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%STUDENT JUSTICE 780504
The traditional student-teacher relationship lacks
mutuality. It is usually presumed that the teacher has
much to teach the student, but that the student has
nothing to teach the teacher. A more extreme form of the
presumption is that the student has much to learn, but the
teacher knows all that needs to be known. The teacher is
presumed to have "arrived", but not the student.
Another asymmetry which is often taken for granted
presumes that the student is not as interested in learning
as is the teacher---therefore it is the teacher's
responsibility to "motivate" the student by the use of
various techniques---usually associated with grading,
which relates to certification of learning. This puts the
teacher in the formal role of trying to control student
behavior---without the student having any corresponding
responsibility to try to motivate the teacher to
learn/teach well. The power of the teacher over the
student tends to be greater and easier to exercise than is
the power of the student over the teacher.
The asymmetry extends further in that one teacher has
power over all the students in one class. this makes it
difficult for an aggrieved student to find a secure ally.
The students are likely to perceive their teachers to be
allies of each other---and fear that offending one may
lead to unfavorable treatment by another in a present or
future class. In the absence of a trusted grievance
procedure such fear has fertile ground to grow in, and is
likely to be nurtured by stories and paranoia on the part
of imaginative students.
It is exceedingly difficult to devise a practical
grievance procedure by which to deal with the problems of
student justice. Violations of students' rights are
likely to be of such a nature as to defy reliable
objective verification beyond reasonable doubt. Violence
done to students' integrity, self-esteem, self-confidence,
self-image, friendships, spiritual sensitivity, respect-
for-life, desire to be open, curiosity, assertiveness,
personal honesty, and respect for teachers---such violence
is not objective in nature: formal judicial processes
cannot very helpfully deal with such violence. For this
reason student justice will be promoted mostly through
teacher-training, personnel decisions, faculty development
programs, and other actions which will motivate teachers
to be in open and honest mutual dialogue with their
students.
(c) 2005 by Paul A. Smith in
www.essayz.com Search for Integrity and Honesty
(On Being Yourself, Whole and Healthy)
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