A recent episode of CBC’s Ideas featured an interview with Canadian writer William Gairdner and a discussion of his recent book called The Book of Absolutes. Gairdner argues that a misinterpretation of Albert Einstein’s theory of relativity, along with the politicization of the academy, led to the concept of moral relativism. As a result, according to Gairdner, societies have lost their moral moorings and people are confused as to whether there is such a thing as right or wrong.
Whether one agrees with Gairdner or not, and there is plenty in his thinking with which to disagree, the greater question of whether there are universal truths that transcend cultures provides for a fascinating and important discussion for all of us as parents and educators. While we want our students to be culturally sensitive and understand that people in different places and different times may think differently, we also wish for our teenagers to develop a sense of what is right and good that they can have with them at all times.
Many times, I have had the pleasure of engaging high school students in these types of discussions. A young woman believes with all of her heart in the equality of both genders but finds herself morally repulsed by the customs of another culture; a young man argues passionately for the sovereignty of every country but feels that we cannot sit by idly while genocide occurs. These adolescents are fierce in their convictions but they can be equally confused by the complexities of the issues.
Isn’t this what good teaching is all about? Isn’t our job to provoke them so they can wrestle with the moral dilemmas of their day and help them formulate their own code. We’re not here necessarily to teach our students what to think, but we do have a responsibility to teach them how to think so they can make an informed opinion. We must teach them how to look at a conflict in all of its facets and from every angle. We should help them see the issue from three hundred and sixty degrees and have a sense of empathy for every party involved. (Note I say empathy, not sympathy since they may not agree with one side or another.) After they have analyzed the arguments and understood the viewpoints of all sides, they are equipped to make a judgement and feel relatively secure. This does not mean they will not experience doubt, but it does mean they have done their intellectual due diligence.
Teaching students in this way is mighty hard work, and it eludes easy recipes. However, it is rewarding in its own right and it is imperative that we do so if we are to prepare our students to be citizens in a democratic society and an interconnected world. We cannot prepare them for every situation they will face; nevertheless, we can and we must help them develop a sensitivity toward others that is combined with a knowledge of what is just and right and how to act when they see things that they know are wrong. We want our students to understand the wisdom behind the lyrics of the John Cougar Mellencamp song, “you’ve gotta stand right up for something, or you’ll fall for anything.”
