PRINCIPAL
24 ibid ( p . 32 ) 25 Carl Trueman , ( 2020 ). The Rise and Triumph of the Modern Self : Cultural Amnesia , Expressive individualism , and the Road to Sexual Revolution , ( p . 405 ). 26 Sherry Turkle ( 2012 ) ( cited in Patrick Deneen , Why Liberalism Failed . Yale University Press : New Haven , p . 95 ). 27 Kristjan Kristjansson , ( 2015 ). Aristotelian Character Education . Routledge : Oxon , ( p . 31 ). 28 Nietzsche ( cited in Rabbi Jonathan Sacks ( 2020 ) ‘ Morality : Restoring the Common Good in Divided Times ’. Hodder & Stoughton Ltd : London . 29 John Carroll ( 1993 ). Humanism : The Wreck of Western Culture . Harper Collins : London , ( p . 56 ). documents . From our Memorandum and Articles of Association , we have identified three values that have always been present in the life of the College , namely , respect , responsibility , and reverence . The Council and Executive Team have worked tirelessly over recent years to define each of these values for our community , and the following statements represent these efforts :
RESPECT
We believe in the inherent value and dignity of every person . We encourage each boy to listen to , understand and appreciate the needs and views of others and to forge lasting relationships regardless of religious , cultural and social backgrounds .
RESPONSIBILITY
We believe that every person is responsible for their life , actions and decisions . We encourage each boy to make the most of every opportunity and to use his gifts and talents in the service of others .
REVERENCE
We believe we are part of something bigger than ourselves . We encourage each boy , through our Christian traditions and the example of those who have gone before us , to embrace a spirit of reverence that awakens awe and wonder .
Importantly , these values provide an excellent framework to progress the character formation of each boy . Under the value of respect , we can explore with our boys that in respecting someone , we must have the courage ( virtue ) to be honest ( virtue ). In considering responsibility , we can explore the importance of gratitude ( virtue ) and that we have a responsibility to be thankful for what we have . In learning about reverence , once we understand our place in the world , we realise we are quite small and here humility ( virtue ) can be explored . Most importantly , the purpose of moral inquiry ‘ is not to know what the virtue is , but to become good , since otherwise the inquiry would be of no benefit at all ’ 24 .
The three values provide ample opportunity for virtues to be cultivated . Importantly , our three Rs ( Respect , Responsibility and Reverence ) are memorable and , when integrated into all learning experiences , our values will unite our journey and provide the foundation for the formation of each boy ’ s character , where excellent qualities will equip him to live a good life .
In supporting our boys to become good men , I want to highlight the critical importance of our united or shared passion for character formation . Given our ‘ moral consciousness is very much shaped by our community ’ 25 we cannot underestimate the influence of each member
of the Scotch Family . Furthermore , in acknowledging that the root of the word community literally means to ‘ give among each other ’, scholars have noted the practice of community requires ‘ physical proximity and shared responsibilities ’ 26 . Our journey must be one where each member of the Scotch Family embraces our Purpose and commits through the gift of service , to playing their part in our village as together , we seek to raise good men .
CONCLUSION
In describing the importance of teachers and all members of the community in building a consistent language and modelling of virtues , Kristian Kristjansson noted that ‘ the ideal breeding ground for character is a community in which a vision of the good life is at least broadly shared ’ 27 . I believe the Scotch Family has a vision for the life that we want for our boys and our community . As with the inspiring true story of The Boys in the Boat , we have a shared purpose that clearly outlines our commitment ‘ to forming enlightened learners of good character , committed to shaping a better future ’.
We have an exciting journey in front of us . Next year we will share with the Scotch Family our plans that will ‘ light the way ’ for the coming years . Importantly , our plans address the feedback gleaned from stakeholders since 2021 , retain and further reinforce our foundations and , importantly , provide a clear light to brighten our future , with our boys ’ holistic growth remaining at the forefront of all we do .
In contemplating a journey without a commitment to character formation , we should , perhaps in this case , heed the thoughts of Nietzsche . Writing well over 100 years ago , Nietzsche believed that truth would always be the casualty when a society failed to maintain an agreed basic moral code 28 . Our focus on character formation ultimately seeks to value and uphold the profound nature of truth ; to build each conscience in a manner ‘ which does not allow man to suppress within himself what he knows ’ 29 .
Our Christian heritage calls us to love others unconditionally and , in this way , provides the vehicle by which all people can be included and united in this exciting and important journey . Our Christian foundation continues to offer a compelling vision of the good life for our boys , and provides an overarching compass for their moral formation .
Scotch is a wonderful school . Let our journey be one grounded in conversations about meaning , purpose and ultimately , what it means to flourish . Let us remain steadfastly committed to the values that have served us for over 173 years . For God , for country and for learning .
DR SCOTT MARSH – PRINCIPAL
10 Great Scot Issue 172 – Edition 2 2024