November 22, 2019
The theology curriculum at Fenwick brings together all students to ponder important issues.
By Brother Joseph Trout, O.P.
Determining the “best” is a notoriously complicated task. Is the best team the one with the most wins? The one with the most potential? The one that wins the last game? The one that won the most consistently?
This is no less challenging in classes. Are good students the ones with the best scores; with the clearest understanding of the material; or with the most original thought? What of those who ask the best questions? The list goes on.
As a teacher of morality, the task becomes even more complicated. Some students are standouts, not because they always get the questions right on the tests, but because they have lived through difficulty and grasp immediately the significance of moral issues. Others have a deep, personal commitment to faith and justice: They innately grasp what it means to be good and raise the level of discussion, but can’t always explain their convictions perfectly. Others still have a nuanced grasp of ideas and ace the tests but demonstrate no real commitment to enacting justice in their lives. Which of those is the best?
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