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0 of 3 Premium Clicks used this month SUBSCRIBE Print + Online Subscriber Activation | Register x Forgot Password | Need an Account? subscribe | newsletter | deals Classifieds Jobs Autos Real Estate FEATURED » NEWS NOW Chris Honoré: Reality television and the GOP primaries ... Mural of rescued horses to be unveiled in Talent ... Designer creates spaces for people to have experiences ... Chris Honoré: Reality television and the GOP primaries ... Mural of rescued horses to be unveiled in Talent ... Designer creates spaces for people to have experiences ... TEACHER'S TIPS A connection between Charlie Hebdo, MLK and the classroom Comment By Paul R. Huard DailyTidings.com By Paul R. Huard Posted Jan. 26, 2015 at 3:36 PM By Paul R. Huard Posted Jan. 26, 2015 at 3:36 PM » RELATED CONTENT • More to college admissions than just grades and test scores • Teacher's Tips: Second — and third — chances are there for students... • Every minute counts, so make punctuality a habit • Your child's best best bet for success? It's you » Social News As I sat down to write this month’s column, I was struck by the idea that the times called for something more than additional advice on how students can be academically successful. Two things weigh on my mind. First, I am still in shock from the deadly Jan. 7 terrorist attack in Paris on the editorial offices of Charlie Hebdo, a satirical newspaper whose pages regularly demonstrate the breadth of freedom of speech enjoyed in France, the nation that gave the world the rights of man. Terrorists killed 12 people in cold blood. Second, January marks the time when our nation celebrates the life and legacy of the Rev. Dr. Martin Luther King Jr. Despite all the wrongs King suffered because of inequality and bigotry, he still loved the United States, trusted in its founding ideas, and believed in the promises of just government and equal rights expressed in our founding documents. What’s the connection? What does this have to do with an educator? It’s often controversial to express a satirical opinion or pursue civil rights. It can make people uncomfortable. Sometimes, it can even make people angry. At its best, so will an excellent education presented by an excellent teacher. You see, educators are in the business of bringing uncomfortable ideas to their students. That ranges from admonitions like “You aren’t working hard enough — you can do better” to presenting ideas that transcend the boundaries of upbringing, locale or tradition. For example, I teach history and literature courses — a double opportunity to offend. How can I teach the history of antebellum America and slavery without making people uncomfortable? In fact, I submit that there are aspects of that period of history that should make people uncomfortable. Some might argue it would be easier to simply avoid controversy, a tactic often used by some teachers and administrators simply to avoid public outcry. Yet, learning and discussing controversial issues in school helps students become more informed and more active citizens, often making them more likely to vote in later life, support basic democratic values, perform charitable work, and have a stake in their community. Is it my job to tell a kid how to vote, how to worship, who to marry, or how to live? My answer is an unqualified “no.” Do I recognize the right of parents to guide the ethics, morals and faith of their children who attend public schools? My answer is a hearty “yes” — and I expected teachers to respect my parental rights when my son attended Ashland schools. However, there is an old saying that states that minds are like parachutes — they work best when they are open. It is certain that Ashland students, parents, school board members, administrators and teachers live in a nation where the opportunities to open one’s mind are vast. Dr. King saw the link between civil rights and the expansion of minds. In 1955, King told an audience, “We are here also because of our love for democracy, because of our deep-seated belief that democracy transformed from thin paper to thick action is the greatest form of government on earth. And certainly, certainly, this is the glory of America, with all of its faults. This is the glory of our democracy. If we were incarcerated behind the iron curtains of a Communistic nation, we couldn’t do this. If we were dropped in the dungeon of a totalitarian regime, we couldn’t do this.” In other words, one of the beauties of this nation is the uncomfortable habit of teaching controversial issues, and to do so is part of what keeps our democracy healthy. When schools present ideas that are unpleasant, uncomfortable, even controversial, the goal is to help students engage in thoughtful, civil and productive discussions about the world around them, a world that won’t always present the same ideas that many students hold dear. That goal might be one of the important things ever achieved within the four walls of a classroom. A former reporter who covered politics and government for newspapers in California and Oregon, Paul R. Huard teaches social studies and English courses at Ashland High School. The opinions he expresses are his own.         By Paul R. Huard DailyTidings.com By Paul R. 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