Why should we be allowed to pose discussions about controversial topics in classrooms?

Hope Carrasquilla was the principal of Tallahassee Classical School and is recently under criticism for her choice to teach an art history lesson. This lesson included various pieces, like Michelangelo's "David" statue, "The Creation of Adam," and "Birth of Venus”, which are known for their inherent nudity.  Parents of the sixth-grade class have complained and consequentially, Carrasquilla has been fired. While her replacement may seem overboard, many parents were not notified of the ‘vulgar’ art beforehand, which Carrasquilla has sincerely apologized for. 

Topics like the death penalty, sexual orientation, or abortion are often shied away in classrooms. While the posing of such discussions may incite critical thinking skills and to expand personal values, ideologies with ‘radical’ lining will disrupt the classroom dynamic. Teachers must establish the fine line between a discussion between peers and a free-for-all. Allowing students to follow these established rules, pose questions, and respond will further the learning activity. However, both context and exigence need to be agreed upon for positive interactions to occur.  

Often, pieces of art that feature obscene traits are criticized, as seen by the parents of Tallahassee Classical School. Parents and guardians have the right to be concerned about their children, as at that age, their maturity level has not fully developed yet. 6th grade is too early for students to be able to comprehend such complex pieces; as the years go on, students should be exposed to more complex topics to accelerate their minds. Throughout this activity, teachers take upon the essential role of teaching them how. A good discussion relies on the inability to provide a ‘correct’ answer, so educators must explain ways students can expand their thought processes. Succeeding in this allows for the procession of the curriculum. 

In several instances, exigence plays a greater role in determining whether students should be first introduced to ‘controversial’ topics. A math student learning about the Angle-Angle-Side theorem does not need to participate in the morality of the death penalty. The separation of morality and nature between subjects will prove crucial in making classroom discussions more natural. English teachers have the qualifications for posing questions about the morality of a topic like abortion, as they excel in analyzing situations and increasing understanding. On the other hand, science teachers are able to discuss the nature of abortion. The science is resolute, and this information can be provided by science faculty as a way to progress the curriculum.