I remember it clearly--the time I got chewed out (by my principal) for using 鈥榠nappropriate鈥� language in the classroom. I had been working with my students on a which musically depicts the terrifying journeys of enslaved people who 鈥榬an away鈥� via the Underground Railroad. The composition (which I highly recommend) includes a musical quote from --which I pointed out to my students, as both compositional technique and a way to engage listeners emotionally.
This led to a great, nuanced discussion--these were 7th and 8th graders, remember-- about why enslaved people espoused any religion, creating their own music and hopeful beliefs in an afterlife. Perhaps, I said (being careful not to critique Christianity), it was the only way to survive, trusting in an afterlife after (quote) experiencing hell on earth.
The next morning, I got one of those 鈥榮ee me鈥� directives in my mailbox. A child had been offended (according to his mother) by my use of the word 鈥榟ell鈥� in class. I explained. The principal sighed and told me to be more careful--I should know better. The child in question, years later, was picked up by police for spray-painting expletives on a garage door, but no matter.
Teachers do have to be judicious in the use of strong language in the classroom. Not so much because of children鈥檚 tender ears, but because teachers (despite multi-pronged and sustained attacks on their competency and professionalism) still hold positions of authority. We want people in positions of authority to use clear language and express clear convictions about right and wrong. Don鈥檛 we?
It is, however, far more important for teachers to behave morally, day in and day out, than to clean up occasional borderline language--or so I think. It鈥檚 also more important for public figures-- or , for example--to behave ethically and act in solid, socially responsible ways than to flyspeck their language. There are differences in use of offensive language--centered around the content of the point the speaker is trying to make.
Still, I am appalled (as a teacher, especially) by the degradation of language in public discourse. Before we start selectively shaming folks, I think we should look at root causes.
What makes people think they can use rude, crude, violent and racist language? When other people use rude, crude, violent and racist language first. It鈥檚 the broken windows theory--if one person crosses a boundary, it opens a path for other people to cross the same boundary. ()
If everyone in the country hears the leader of the free world brag, on tape, about trying to sexually lure a woman even though 鈥榮he was married,鈥� then grab her by her genitals--we鈥檙e in a whole new ballpark of broken windows. When those metaphoric windows are already smashed, and found acceptable by a wide range of people, including religious leaders, it makes life thorny for people working with children in positions of authority to be both role models and boundary-creators.
It鈥檚 no wonder Roseanne was surprised to be called out--it probably seemed like a social boundary that had been crossed so often and so long ago that calling Valerie Jarrett an ape was just part of the norm. What made it different was that the person in charge of doing something about it--the person with power, for a change--accurately saw it as racist. And fired her.
There is a self-determined hierarchy of what is loathsome and disgusting, and what is edgy-but-true--and There are folks in this country to whom authority is a primary motivator, who see the masculine father figure as the true arbitrator of all decisions. For them, calling a man鈥檚 daughter a 鈥榗*nt鈥� would be far more egregious than, say, describing an entire poor African nation as a 鈥榮h*thole.鈥�
--to them, calling a powerful woman who happens to have dark skin an 鈥榓pe鈥� would be worse, because it degrades an entire class of people. The two examples are qualitatively different and interpreted differently by people whose righteousness meters are different.
This is a great example of how we can use . In Haidt鈥檚 fascinating work, conservatives tend to have stronger approval of loyalty, purity and traditional authority--liberals are more concerned with fairness and caring for their fellow humans.
Teachers who take their moral obligations to students seriously probably need to consider all these strands of developing an ethical persona and practice. It鈥檚 not just about what you say. It鈥檚 about what you mean.