On Wednesday, our national daily printed a forum letter I sent them in response to a news report they put out two days before.
Unlike another letter I wrote that they printed last month which I subsequently highlighted in a post, this one had very minor edits (they removed just a couple of lines). Nonetheless, I’ve decided to reproduce the original version here.
But first, let me set the context for those unfamiliar with the issue.
Character And Citizenship — Addressing Contemporary Issues
In my country, students 18 and below in nearly all mainstream public schools take up a subject mandated by the Ministry of Education (MOE). Called Character & Citizenship Education, or CCE for short, this subject helps students learn to be responsible to family and community. And to understand their roles in shaping the future of our nation as loyal citizens.
Over the years, the subject has expanded its calling to address not only the above-mentioned, but also to help students understand contemporary issues in a manner that is as age-appropriate as possible. A fairly tall order given how divisive some topics can be.
Like the Gaza War that is still ongoing now.
Last month, MOE announced it was introducing a one-off CCE lesson to many levels of students about this War. Many open letters were sent by parents to address concerns how an issue so challenging will be delivered. While parents had every right to ask questions, the debate shone the spotlight on the unfortunate teachers who had to deliver the lesson.
MOE replied that it wasn’t meant to be a full-on history lesson. Instead, it was meant “…to give students a safe space to understand the complex situation, develop their own views and appreciate diverse perspectives involved.”
Despite this assurance, many parents continued to voice their strong reservations. So earlier this week, MOE updated that they will tweak the lesson content further to address parental concerns.
Upon reflecting on this matter, I decided to pen this letter. It was published as the Letter of the Day on Wednesday. And as of today, it was also picked as the Letter of the Week.
My Letter Of The Day & Week
I refer to today’s ST news report (Some see the need, some feel unprepared: S’pore teachers navigate Gaza war in classrooms, March 4), and the ongoing discussions about the Gaza War being taught in schools here.
As an educator, I empathise with my fellow teachers who are being scrutinised for how they are conducting a class on the Gaza War. As a parent, I stand with parents who feel concerned and worried what their children may or may not learn about this thorny issue.
It is never easy when we have to navigate controversial matters, especially one where lives are at stake, and faith and religion get thrown into the mix.
It was mentioned in the article that many teachers felt ill-equipped, and feared they might not suitably answer questions students pose. This suggests there is still apprehension among us when it comes to addressing contentious issues. We believe as educators we should always have a ready answer. And if we can’t present one, then we are not doing our job.
The objections raised so far by concerned parents also helped fuel the notion that we should avoid diving into topics we are not fully knowledgeable about in case we err.
Developing Multiple Perspectives
But perhaps at this point, both my fellow educators and my fellow parents might pause and consider something I believe is more important and fundamental. That of training our next generation to develop multiple perspectives and to have the ability to discern, debate and derive values and truths that will anchor them well in the polarised world we live in today. To acknowledge no one side ever has the complete picture on any such issues. But that does not mean we avoid wrestling with these issues. For in wrestling, we can develop greater understanding, empathy and maturity to arrive at clearer convictions. Even if the process in doing so proves unpleasant and highly divisive. Or if our views prove to be wrong.
Perhaps together as a society, especially educators and parents, we can boldly face complicated global and local issues, and talk about them fearlessly, for the sake of our future generations.
Because the process of journeying with our students and children towards greater understanding, often holds the promise of embedding intrinsic values that are of far greater worth than even the answers themselves.
Positive Feedback For My Letter
Friends and acquaintances who read my letter thought that I was clear and kept an even keel with my stand. Here are some of their comments:
- Your points are very fair, and I agree with you. (Val, web content creator, 24)
- Thanks for writing this. What I think many need to hear and discuss. While I saw where many parents were coming from, I bemoaned that this was going to lead educators to shy away from discussing “difficult issues” when it’s exactly what we need to do as a community. This captures it all well. It’s well thought out, well written, and something our fellow countrymen need to hear. Thanks for being counter-cultural with this. It’ll shape the future. (Jo, filmmaker & stay-at-home dad, 36)
- I like this. I think across the world we are losing the ability to constructively debate issues without fear of being tarred. Kids need to learn to see multiple perspectives and debate both sides of an issue. Social media has made it impossible to feel comfortable voicing an opinion anywhere or even discussing an issue. (Raj, digital consultant & stay-at-home dad, 43)
- Well done!! Well written too. Very fair and balanced perspective!! (Les, former news journalist, 50)
But of course, I wouldn’t expect these folks to ‘bash’ my letter!
Negative Feedback For My Letter
However, I also received feedback from someone who felt I shouldn’t use the Gaza War to illustrate my point about helping young people develop multiple perspectives.
I am unclear why you used the Gaza issue for this. There are many other issues you can use to achieve the same outcome. I am a bit wary and not entirely convinced that it’s the right thing to do. (Yaa, former civil servant & retiree, 68)
While I acknowledged and thanked him for his view, I also reiterated that we were all entitled to offer our views. It’s not about silencing but engaging, even if the issue is explosive, and sentiments run deep from every side.
I didn’t engage further since I barely knew Yaa.
If we were close, I would explain that it is precisely such a timely and divisive issue that provides the ideal conditions for healthy rounds of discussions and debates to foster and deepen mutual understanding.
Even between factions that have experienced animosity and war going back centuries.
Even if in the end we might still stand on opposing sides of the argument.
Why so?
To paraphrase the end of my letter: The process of journeying and wrestling with one another amicably towards deeper understanding of an issue, holds the promise of embedding intrinsic values in us that have far greater worth of enduring faith, hope, and love for fellow men and women of every color or creed, than simply arguing and fighting over who is right or wrong.
Kudos to you, Kelvin, for insisting on teaching difficult subjects like this.
I was surprised to hear that S’Porians (is that the term?) care about the war in Gaza. For what it’s worth, I think that is a positive. If this tragedy is to have any meaning we must learn all we can from it.
Hey, as always, thanks for your comments! The correct term is Singaporeans or Sporeans for short. We do care because there are those in Singapore and in South East Asia who sympathise with either of the two contending religious faiths in the current Israel-Gaza dispute.