Perhaps you’ve heard of this hypothetical problem in
ethics. A runaway train is racing down
the track toward a group of five people tied to the tracks, unable to
escape. There is a side track, and you
are standing some distance away by a lever that, once flipped, will divert the
train to its other route. Unfortunately, on the detour, the train will run over
a single person who is tied to the tracks and helpless to escape. What should
you do?
I’ve been thinking
about this problem as I contemplate the education cuts in Oklahoma. Those cuts are like the train and public
education is being held prisoner on the tracks.
Even if there were a switch to divert the train, someone is still in its
path.
Our superintendent
sent out a survey last week asking for input on how our district should handle
the half million dollars in cuts that we face next year. Increase class size?
Cut transportation? Cut athletics? Scale back central office, counseling, and
library services? Cut fine arts offerings?
Go to a four day week? Trying to rank the possibilities from least to
most onerous was difficult. If I flip the lever, the train simply runs over
someone else.
When I introduce my debaters to the concept
of value/criteria in Lincoln-Douglas debate, I try to explain to my students
how we make decisions in life based on what we value. For example, if we have to choose between a
hamburger and a salad for lunch, we might choose one if we value taste and the
other if we value our arteries. As I looked at the list of possible budget
cuts, I had to think carefully about what I value. I am a fine arts teacher, and I want our
speech and drama program to continue.
However, if we go to a four day week, the least paid workers in our
district are the ones who will bear the burden and it will impose another cost
on families who have to find day care for their children who would normally be
in school five days a week. Students
deserve a library and the chance to read good literature. But if we prioritize the library over smaller
class sizes, will students be able to practice and get feedback on the skills
that make them literate, critical thinkers once teachers are overburdened?
Former students ask me
how they can help. I have no answer. I
don’t know that there is anything we can do as the train bears down on our
schools. I want to think that if we can weather this round of budget cuts until
the election, the electorate will choose leaders who will make more responsible
decisions and help us rebuild public education.
Is there light at the
end of the tunnel for Oklahoma public education? Right now, the correct answer
is either “No, because budget cuts have forced us to unscrew the lightbulb” or “Yes,
but it’s the headlight on the train.”
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