Three stages of a school's moral development

Religious Education, Winter 2001 by Schwartz, Earl

Perhaps the most difficult challenge faced by project members so far has been maintaining communication and coordinating efforts between the participating schools. Overloaded curricular agendas in each school, changes in personnel, and incongruence of objectives between schools have taxed the momentum of the exchange. Nevertheless, plans are now underway to establish a pilot justice committee program in a local alternative high school as well. This new effort is proceeding with the understanding that, as valuable as the exchange program may be, the principal value of school justice committees is not dependent upon their participation in such a network. Contact with other committees is enriching and encouraging, but not a necessary component of a justice committee program.

EVALUATION

How does one evaluate the effects of the various initiatives that have contributed to the development of the Talmud Torah Day School's moral education curriculum? Over the years three techniques have been employed:

1. Individual Student Interviews-In the Day School's first three years, tape recordings were made periodically of each student's responses to a series of questions having to do with moral issues. With the rapid growth of the student body this technique was discontinued.

2. Surveys-Vaad Din members are given an evaluative survey upon completion of their term. This survey is primarily made up of attitudinal questions. In responding to these questions, students commonly note the satisfaction they derived from actually resolving disputes. In 1996, a second follow-up survey was distributed to all previous members. This additional survey included questions about students' memories of the Vaad Din, opportunities faced later in life in which they applied what they had learned in conjunction with their service on the Vaad Din, as well as attitudinal questions. The results of this retrospective survey were very encouraging. Approximately 25% of the surveys were returned. Nearly one-third of the respondents indicated that they had been influenced in their thinking or behavior by something learned in the process of serving on the Vaad Din. One student told of having produced two witnesses (as prescribed by halachah) to establish her case in a disagreement with a teacher. Another student told a friend to turn over a found watch to the lost and found. Over 50% of the respondents said that they believed that the experience had influenced their thinking about how to deal with moral problems. ("I've learned to look through other people's eyes as well as my own"; "Yes, because I can see if it parallels Jewish law.") Longitudinal tracking of Vaad Din participants is planned.

3. Anecdotal Evidence-Beyond the growth of individuals' moral judgment and behavior, the tone and quality of school life is the single most salient register of the curriculum's social effects. Anecdotal evidence suggests that the various facets of the curriculum do indeed work together to significantly enhance the moral atmosphere of the school. The record of Vaad Din cases successfully resolved speaks for itself. Each settled case is one less point of conflict. As students have consistently indicated when questioned about their own evaluation of the moral development curriculum, the process of entrusting students with this responsibility and preparing them to discharge it is, in and of itself, a powerful motivator of responsible behavior. A more rigorous study of parents, staff members, and students is planned for the coming year.