None of This is New
October 31, 2011
Those commenting on national affairs keep saying that our political processes are too polarized to get anything done; but political parties were every bit as divided in the 18th, 19th and 20th centuries as they are today, and public debate was even more strident than the lack of civility we see today.
The grilling of Supreme Court nominees, Wall Street bankers and British Petroleum executives can seem sensational, but this has been nothing like the early 1950s when Senator McCarthy of Wisconsin conducted hearings into Communist sympathies of employees in government and Hollywood.
It is almost laughable to assert that modern political debate is disintegrating. Heck, in 1804 our nation’s vice president, while in office, challenged a critic to a duel. And shot him dead! Now that’s discord!
My point is that the political process didn’t break recently. If it’s broken, it’s always been broken, always contentious and acrimonious – from the drafting of the Declaration of Independence and Constitution, to the War Between the States, until today: corrupt politicians, polarized political parties, bitter debates, contentious elections.
None of this is new, except for the increased media coverage. None of this alone is to blame for today’s inability to solve problems. And all of this together is not to blame for today’s problems.
Perhaps closer to the heart of the problems today in Michigan and our nation is a lack of heart in “we the people.” A lack of passion, principle and – most of all – common vision and purpose.
Maybe we’ve just had it so good for so long that we’ve forgotten to dream for better days and fight for a better future.
Maybe these tough times will refresh our dreams and reignite the fight.
The Student Effect
January 7, 2014
The key to assuring an activity is educational is to consider the effect on the student of every decision made. For example, what is the effect on a student who ...
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gets cut from the team?
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never gets in a game?
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never experiences a win, or never a loss?
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frequently hears vulgarity or profanity?
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is taught how not to get caught breaking a rule?
If one student’s participation is at the expense of another student’s self-esteem, whether opponent or teammate, we can’t justify the program. It’s not consistent with the educational mission of schools.
If we ridicule those who fail, or if we lavish too much praise on those who achieve, we can’t justify the program. It’s not educational athletics.
If we direct or pressure students to specialize in only athletics or non-athletic activities, or in just one sport or activity, we can’t justify the program. It’s not educational.
If we miss or misuse the teachable moments of school sports – split seconds of time and circumstance in which to teach values like commitment, discipline, integrity, hard work and teamwork, we can’t justify the program. It’s not educational.
We assure the program is educational when we consider the effect on the student and when we seize the positive purposes of teachable moments that permeate the program.
None of this means we can’t have rules that, when violated, remove the privilege of participation. And none of this means we cannot have teams with both starters and substitutes, and contests that determine wins and losses. It means that there are objectives that go much deeper and outcomes that go much further.