This term, we are studying the argument of the united states. The idea set around the curriculum is that there was an argument in the nation before there was ever a war. There was a set of premises that lead to a conclusion. We also spoke with a public defender and prosecutor and learned how arguments are held in the court of law. Taking everything we have learned, we made our own argument for what the GCE family handbook should state. Below is an amendment I am proposing for my school's family handbook.
The GCE 2019-2020, Family Handbook states "We acknowledge and encourage differences of opinions, ideas, and interests, and we expect thoughtful discussions of civic engagement." GCE also "affirms the individual worth of all community members." The handbook also states "Our goal is to maintain a diverse school community that exemplifies these values." This all has been written under the section of the handbook called Equity, Inclusion, & Non-Discrimination of Students. The handbook not only claims that the school community is diverse, but has a goal of maintaining and encouraging its diversity. This brings the question of what actions and practices have taken place to keep, and encourage the community's diversity?
The handbook does not talk about or elaborate on how the school plans on maintaining a diverse school community that practices its values. The family handbook defines its values as said: To be present, entertain the unfamiliar, exercise integrity, and practice kindness and respect. This concludes that the GCE Handbook is only stating it's intentions and purpose, without clarifying how those intentions and purposes are met.
This can imply to anyone reading the handbook that the school is not taking any actions to ensure students feel encouraged to speak about their controversial viewpoints. Some students have not felt that their controversial ideas are appreciated or acknowledged respectfully. "I don't feel encouraged to share my different viewpoints. I feel there is a fog of judgment that makes me like I can't express my full opinions if they are controversial." Is what one student has said after being asked whether or not they feel they can talk about their controversial perspective. This means one of two things; Any unstated actions/practices done to meet the school's goal, are not effective and need to be reconstructed, or that because no practices are stated in the handbook, there are no practices, and students are not feeling like a part of a diverse community.
It is true that the school has no control over the actions of other students and that any set methods, such as the school's restorative peace circles, can only guarantee that the school has made attempts toward encouraging and affirming perspectives for each student. Even with these statements being true, it has been GCE's goal and intentions to have a diverse community. In short, of all the statements I have made, GCE must clarify what practices/methods, if any, are set in place to keep the school's community diverse.
An argument that one might bring against my case is that restorative peace circles are a method that has been used to manage the school's diversity. The handbook states "Restorative peace circles are applied in cases of repeated behaviors, when there are multiple, competing perspectives." Restorative peace circles are only held after there is a misunderstanding between students and other members of the school within a diverse school community.
This leads to my proposal. An amendment that the school holds restorative peace circles more frequently, and consistently. Every week, a restorative peace circle is held for every cohort or the main group of students that spend most of their school hours together. Students and staff members within the restorative peace circles discuss not only issues that they have faced throughout their week, but the many things that they find gratitude in. If students and staff members communicate what is satisfying their time learning and teaching together more frequently and openly to each other, they will gain one another's understanding. The community will work its way into speaking their own perspectives and ideas.
What I find most important and different about these restorative circles is that each circle will be held by a different student and staff member of each group. If students and staff members take turns learning to keep an unbiased opinion during conversations that compete against one another's perspective, they will learn more from their community. To make sure every mediator/host of the weekly restorative peace circle does not let their opinions/ideals interfere with the progress of conversation in the circle, an experienced mediator/host will accompany each new student.
This amendment will be written in the GCE family handbook to ensure that those who read it are aware that there is a practice taking place to ensure students' feel encouraged to speak about their perspectives and ideas. This is Amendment is very similar to the first amendment, which is the amendment to freedom of speech, except we as a school will not simply state the rights of the students. We will state in the GCE family handbook that we are providing them with ways to exercise their right to express their diversity, and first right. Their right to freedom of speech which states in the constitution, "Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances."
I hope to see my amendment applied to my school's handbook, not only because I believe it will help students and teachers learn more about their community, but because I believe it will help the school achieve its goals. Thank you for taking the time to read.
CITATIONS
“All Amendments to the United States Constitution.” All Amendments to the United States Constitution, hrlibrary.umn.edu/education/all_amendments_usconst.htm.
