Courage in the Classroom

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Abstract
The achievement of educational goals through classroom instruction often requires the teacher of psychology to display a special kind of courage. This courage demands a quality of mind and action that not only enables the teacher to meet problems and issues with firmness, conviction, and persistence, but also to initiate them despite student resistance. Challenges to such courage abound. They are involved in lecturing, questioning, discussion; in treating controversial and socially sensitive issues; in bringing a historical perspective to the students' understanding of psychology; and in working with the attitudes students and teachers bring to the classroom. The courage to meet these challenges must go beyond a theoretical, abstract conviction of its necessity. Such courage requires direct action.

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