Setting the right example

Allowing the debate for one of the most powerful positions in the world to degenerate into a reality television show is a sad reflection of the depth to which acceptable standards of professional dialogue has descended.

What is even more frightening is that millions of people looking on identify with such behaviour, even encouraging and supporting it.

A highly developed, technologically advanced country with one of the highest standards of living in the world, the USA is certainly demonstrating the poor quality of its social fabric in this election campaign.

Here at home we are frequently reminded that the conduct of people in high office is not worthy of emulation by the nation’s children.

Unfortunately, the desire for fame and power causes people to descend into modes of behaviour that were once frowned upon and would have been considered unthinkable.

From sports personalities to politicians, we witness on a daily basis conduct in the full glare of the public that is unworthy of emulation by our young charges.

The explosion of communication technologies has broadened the range of influence of these exemplars to the point that such conduct is now considered normal and has become socially acceptable.

This poses a unique dilemma for the nation’s teachers, for they are required to condemn such behaviour as part of their mandate.

However, children are confused by the standard that is being practised in the wider national community and what they are being told at school.

Such negative behaviour, if reinforced by the other education institutions, force children to ignore the guidance of the teacher and this leads to situations of conflict.

While all schools would have been asked to develop discipline matrices, based on certain nationally accepted standards of behaviour, the informal and formal socialisation of our children has seen a widening gap between what is considered acceptable in school and what isn’t.

This state of affairs leads to a deterioration in standards of discipline at the nation’s schools, with ever more time having to be spent by teachers on this social dimension of schooling.

Parents sometimes challenge provisions of the discipline matrix, citing the behaviour of very prominent citizens to support their arguments.

What is even more disconcerting is that such prominent people are fully aware that their negative and sometimes antisocial behaviour is easily emulated by the young ones, but are loath to understand their social responsibility to contribute to the building of a social order that is defined by principles of peace, justice, respect and tolerance, among others. Our children look on as parliamentarians hurl insults at each other at the top of their voices in total contempt of the institution of Parliament.

They look on and learn that it is alright to break the law when you are in positions of authority because there will be no punitive consequences.

They look on at the inability of supposedly educated, mature adults to engage in professional dialogue on issues without descending into personal attacks and verbal abuse.

They look on at the inability of leaders to agree to disagree or resolve conflicts without resorting to verbal violence and character assassinations.

Such behaviours bombard them constantly from a very tender age.

It is inevitable that they would imbibe such behaviour because it seems to be the norm.

Unfortunately, when they come to school, teachers attempt to impose a different order – the result, rebellion and n o n - compliance.

We all need to change the p a r a d i gm and set a better example.