A study of the components that help bring a sense of purpose to a young boy’s life.

OVERVIEW

BACKGROUND

This case involves the study of the components, including, but not limited to, moral education, that help to bring about a sense of purpose in a young boy’s life. This boy, Randy, is in desperate need of consistency, commitment, discipline, genuine care, and the knowledge of right and wrong. Randy needs to learn to respect himself and others. Family life and the school are key elements in how Randy makes choices.

NARRATIVE

Randy sits perfectly still while waiting for the principal to see him. His eyes look glazed. His hair is disheveled, and his clothes are a mess. Everything about him seems to say, "Why bother? Who cares, anyway?" He is obviously unfazed at being sent to the office; it has happened so many times before. His expression is one of, "Let’s just get this over with already." In his mind, this is a complete waste of time.

Randy is in need of attention. He is eleven years old and is in fourth grade for the second time, though he has a different teacher this year. He is the fourth of five children, with two older brothers and an older and younger sister. His older brothers tease him relentlessly about being too small for his age, and his sisters always seem to be in their own little worlds. Randy’s mom does her best, but because she works so much, Randy is often left in the care of his older brothers. His dad, who Randy thinks is the greatest, is rarely home.

Randy thinks it’s cool that his dad lives such a care free life. He gets to come and go as he pleases, works if and when he wants, and hangs out with cool guys. Randy wants to be like his dad—a real man—someday. His brothers are already trying to follow in his footsteps, and he wants to prove himself to them, too.

Discontent and frustration lead Randy into gaining attention at school. Because of his small size, he gets picked on a lot; he tries desperately to prove that he is strong and tough. He has been in three fights on the playground, this week alone. The average classroom size of this public school in the midwest is about twenty-five students. There is very little ethnic mix; this suits Randy just fine, as he has no tolerance for people with different colored skin. He’s heard his dad talk about those ignorant black people and he just knows that being white is better.

Randy also has a hard time relating to the girls in his class. He constantly comments about how they won’t grow up to be anything more than cooks and baby makers. He knows this because his fifteen-year-old sister is pregnant for the second time. She gave the first baby away, but she says she is going to keep this one. No one knows who the father is, but in Randy’s mind, it doesn’t really matter because that’s what girls are for anyway.

Randy is performing poorly in academics. He is apathetic about his work, claiming that none of this stuff has anything to do with his real world. He thinks teachers play favorites; he knows they don’t like him, and he thinks the tests they give are stupid. In fact, one day the teacher said she wanted to see what they thought about some life questions and about what they think is right and wrong. She gave them a little test and had them share their answers. Randy thought the questions were crazy:

• Is it ever okay to lie?
• Would you ever like to own a brand new truck?
• Have you ever stolen anything?
• Do you like to read comic books rather than story books?

When the students gave their answers, the teacher would respond with, "Very interesting. Can you explain that a little more?" It seemed like any answer was acceptable as long as students had good enough reasons.

Well, Randy thinks he has a good enough reason for fighting, and he’ll tell the principal exactly what is on his mind. Not that it will matter, though. Randy anticipates that he will be told—again—that he needs to stop fighting, "or else," and will be sent back to class. Suddenly, the principal calls his name. Randy lets out a tremendously heavy sigh as he walks sluggishly toward the door.

LESSONS AND PRINCIPLES

There is growing concern regarding the breakdown of the family and its effect on young children. There is also great worry about the increasing evidence of moral illiteracy and decline. Children are swimming in a pool of confusion as families continue to drown and as policy makers in the field of moral education continue to tread lightly so as not to offend anyone in our pluralistic society. The trend of the past three decades has been for people, including young children, to discover their own values within themselves. Processing feelings gained great importance. This resulted in the rejection of traditional values and morals. Both parents and schools have fallen prey to this philosophy. Now, adults, childish in their own morals, are teaching children in word and in deed. There is reason to be deeply concerned about the future generation: morals and values must be ushered in to save young people from the trespasses of today’s adults.

QUESTIONS FOR REFLECTION AND DISCUSSION

1. Describe Randy’s homelife and list the issues of concern. What are Randy’s biggest needs?
2. Is the reason that Randy is at the principal’s office simply because he was in a fight? Explain.
3. What is the school’s responsibility to Randy? Explore your answer by listing previous responses of the school staff and their view of moral education.
4. What types of intervention would you recommend for Randy? What are your reasons?
5. Is it possible, at this point, to develop resiliency in Randy? Discuss.

IMPLICATIONS

1. The family needs to lay the foundation for a child’s sense of purpose. The child needs to know that he or she belongs, is accepted, and is respected. It is from the parents that the child should understand the value of living morally. A strong sense of right and wrong begins at home.
2. Because children significant time in school, teachers and administrators need to take moral education seriously. Teachers should be good role models, acting with consistency, fairness, and respect. The commitment to disciplining with love is crucial to the child’s well being.

Valerie Kinnaman cCYS