Policy Manual

For access to the Google document, click here.

Policy IMB

American academic tradition stresses the free contest of ideas as a vital element both in the development  of curriculum and in classroom teaching. 

Training in reflective and responsive thinking may be incorporated in course offerings at all grade levels.  This training is impossible, or at least severely hampered, if the community does not respect the  principles of freedom and recognize that dissent does not necessarily mean disloyalty. However, one  form of dissent which is incompatible with freedom is that which attempts to end freedom. Irrational  fears do just this, and thereby may block the school in its efforts to handle controversial issues in an  atmosphere of freedom and thoroughness. 

1. It is the responsibility of the schools to make provision for the study of controversial issues. 

   • The policy on controversial issues should be defined in terms of the rights of  students rather than in terms of the rights of teachers. 

   • The study should be emphasized in the high school, when most students are mature  enough to study the significant controversial issues facing our society. 

   • The study should be objective and scholarly with a minimum emphasis on opinion  and a maximum emphasis on facts and critical thinking. 

2. In the study of controversial issues the students have the following rights: 

   • The right to study any controversial issue which has political, economic, or social  significance and concerning which (at the appropriate level) he/she should begin to  have an opinion; 

   • The right to have free access to all relevant information; 

   • The right to form and express opinions on controversial issues without thereby  jeopardizing relations with the teacher or the school; and 

   • The right to study under competent instruction in an atmosphere free from bias and  prejudice. 

3. The teacher employs the same methods in handling controversial issues as characterize the best  teaching at any time. 

   • The teacher, in selecting both the content and the method of instruction, is mindful of  the maturity level of the students. 

   • The teacher has assured him/herself that the controversial subject to be discussed  belongs within the framework of the curriculum to be covered, that the subject is significant as well as meaningful for the students, and that through the discussion,  students will have the opportunity to grow. 

   • The teacher handles the classroom presentation in ways that will ensure a wide range of  information and interpretation for the students’ consideration and strives to present a  balance among many points of view. 

   • The teacher does not use the classroom as a personal forum. The teacher has the right to  identify and express his/her own point of view in the classroom as long as he/she indicates  clearly that it is his/her own. 

   • The teacher emphasizes keeping an open mind, basing one’s judgment on known facts,  looking closely at facts to evaluate them in terms of the subject under discussion, and  being ready to change one’s opinion should new facts come to light. 

   • The emphasis always is on the method of forming an opinion as much as on the opinion  formed. 

Adopted: 11/13/19

*Please excuse any formatting errors.