wide range of politics so he/she may make informed decisions while appreciating the width of other opinions.
The average student graduates at eighteen-years-old—voting age. One of the 2010 Strategic Plan’s objectives is “to teach that our American republican form of government based on democratic principles requires the concern, participation, and, on occasion, sacrifice of every citizen.”
By bringing politics into the school community, Episcopal adequately creates concern from its young citizens. However, to prepare students to civilly participate in the political world, Episcopal must represent both sides of the spectrum, allowing students to choose from the breadth of ideologies presented to them by the academy.