The Potential To Become Great - Part 5
When I talk about children becoming “great,” I am referring to them becoming virtuous. In the 21st century, the term virtue may seem archaic, but it best describes those human characteristics that have been revered throughout time. They lead to a personally fulfilling life and a life that elicits the respect and admiration of others. In children, these virtues are what Aristotle called “potentialities”, possibilities that need to be cultivated through teaching and training in order to make them “actualities”.
The first virtue we discussed in these essays is justice – being right toward self, others, and responsibilities. This virtue works in harmony with the other three cardinal virtues: courage, self-control, and practical wisdom.
Once a child understands the meaning of being just, he must also understand that becoming just is difficult. Courage is needed. There are challenges, and each challenge may require hard work, or hardship, or even sacrifice. To be sure this struggle is always worth the effort - we become better people, better friends, better workers. Nevertheless courage will be needed.
When we explain to children the need for courage, two things happen. First, children recall their potential to be virtuous. They are awakened to the “good” that is hidden within their heart. But at the same time, they also realize that living a virtuous life comes with challenges. Virtue is a wonderful goal, but it does not come easily. In fact, children come to realize that the more noble the goal, the more difficult the climb. Becoming “good” and doing “good” follow a narrow road where only the courageous tread.
But we could ask, “Why would 21st century young people want to hear about toil, hardship, and sacrifice?” This language seems so contrary to what we tend to believe about young people. But as I have written in the past, despite first appearances, children and young adolescents love to hear the language of virtue and courage. Why? It simply matches their human nature. In the deepest recesses of their heart they want to be virtuous. They just need encouragement and instruction.
Recently in my eighth grade opening class (a daily 15 minute lesson about character) we watched The Miracle Worker, a story of Anne Sullivan and her remarkable work with Helen Keller. We discussed the challenges Anne faced, her motivation to take responsibility, and the courage required to persist until she finally reached Helen. At the conclusion of the movie, when Helen is at the water pump repeating the word “water”, indicating at long last, a level of understanding, the students and I took note of Helen’s wonder and Anne’s jubilation. At that moment we stopped the film. Through discussion we identified the tremendous satisfaction Anne Sullivan experienced. Her toil, hardship and sacrifice were rewarded. Helen understood. Anne succeeded. Certainly hers was a “good” work. The power of the moment hit each student. Anne’s virtue prevailed. Her nobility shined.
Afterwards the students wanted to talk about their own aspirations. They even wanted to talk about courage, specifically the courage they would need to reach their own goals. We talked about the hardships they might face and the sacrifices that would be needed. Not surprisingly they greeted the challenges with measured enthusiasm. Will it be hard? Yes. But they wanted to respond to the challenge. These young teens have the potential to be virtuous. With encouragement and guidance they can rise to the challenge.
By Charles Debelak
