Respect for Human Dignity

Respect for Human Dignity

            A group of preschoolers had gathered to watch a cartoon, “Rudolph the Red –Nose Reindeer.”  Suddenly Amelia burst out, “That’s wrong!  I don’t like Santa!”

I was just beginning to question the story myself, so I was quick to ask, “What’s wrong, Amelia?  What don’t you like?”

            “Santa made Rudolph cover up his nose.  Now he can’t breathe right!”

            Pausing the video, I told the children, “Amelia’s right.  It isn’t nice to make Rudolph cover his nose just because it’s different.  I think the person who wrote this story didn’t know that Santa would never make Rudolph do something like that just because he’s different.  Santa loves all of us, no matter what we look like.  If Rudolph’s friends don’t like his shiny nose, what do you think Santa would really do?”

            Just three- and four-years old, some of the children answered like this:

“He would say, ‘It’s okay.  I like him anyway.”

“I think he would tell everyone to play nice and don’t worry about his nose.”

“He would say, ‘Don’t worry, Rudolph, your nose is pretty.’”

            The irony, of course, is that Santa himself is an imaginary character.  But knowing that, for children, he is a metaphor for unconditional love, I felt it important to defend his image.  It was gratifying to see that the children quickly picked up on the error of the story.  It meant to me that they were grasping the significance of human dignity.  I was anxious to affirm it.

            Every person, by virtue of birth, has dignity.  In other words, every person has an innate right to be treated with respect.  If all people knew this and were guided by its relevance, I believe there would be no more violence toward one another.  Reality is: that’s probably not going to happen.  However, we can minimize violence by teaching our children about human dignity.

            The first step is to recognize dignity in ourselves and in our children.  Rules such as using a respectful voice when speaking to parents, holding a door for a grandparent, or answering when being addressed show children that you expect their consideration because you deserve it.   At the same time, reaching out to children with care models for them how they can expect to be treated by others.  It also clearly shows how you expect children to behave toward one another.

            It is important to remember that human dignity is a quality that can never be lost.  It can be overlooked.  It can be forgotten, but everyone always has dignity and always deserves respect.  When we hear someone criticize, “He’s lost all dignity,” we need to revise that in our own minds to say, “He’s forgotten he has dignity.  How can we remind him?”

            When a person falls on hard times or is consistently mistreated by others she can become distracted by her pain and struggle.  Over time, she is apt to forget how valuable she actually is.  She might begin to act undignified.  But we shouldn’t be fooled.  Her dignity is still there; it’s just been misplaced. It takes a loving person to help her find it again.

            Human dignity is a complicated concept for small children.  It is one that can be “caught” faster than “taught” when we model it for them as they grow and develop.  When we help them learn acceptance and reverence for all people, they will come to recognize their own dignity and they will demand respect.

Rudolph’s Happy Night
(From Peacemakers: The New Generation, Ages 3-5, page 38)

Materials:  Jingle bells for each child, recording of the song “Rudolph the Red Nose Reindeer”

Purpose:  To help children learn to accept differences and respect human dignity.

Gather in the Circle of Peace.  Sit down.  Tell the children that you are thinking of a story about a reindeer named Rudolph. (Note: Though this is traditionally a Christmas story, it can be told at any time of the year.) Many children will recognize the story.  Lead them in telling it through questions:

• What was different about Rudolph? (He had a red nose.)
• What color were the other reindeers’ noses? (Black)
• How did they feel about Rudolph? (Many acceptable answers.)
• What did the other reindeer do to Rudolph? (They called him names.)
• Did they play with him? (No.)
• Oh, dear!  Was that a friendly way to be? (Accept children’s answers.)
• Then what happened one Christmas Eve? (It was foggy and the reindeer couldn’t see.)
• Was Rudolph able to help? (Yes.)
• How did the other reindeer feel about Rudolph after that? (They loved him.)

This is a happy ending!

Pass out jingle bells.  Invite the children to stand and sing the song.

• Shake the bells during the beginning lines.
• Stop the bells and look sad during the lines about the mean reindeer.
• Put the bells to rest on the floor and shake a finger to “tell the story” about one foggy night.
• Change voices for Santa’s words.
• Pick up the bells and dance in circles for the happy ending!

Reproducible for classroom use only. Copyright 2007 E.T.Nedder Publishing

What’s Fair?

(From Peacemakers: The New Generation, Grades 1-3, page 19)

Materials: Several blindfolds, several pairs of mittens (oven mitts will work, but no gloves), a piñata filled with individually wrapped candies (a brown paper bag can substitute for the piñata) and hung in the vicinity, a pole to break the piñata,

Purpose: To experience respect for human dignity and acceptance of differences.

Gather the children in the Circle of Peace.  Remind the children of the rules for playing the game safely.

Rules:

• Each child will be given three tries to break the piñata.
• The others must stand back to avoid being hit by the pole.  (You may want some volunteer spotters.)
• When the piñata first breaks open, everyone FREEZES until they hear the signal.
• When and ADULT yells “GO!” they can dive in and pick up as much candy as they can hold.
• It is unfair to grab candy from another’s hands.
• When all the candy has been picked up, the children will return to the Circle of Peace and be seated.

Before playing the game, randomly pass out blindfolds and mittens to various children.  Tell them that they are to wear these props throughout the game.  Help them put on the blindfolds. Note that some children will have no props.

Play the game.  Children take turns, one at a time, swinging the pole at the piñata, hitting it until it bursts open and the candy falls to the ground.  Traditionally the child swinging the pole is blindfolded.  In this game, if the child has not already been blindfolded, he will swing without it.

After the game, return to the Circle of Peace.  Tell the children they can remove their props. Without noting that some children have more candy than others, ask how they feel about the game.  Are they feeling happy? Sad? Angry?  Why?

Was it fair that some children couldn’t see?  Was it fair that some children couldn’t pick up the candy easily?  Is there any way the children can make the outcome fairer?

Express appreciation to the children who voluntarily share their candy.  Ask if anyone can guess why you played the game this way.  Was there a lesson?

Help the children realize that not everyone in the Family of God has the same abilities. We all have different physical attributes.  Some people can get things more easily than others.  But one thing we all have is dignity.  And dignity gives us the right to be respected and loved.  God likes to see us help one another and share with one another. 

Ask if the children can think of examples from life that might be like the piñata game they just played.

Reproducible for classroom use only. Copyright 2007 E.T.Nedder Publishing

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