Sinnott-Armstrong, Walter, and Think Again: How to Reason and Argue. “How to Win an Argument Every Time, According to an Expert.” Time, Time, 2 July 2018, time.com/5318965/how-to-win-an-argument/.
 |
| Getty Images, from an article: How to Win every Argument |
The GCE 2019-2020, Family Handbook states "We acknowledge and encourage differences of opinions, ideas, and interests, and we expect thoughtful discussions of civic engagement." GCE also "affirms the individual worth of all community members." The handbook also states "Our goal is to maintain a diverse school community that exemplifies these values." This all has been written under the section of the handbook called Equity, Inclusion, & Non-Discrimination of Students. The handbook not only claims that the school community is diverse, but has a goal of maintaining and encouraging its diversity. This brings the question of what actions and practices have taken place to keep, and encourage the community's diversity?
The handbook does not talk about or elaborate on how the school plans on maintaining a diverse school community that practices its values. The family handbook defines its values as said: To be present, entertain the unfamiliar, exercise integrity, and practice kindness and respect. This concludes that the GCE Handbook is only stating it's intentions and purpose, without clarifying how those intentions and purposes are met.
This can imply to anyone reading the handbook that the school is not taking any actions to ensure students feel encouraged to speak about their controversial viewpoints. Some students have not felt that their controversial ideas are appreciated or acknowledged respectfully. "I don't feel encouraged to share my different viewpoints. I feel there is a fog of judgment that makes me like I can't express my full opinions if they are controversial." Is what one student has said after being asked whether or not they feel they can talk about their controversial perspective. This means one of two things; Any unstated actions/practices done to meet the school's goal, are not effective and need to be reconstructed, or that because no practices are stated in the handbook, there are no practices, and students are not feeling like a part of a diverse community.
It is true that the school has no control over the actions of other students and that any set methods, such as the school's restorative peace circles, can only guarantee that the school has made attempts toward encouraging and affirming perspectives for each student. Even with these statements being true, it has been GCE's goal and intentions to have a diverse community. In short, of all the statements I have made, GCE must clarify what practices/methods, if any, are set in place to keep the school's community diverse.
An argument that one might bring against my case is that restorative peace circles are a method that has been used to manage the school's diversity. The handbook states "Restorative peace circles are applied in cases of repeated behaviors, when there are multiple, competing perspectives." Restorative peace circles are only held after there is a misunderstanding between students and other members of the school within a diverse school community.
This leads to my proposal. An amendment that the school holds restorative peace circles more frequently, and consistently. Every week, a restorative peace circle is held for every cohort or the main group of students that spend most of their school hours together. Students and staff members within the restorative peace circles discuss not only issues that they have faced throughout their week, but the many things that they find gratitude in. If students and staff members communicate what is satisfying their time learning and teaching together more frequently and openly to each other, they will gain one another's understanding. The community will work its way into speaking their own perspectives and ideas.
What I find most important and different about these restorative circles is that each circle will be held by a different student and staff member of each group. If students and staff members take turns learning to keep an unbiased opinion during conversations that compete against one another's perspective, they will learn more from their community. To make sure every mediator/host of the weekly restorative peace circle does not let their opinions/ideals interfere with the progress of conversation in the circle, an experienced mediator/host will accompany each new student.
This amendment will be written in the GCE family handbook to ensure that those who read it are aware that there is a practice taking place to ensure students' feel encouraged to speak about their perspectives and ideas. This is Amendment is very similar to the first amendment, which is the amendment to freedom of speech, except we as a school will not simply state the rights of the students. We will state in the GCE family handbook that we are providing them with ways to exercise their right to express their diversity, and first right. Their right to freedom of speech which states in the constitution, "Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances."
I hope to see my amendment applied to my school's handbook, not only because I believe it will help students and teachers learn more about their community, but because I believe it will help the school achieve its goals. Thank you for taking the time to read.
CITATIONS
“All Amendments to the United States Constitution.” All Amendments to the United States Constitution, hrlibrary.umn.edu/education/all_amendments_usconst.htm.
Sinnott-Armstrong, Walter, and Think Again: How to Reason and Argue. “How to Win an Argument Every Time, According to an Expert.” Time, Time, 2 July 2018, time.com/5318965/how-to-win-an-argument/.
Comments
Post a Comment