TEACHERS TALKING
Talk 4 – Living in the Virtual Neighbourhood
Since the naming of the Baby Boomers, every generation has spanned approximately 15 years. Previous generations were labelled around a single event, such as ‘The Millennials’, who were defined by the start of the new millennium. Others, by the normal alphabet – Generations X, Y, Z. It was then accepted that the Greek alphabet be engaged. Hence, in 2010, Generation Alpha was birthed, shaped in the 21st Century. Alpha was chosen to signify the next cohort, not “a return to the old” but “the start of something new” – to signify the new world in which they will be shaped. [1]
These children have only ever lived in a time where a screen is linked to interaction and connection. My grandsons, who are between the ages of seven and eleven, are called “tweenies”, a term defining the period between childhood and adolescence. This relatively new culture of ‘tweenies’ is evidence of being ‘older’ at a younger age for today’s emerging generations. A comment was made that they are children presenting with an adult manuscript. In this stage, children often get their own smartphone. “Social media has been integral to the development of tweens … who are actively engaging on websites, being creative on TikTok, uploading their own YouTube videos and connecting with friends on Instagram and Facebook.” [2] These present challenges to both parents and teachers, who complain that students are glued to their devices and managing the amount of screen time is a constant battle. At a deeper level, the devices are changing the way we all do relationships.
A core truth of the Christian faith is the incarnation – the Son of God took on flesh and dwelt among us. To other religions, such a concept is considered inconceivable or even at worse, blasphemous. Yet we are in danger of leaving behind the outworking of this truth in our lives. The resurrected Jesus calls His people to an embodied lifestyle where human engagement is governed by the principles of loving relationships. However, digital technology has led to a disembodying of human engagement, with more connection to people from all over the globe, through screens, rather than face to face with those who are close-by.
Digital tools have dramatically changed the way our students communicate, and this has a significant impact on relationships. Communication through social media is a disembodied form of communication, which can lead to a lack of intimacy and the illusion of companionship without the demands of friendship. As cyberspace is a frontier without boundaries of time and space, the normal boundaries of person‑to‑person communication can be easily violated and the technology can intensify the power of evil and brokenness. This can be seen in the frightening numbers of young people who feel they can say what they like to others on social media platforms. Difficult things that might have been said to another person face‑to‑face are now publicised for others to see.
The ‘pile on’ received from an indignant mob of peers and being cancelled as a friend at the press of a button can be shattering for young people. Social media has expanded the reach of shaming, stripping away a human context and leaving a permanent trail of broken people and friendships. Cyberbullying is diminishing and destroying the lives of many young people. Charles Taylor says, “The idea of disengagement defines a certain – typically modern – notion of freedom, as the ability to act on one’s own, without interference or subordination to outside authority …. Is woven into a host of modern practices.” [3] Digital technology has lent great weight to this disengaged image of the self and has contributed to the objectifying of people.
We constantly come back to the truth that in our school and class culture, we need to continually focus on building communities where grace, forgiveness, truth and acceptance characterise relationships. Children need to own their wrongdoing, apologise and restore relationship with others. Encouragement is to be practised where teachers can build courage into their students by speaking the truth in love. Stories need to be told about the nature of loving personal relationships and true friendship, as these principles apply the same in the virtual world. We need to articulate the joy of being able to do things together and teach the art of being present with one another.
Teachers need to approach digital technology by not just helping students to acquire skills to use it, or cyber-safety skills, but by making them aware of how these tools can shape the way they are a neighbour to others online. It is possible, while being in the physical presence of others, to not be present, but communicating in the least human way, through a device, with others. It is vital that our students are trained to live faithfully in a technology‑saturated world. They need to learn not to treat technology as a means to construct their own reality, but rather as a gift from the Saviour to bless others. Through their learning, they can explore what it means to be good stewards of digital technology, where they can use it to be creative culture makers who reflect the love of Jesus. What service projects can your students engage with that enables them to be involved in digital communication that builds up others?
Teachers and students are to be God’s people, living under His rule, in the place where they are planted and being loving neighbours for Jesus’ sake. This is to overflow to being responsible and loving digital citizens.
“Do not let any unwholesome talk come out of your mouths but only what is helpful for building up others according to their needs, that it may benefit those who listen. And do not grieve the Holy Spirit of God, with whom you are sealed for the day of redemption. Get rid of all bitterness, rage and anger, brawling and slander, along with every form of malice. Be kind and compassionate to one another, forgiving one another, just as Christ in God forgave you.”[4]
Grace & Peace
The Excellence Centre
[1] Mark McCrindle & Ashley Fell with Sam Buckerfield, Generation Alpha – Understanding our Children & Helping them Thrive, (Sydney: Hachette Australia Pty Ltd, 2021), 25
[2] Ibid, 27
[3] Charles Taylor, Philosophy Papers, Vol 2 – Philosophy & the Human Sciences, (Cambridge: Cambridge University Press, 1985), 4 – 5
[4] Ephesians 4:29-32