The teacher is the message--that is the main lesson in The Moral Life of Schools. Today, many educational policy-makers seem to live in a Pollyanna world where academic achievement can be improved by treating students as disembodied intellects. Educational jargon abounds: rubrics, formative and summative assessments, essential learnings, standards-based testing, best practices, geometric interventions, scaffolding--the list is endless. Yet these all miss the central reality that our "classrooms are morally charged environments" and that "education is a moral endeavor."
Regardless of the subject taught, teachers are, for good or ill, the individuals who hold the greatest power in the classroom. Their character, choices in pedagogical strategies, compassion, professional insight, academic background, and commitment to their role impact the lives of their students, day after day, year after year. The teacher is the message.
The findings in this book are part of the Moral Life Project which lasted three years. Several schools and eighteen teachers were involved and, during this time, researchers observed the physical structure of the schools and classrooms, teachers and students, and other elements. Interestingly, the authors do not claim to have made any great discoveries. They have, however, presented an excellent case that establishes the moral ambiguity that makes up much of the moral life of schools.
A number of recommendations are made concerning the opportunities teachers have to reflect on the moral enterprise in which they are involved. In the fast-paced, sometimes hurly-burly atmosphere of the classroom, teachers have the opportunity to reflect on their choices, the mundane events of the classroom, and even how classroom objects might give clues about classroom life. This reflection requires time and a skill set which can be developed over time. The result should be a sort of Zen awareness of the moral lessons learned over time both by the teacher and students. In this connection, the authors cite Emerson's concept of "heavenly days" when we learn virtue, wisdom, and poetry unawares.
The authors describe the moral demands of teachers and suggest that not everyone who wants to be a professional teacher has the "right stuff." Any person contemplating a career in teaching would be well-served to read this description of what it takes to be a good teacher. This can be found on page 233.
A sociolinguist or ethnographer might find this book an easier read than a math teacher like myself. The book introduces concepts which take a little bit of learning, but the time spent is well worth the effort.
Dr. John Merks
Teacher
Riverview High School
Riverview, New Brunswick
Canada
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