Amending the Social Contract
Over the last few weeks, in my Humanities course, I have taken a class called "A Nation's Argument". This class investigates how nations come into being and follows the history of what that looks like. We looked, this unit, at how a nation might contradict itself. In doing so, I was asked to look at my school's social contract that is assigned to each student admitted into the school to read. I enjoyed this action project because I was able to include other people's opinions which helped influence and shape my project.
Social contract:
The social contract is a guideline and agreement between the students and the rest of the school. Students are expected to read the social contract, understand and follow the stated guidelines. It is laid out in a vague, philosophical description meant to be open to interpretation and individuality. Within the social contract there are also rules that are enforced. Overall, it is a list of expectations given to each student meant to promote the school's values. This social contract is a unique way to illustrate what is expected within the community in order to create the desired school environment, however, it is not perfect. There are ways in which its vague and philosophical language can deter from its intended purpose. With the purpose being to share expectations, it can get confusing and lost in the minds of students. There is also language My action project will be based on the observation that a few of the rules are not adhered to sufficiently.
Examples:
“School Phones, Cell Phones, and Personal Electronic Devices.
As needed, faculty and staff will grant students permission to use school phones. Students should never use a school phone without permission from an adult. Cell phones should be silenced or powered off in class. Students are directed to disregard notifications until the conclusion of class. If parents need to contact a student during the day and it is an emergency, parents can call the front desk, and we will get a message to the student immediately.”
P1: Cell phones can create a distraction from one's education.
P2: Cell phone use can cause teachers to pause teaching in order to ask students to put away their phones. P3: If there is an emergency, the student's parent should contact the school directly so as to not cause further distraction.
C: Students are not allowed to have cellphones in class.
This rule is one that I have had a differing opinion on since my admission to the school. But again, regardless of my personal opinion on this rule, it is not one that has been acted in accordance with. Students have repeatedly used cell phones in class without the permission of an adult, especially in emergencies.
“Public Display of Affection.
GCE’s community is warm and nurturing, and we appreciate compassion and human connection. Nevertheless, we caution against behavior that may make others uncomfortable to share space or interact with you. Remember that school is a professional environment. Students are specifically discouraged from sitting on one another’s laps, sitting together with the lights off, and otherwise touching or kissing with prolonged intimacy. As always, students must defer to the judgment of GCE adults.”
P1: Students are encouraged to be warm and nurturing to a certain extent.
P2: Displaying affection can distract or make others uncomfortable.
C: Therefore, “students are specifically discouraged from sitting on one another’s laps, sitting together with the lights off, and otherwise touching or kissing with prolonged intimacy”
I, as a student who knows other students' involved in romantic relationships with others that involve the act of physical contact and intimacy, have the understanding that this rule has not been followed rigorously.
I believe that there should be some kind of method for ensuring that the rules listed in the social contract are followed to the fullest extent. If these rules are not followed sufficiently, it undermines and puts into question the reputation and legitimacy of the school. There should be an additional clause stating the seriousness of respect towards the rules. I do not wish for the school to be a more restrictive environment but rather that if we have these rules, they should be followed adequately. If there is an issue with complying with the stated rules, there should be an inquiry towards changes in said rules. I would also like to highlight that if someone has an issue with a rule, there should be an easy process of accommodation along with openness to change from the Head of School or who is in charge of change to the social contract.
We can see a historical comparison to the U.S. Constitution in amending the official amendments in Article V.
"The Congress, whenever two thirds of both Houses shall deem it necessary, shall propose Amendments to this Constitution, or, on the Application of the Legislatures of two thirds of the several States, shall call a Convention for proposing Amendments, which, in either Case, shall be valid to all Intents and Purposes, as Part of this Constitution, when ratified by the Legislatures of three fourths of the several States, or by Conventions in three fourths thereof, as the one or the other Mode of Ratification may be proposed by the Congress; Provided that no Amendment which may be made prior to the Year One thousand eight hundred and eight shall in any Manner affect the first and fourth Clauses in the Ninth Section of the first Article; and that no State, without its Consent, shall be deprived of its equal Suffrage in the Senate."
My proposal is to have a similar process in place in my school setting.
Interview: I decided I would like to sit down and talk with Cabell, Head of School, and get his opinion on some things related to this topic. I also wanted to sit and talk with at least one teacher, one non teaching faculty member, and one student from each cohort asking them about this topic. I want to get an understanding of their opinions related to the rule following and possibly changing in this school. I want to know if they agree with the methods.
Below are some of the questions I wrote out prior to conducting my interviews:
How well do you think students follow rules at this school?
Do you feel there should be a better understanding of the rules?
Have you read the social contract?
Do you think faculty members should have a say in amending rules they disagree with?
Do you think students should have a say in amending rules they disagree with?
Do you think the head of school should have all the say in what rules are ratified?
Board members?
Students?
How should this power be dispersed?
Is there currently a method of amending the current rules of the school (that you know of)? If so, how effective do you feel that is?
Do you have any other ideas or opinions related to this topic?
Below you will find some quotes from my interviewees. I should mention that I was unable to interview freshmen, and formally interview faculty. I was able to have casual conversations related to this topic with a staff member who was also in agreement. I did formally interview the Head of School but forgot to record it, so my writing on that will be more from memory.
GS (a current Junior) - “You can think about it as our branches of government, if our Head of School is executive, and we also have our legislative branch that can approve or veto, and the legislative can make up the student council or the Board. It wouldn't be solely the Head of School making those decisions.”
AAG (a current Junior) - “I think going back on GS’s idea of having executive power and legislative power. I think we should implement a system like that so it allows a more open environment in which students feel free to if they feel like a rule is unjust or unfair, they have the freedom to tell Cabell … I feel like we should have a power balance between Cabell and the students.”
GS - “I feel like it's also a form of citizenship and that's what GCE is building on for students and if students don't have any regulatory power at all, even a miniscule amount, we’re not exactly citizens of the body we’re a part of.”
MM (a current Senior) - “I feel like the rules are kind of relaxed, people don't feel like they have to follow them.”
MM - “I think anyone should have a say in amending rules they disagree with.”
CH (a current Senior) - “If it affects someone, basically anyone should have a say in changing the rules.”
My general consensus after conducting my interviews was that there was agreement in the lack of clear structure and efficient method of amending the social contract.
Essentially, my proposal is to implement a system in which if students or faculty have an issue with a rule stated in the social contract, there should be an easy and reliable process in which this can be amended. If an issue emerges, I would like a representative to address said issue to Cabell, Head of School, who then brings it to the student council. They would then come to a consensus and advise Cabell in his decision. This would allow for more student involvement in what goes into the social contract.
P1: Allowing the social contract guidelines to be exclusively be up to the Head of School creates possibility for fraudulence.
P2: Allowing students and faculty to adjust the social contract will create a more welcoming environment.
C: Students and faculty should have the freedom to amend the social contract in an easy and effective manner.
Above, there is an image taken of students from GCE Lab School engaging in conversation, much like the hope for my project.
AAG - “Providing a more clear structure and procedure that students can follow in order to change rules will create an environment where students can feel like true citizens in an open democratic environment where authorities do not exert their full power to control every aspect of their lives.”
MD - “I think that this is a good idea because students deserve a voice in the rules that govern their behavior. If a student objects to a rule there should be a clear path to trying to change it.”
Comments
Post a Comment