Faith Enlightening Education, Part Four: Freedom, Choices and Standards

“Why do we have to have a dress code anyhow” Nick asked. Nick was in detention once again for violating the dress code. “I thought this country was founded on freedom”.

“So you don’t think we should have a dress code?” the teacher asked.

“No…we are old enough to make our own decisions” said Nick.

“So, you think students should be able to wear anything they want?” asked the teacher.

“Yea — why not” said Nick.

“How about naked? Should students be able to come to school naked?” asked the teacher.

“Naked? No — they should wear something” said Nick.

“How about pajamas, swimsuits — or just coming in underwear” asked the teacher.

“Come-on, No…, they need to wear clothes” said Nick.

“So…you agree there needs to be a dress code! You just disagree with the standards.” said the teacher.

“Well…yea I guess” said Nick. “It just seems our code is too strict — again, our country is about freedom”.

Nick recognized his inherent dignity and deserved to know that his dignity was not being trampled upon by random and capricious rules. Bottom line, Nick didn’t like the standard nor did he appreciate sitting in detention. His initial reaction was to strike out against standards of any sort. He would argue that true freedom means being free to make our own choices — free of consequences. Detention gave us opportunities to consider unique topics such as the meaning of freedom.

What should be the basis for standards? Upon deeper consideration, everyone agrees that standards are needed in institutions, but we do not always understand the reason why. Standards must be based on more than efficiency and uniformity. Standards for behavior that are not reasonable should be debated and ultimately modified.

Purpose of Standards

Good standards do not trample on freedom but enhance freedom. Nick almost became convinced of this:

“So who should set the standards?” asked the teacher.

“Well…the students should” said Nick.

“Should students in elementary school be able to set the standards for dress code?” asked the teacher.

“No… they’re too young” said Nick.

“So… at what age should students be able to set the standard?” asked the teacher.

“Well… my age I guess — maybe high school age” said Nick.

“Should middle school students be able to set the standard?” asked the teacher.

“Maybe some of them might be able to, but most are too young” said Nick.

“Says who?” asked the teacher.

“Well… high school kids are old enough to understand things” said Nick.

“So, by virtue of your age and experience, you have decided that students in middle school should not have a say in the dress code” said the teacher.

Nick realized the direction of the discussion. “Yeah… I guess so” he said with a slight smile.

“So, by virtue of age and experience, your parents have come to the same conclusion about you” said the teacher. “The parents and administration have exercised their freedom to set standards for this school.

Nick’s hope for getting out of detention was fading.

“What do you think the goals of the standards are?” asked the teacher.

“They probably think they are helping us out, but they are making me miserable” said Nick.

“And within a couple years” said the teacher, “you as an adult, will get to participate in setting standards for society. You’re just not there yet”.

Standards of any sort (including dress codes), are often viewed as limits to freedom. They limit choices, and surely limited choices beget limited freedom — so goes the logic.

Standards, Freedom and Man

Educational standards are based on helping man use his freedom well — which is ultimately based on our definition of man . Who is man and how does he become free?

Good parents and educators know that children struggle with their fallen nature — just like the rest of us. We all tend to make hasty decisions that do not take into account our darkened minds, weakened wills and disordered appetite. On further reflection, we all realize that there are deeper voices within us (original man) calling us to a higher level.

Standards based solely on the fallen-man are low standards. It is difficult to push youth when you believe that they are eternally destined to have no will-power. It is difficult to instruct youth to not indulge in sexual experimentation when you believe it is inevitable. Limited standards based on limited man are rarely impressive. Trying to shore up these standards to resemble a more strict code will often occur. But the strict standards will be challenged — and with no justification available, they are lowered once again.

Standards that help us embrace the holy calling from God that truly sets us free are True standards. Standards must be based on helping each person to become free from the effects of our fallen-ness. Good standards help each person to enlighten their darkened minds. They challenge us to strengthen our resolve in the midst of difficulties. They help us to control our disordered passions. They help us to use our freedom well.

Limiting Choice to Make You Free

Matt and Blake were equally talented friends going to the same high school. Matt, with parental input, had little freedom in choosing his classes. Blake chose freely. Matt struggled through a college-prep curriculum complete with homework on most nights. Blake took a lighter load and had more time to play. As the high school progressed, Matt seemed bound, Blake seemed free.

Graduation came four years later along with decisions about college and life. Matt had his choice of colleges and professions, but Blake was limited. By the time of graduation, Matt had become free, Blake was bound.

Good parents and educators limit the choices of their children so that they can be free.

Friendly parents or teachers with low standards are only given token appreciation. Ultimately, despite our complaining, we want to be challenged. We truly want to re-construct the original man we were created to be.

The appreciation shown to parents and teachers with high standards is enduring. In the midst of the process these educators may be maligned. But ultimately, when youth recognize the freedom they have attained through hard work and endurance, there is authentic appreciation.

Standards should be designed to develop virtue. This is only possible when we understand our fallen-ness and thus our common struggle to become redeemed. This will come about through instruction that helps each person construct their total selves in light of redemption. Deep within our hearts, we want to be wise, disciplined, just and balanced. We want to be virtuous, we want to be whole. We want Christ and the True freedom He offers.

By

My wife's name is Susan and we have four children born in '86, '90, '95, and '98. I teach/coach and administrate at a Catholic High School. I have been in the education for 26 years, the first 9 in public K-12 system, 5 years at a community college, and the past 13 in a Catholic High School.

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