Why Isn't Compassion a Benchmark?
March 13, 2011
As I watch the tragic events happening in Japan as we speak, my heart goes out to the families affected by these events. I feel so utterly helpless as I watch, read, and search for the truth online.
I don't know where these lessons exist when we talk about standards and benchmarks in education. But at the end of the day, understanding that the world is small and we are all in this together is a benchmark that is measured at times like this. If we can't teach compassion, we are doing an injustice to the next generation.
As news of the earthquake trickled in Friday afternoon, one of my Japanese students walked by me in the hallway stunned. She looked shell shocked. She was hearing rumors and half truths every step of the way from her locker to my classroom.
I immediately scratched my lesson plan. I gave her my computer and let her sit at my desk. I told her should could go anywhere, ask anything; she had complete freedom to find out what was happening. She went to her email, to Facebook, to news stations broadcasting in Japanese. She called her family. She cried. We watched as one of our friends processed the horrifying events happening in her country. Throughout the class, students sat by her side and held her hand. One of my students made a crass joke about surfing. The students quickly spoke to him about empathy. He quickly learned how out of line his comment was.
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5 comments:
Great post. I have 3 Japanese exchange students that I currently teach, and Friday was a difficult day for them as well. I think, as teachers, we need to respond to what is going on in our students world, rather than always charging ahead with what we've planned. I think we teach kids important ways to honour one another when we do that. Thanks for sharing!
I have just decide to scratch my lesson plans for the next few days as well. If I am feeling this helpless, most likely so are my students. I am thinking of ways to design a project where they feel empowered to help those less fortunate than ourselves. It is still brewing in my head, but I will share it as it develops.
Great post. Short and Sweet. I agree with you that things like compassion and empathy should be part of the school curriculum. I know the IB tries to incorporate the profile and other schools have things like ESLRs, but they always appear to be after thoughts.
Dana, great post. The IB promotes empathy through the learner profile and attitudes. However, tolerance, empathy and compassion can remain buried in the "unwritten curriculum." We have a large number of Japanese students here in Germany, but our school was on a break while events unfolded in Japan. This means our Japanese students had immediate family at hand for support, but it does not diminish the need for our school community to demonstrate true compassion upon their return tomorrow.
Thank you for reminding us educators of our role in facilitate students sharing their accomplishments but also acknowledging, respecting and helping ease peer suffering at times such as these. The Japanese may tend to suffer quietly and with dignity, and part of being compassionate is allowing them to be themselves -- as someone who taught in a Japanese high school for 3 years, your post made me think that it is important for people like me to be mindful of cultural sensitivities, now more than ever.
Ana Tetley
I am still wrestling with the helplessness I feel as I watch everything happening in Japan. I was inspired yesterday by my nine-year old son. All three of my kids have been fascinated by the events over the last few days. We have had long overdue conversations on what to do in an emergency in my home, where to go, people to trust, authorities to turn to. My kids have watched numerous videos about earthquakes and tsunamis. We have discussed the benefits and dangers of nuclear power. Yesterday my son asked me if he could have $2.38. He told me it was important for the kids in Japan that he could buy a bag of candy. I thought he was trying to use the happenings in Japan to get something for himself. He did. He went to the store and bought a bag of candy. He carefully unwrapped each piece (eating only a few) and made a handmade belt out of all of the wrappers. He meticulously folded each wrapper and created a pattern of wrappers. Now he wants to make more and sell them to his friends to raise money for the children of Japan.
Two hours before I teach today, I am still putting together a few ideas in my mind that will empower my students with the ability to show that they care, that what is happening in Japan will not be forgotten by the next headline. My hope is to help my school community demonstrate the same true compassion I witnessed in my son. We'll see how it goes, but my children continue to remind me that compassion and empathy are in the heart of all of us.
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