The Birchwood Project

            Last month’s essay considered Aristotle’s cardinal virtue of justice, or being “right,” as it relates to self. Ultimately, it is the responsibility of each individual to discover his or her potential and then bring those abilities and talents to fruition: to become what he or she can become. In doing so, each person experiences a degree of personal fulfillment and satisfaction. The view is similar to Abraham Maslow’s notion of self-actualization, which is one component of living a fulfilled life.
            The virtue of justice has a second application - being just, or “right,” toward others. Humans are social beings, not merely in that we need family and friends, but more essentially, we draw understanding of who we are and what we can do within the context of our social environments. While “great” people make every effort to develop their own abilities, they are keenly aware of their social environments and social responsibilities therein.
            For children raised in a child-centered culture this is an unusual proposition. A child-centered culture nurtures self-centeredness and self-absorption. It teaches children, directly or indirectly, that their personal happiness – materially, physically, psychologically – is primary. The needs or demands of others, including parents, teachers, siblings, or friends, are subordinate to the child’s self interests. Ironically, while selfish little children lust for immediate gratification, any form of lasting happiness or contentment flees away. The child who has not learned to subordinate his wants to some form of broader good will have trouble growing up to become either a productive individual or a happy individual. He makes every decision from the vantage point of “me.” (I have often wondered whether the epidemic of “bullying” in schools is a symptom of unrestricted, selfish lusts). 
            If children are to become virtuous, i.e. “great” people, and if they are to know and appreciate a deeper sense of personal satisfaction, they must learn that their well-being is inextricably tied to the good of others and the social environments in which they live. This is intrinsic to human nature. Children have a responsibility to others. In every social environment – family, friends, school, and community – children must learn to ask, “Who am I in this setting? To whom am I responsible? How might I benefit others here? What can I do to make this social environment better?” Within the family, children should learn to consider what they can do for Daddy or Mommy. They must understand their responsibilities as a sibling whether younger or older. They should understand their responsibilities to Grandma and Grandpa. Children should ask similar questions when they are at school, when they play on a sports team, even when they are just “hanging out” with friends. To the extent that a child considers his responsibilities to others is the extent to which he will lead an upbeat and vibrant life. Furthermore, each effort in being “just” toward others will build momentum toward lifelong habits that bring personal and community well-being. (Surely, young children despise the language of responsibility to others. It deprives them of immediate, personal gratification. But then neither do they like their vegetables!)
            In my classrooms this perspective informs my discipline. Instead of invoking a list of rules, I like to awaken my students’ social conscience. I ask them rhetorically, “Do you know what my rules are? Look around you. Look at what is going on in the class. How much talking is appropriate? How loud or soft should your voice be? How does your behavior affect Mr. Debelak’s work? When can we laugh and joke? When should we be serious? What kind of behavior is expected of you so that this will be the best environment to learn mathematics?” When I ask these questions, I am teaching children social responsibility. It is beyond rules. It is beyond a strict sense of right or wrong, and it is beyond a selfish child-centered culture. Children respond positively to such questions. These questions elicit their best behavior. Children want to be virtuous - despite growing up in a self-absorbed culture that tells them otherwise.