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Part #4...
And remember High School? What about that unwritten law that everyone knew about? No matter what another student did, you just never ever "ratted them out"...This is typical adolescent "group think", but as most of us mature, ethical choices become more complex and less "black and white." (Unfortunately, some people never grow out of the adolescent stage!) Think about your personal ethical values. While you probably don't really want to "preach" to your students, you DO want them to reflect about the decisions that they may face as practitioners representing the Craft. So...There they sit. Students at many different stages of ethical thinking.-and you, the Teacher-are about to teach them Magick! ("Calm blue ocean," think "calm blue ocean"...) Finding The Meaning Behind The Words: Well, don't I wish that I had the definitive word on this one! The truth is that each and every person must find the answers to ethical questions within themselves. Nevertheless, we all will come to a point somewhere in our lives- and most certainly in our magickal practice-where we must make a decision on a course of action. We will face what is called an "ethical dilemma". How will we handle this? What should we, as Witches, Wiccans and Pagans, take into consideration? As a Teacher, you will probably begin with a general discourse on the Wiccan Rede, Hermetic Laws or a similar code of ethics. This will be something that is either relevant to you personally or reflective of the code of behavior that is inherent in your group, Tradition or coven.
In Christianity, the hard question is "Who IS my neighbor?" The question is "hard" because the injunction given is "To love your neighbor as yourself". How well Christians have answered this question, we will leave for them to address. We have our own problems... In Wicca, the tough one is, "An it harm none, do as you will." Who are the "none" that we should not harm? Our covenmates? Our Pagan brothers and sisters from all Traditions and Paths? The whole world? Do WE have "neighbors" to think about? Are you sorry that I brought this whole thing up yet? Perhaps the first place to look in determining what is right or wrong is society. Almost every society makes some determination of morally correct or ethical behavior. In some countries, a determination of what is right or moral is tied to religious strictures. In societies that are more secular, the influence of religious beliefs may be less obvious, but still a key factor. "Life, liberty, and the pursuit of happiness" represent some American values. Individual relationships, families and communities-any time that you are involved with other people- all necessitate a foundation of trust and security. A similar code of ethical behavior toward one another helps to establish a bond of trust-you can depend on certain boundaries- and a sense of security-there is a level of safety within the community that enables you to go about your business relatively free from interference. How Does One Make An Ethical Choice? It is never easy, nor should it be. What we do ultimately reflects on who we are. We owe it to ourselves-and those around us- to think long and hard on these "tough" choices. That person in the mirror is always YOU.
Were not attained by sudden flight, But they while their companions slept Were toiling upward in the night." --Henry Wadsworth Longfellow
TEACHERS: Ask your students if another person has ever "rushed" them into making a decision only to find out later that the situation was "Not As Described". How did they feel about the choices that they made? While in school, did they ever know about an incident but 'didn't tell"? Would they make a different decision today?2. Think about alternatives.--Run different scenarios through your mind. What may happen if I do this? What about.....?? What outcome are you looking for? What are the ways to approach this decision that may best achieve this result? Who ELSE is involved? Will they support this decision? Will this help-or hinder- finding a solution to the problem?
TEACHERS: Give your students a magickal "ethical" dilemma (spellwork or interpersonal conflicts immediately come to mind!) and see if they can come up with at least five alternatives. Discuss them in class. Is there a "best" choice"?3. What are the guidelines?--What principles do you hold dear? What about self-respect? Would this decision affect another's free will? Would they have consented to this decision? Would they be harmed? What do I owe in terms of respect to another human being? Would I be preventing harm? Is this the best choice for all concerned? Is it fair? What if the situation was reversed? Would I be happy with the results of the decision if this was ME that was on the other end of things? What has happened in the past that may affect the decision making process?
TEACHERS: Have students answer the above questions. Then ask them what they think a person such as Ghandi, Lincoln or King would have done in this situation? (Now ,I'm not saying any of these folks actually was a Witch...but then again, that Lincoln guy....) What about a God or Goddess? What do Their myths say about something similar to this? Did this exercise change the students' original decision?4. Test your limits.--If the situation changed, would my decision still be valid? Am I setting a good example? (Teachers, are you?) Those great men cited above held to their ethical standards and paid the price for it. Am I sure enough of my own ethical decisions that I would be willing to do the same? Will this decision change how I feel about myself? If everyone acted this way, would the world be better or worse? Does it just seem like the right thing to do? Don't discount that inner voice! (Check your solar plexus..."Am I just hungry or is my body trying to tell me something"?)
TEACHERS: Ask your students" "What IF everyone acted this way?" What kind of future would such actions bring into being? Is that future the one that we really want?5. O.K.--Make your choice. You will have to live with it. You will certainly learn from it. This means accepting responsibility for your choice. It also means accepting the possibility that you might be wrong or that you will make a less than "ideal" decision. The object is to make as good a choice as possible with the information available.
TEACHERS: Do your students feel a little better equipped to handle ethical decisions now? Have they perhaps been able to "walk a mile in another's shoes"? Have they discovered that rational thought on issues tends to diffuse conflicting desires and make some choices easier? 6. You can't make someone else's choices. No one can make yours for you.--'Nuff said? Teachers can guide students in techniques, but ultimately your ethical decisions-like your Magick-comes from within. Who you are- and who you will become- is something that only you determine. It really is YOUR choice...
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