A Class To Fend Off The Hate Analysis

A Class to Fend Off the Hate
Recently, news outlets concerning political and social issues always draw stories from one word: hate. This may stem from the unique and diverse qualities in every American’s lives, such as their economic status, race, religious affiliation, and educational background. These differences could be detrimental to understanding the reasons behind other people’s choices in life. A high school ethics class that provides a safe environment and breaks down ethical situations into the many factors people use to reach different decisions and conclusions could ease the barriers hindering us from understanding one another. Were America to institute an ethics class into the high school curriculum, Americans may understand themselves

A psychologist whose cognitive theory is still used and relevant in modern day child development, Jean Piaget states, “when two people disagree, or when they surprise each other by what they say, adaptation [, where an individual is to either assimilate or accommodate the other’s perspective,] is mutual... Cognitive growth is an active process; clashing concepts require new thought” (Berger 47). In an ethics class that brings different opinions, reasons, and approaches to an ethical dilemma, students will always reach disagreements. And this allows students in the class to frequently assimilate or accommodate the other student’s views. Consequently, because students will be rich in disagreements in class, they will also be rich in new thoughts that either assimilate or accommodate the other student’s views, leading to citizens that are more tolerant toward other people’s way of thinking. Furthermore, students would not only be exposed to other methods of thinking, but also the motivations that lead them there. An ethics class that breaks down people’s motivations for their decisions would factor into students

An ethics class that would be introduced too early to students could make the class unproductive. However, since this possible unproductiveness stems from inexperience, an ethics class that brings in real-world conversations could aid in relieving the closed doors in the students’ lives. An influential German cultural critic, Nietzsche states that “When we speak of values, we speak with the inspiration, with the way of looking at things, which is part of life: life itself forces us to posit values; life itself values through us when we posit values” (Jacobus 350). We are very limited in our views in life by ourselves, because we only experience what is around us and assume that others experience the same experiences, and hold the same beliefs. High school students’ lives most frequently revolve around both their school and social lives. An ethics class provides them a platform in which they would be able to know situations outside of school and social lives. Therefore, an ethics class that allows students to see other people’s experiences that affect other people’s reasoning, the class would provide them experiences by hearing from other student’s