New York City is requesting that the state assessments be written to avoid subjects deemed taboo. A list of 50 topics has been submitted, and those topics are to be avoided on the test. The rationale? The topics may in some way make kids feel bad, bringing out unpleasant emotions.

So what are the topics? Here’s a short list: divorce, dinosaurs, video games, birthdays, Halloween, dancing, poverty, wealth, diseases, junk food, homelessness, witches, aliens, celebrities, homes with swimming pools or computers (though schools with swimming pools and computers are acceptable topics), terrorism, personification, slavery, popular music, and anything that would depict a disrespect for authority or authority figures.

They say they’re concerned about questions or test items that might make kids feel bad. For example, a kid who doesn’t have a computer at home might feel bad if he reads a test question about a kid who does have a computer at home. A Jehovah’s Witness child might feel bad if she reads a question about birthdays because Jehovah’s Witnesses do not celebrate birthdays.

The problem with this list is that it is a type of censorship, despite what these education officials say. In addition, these are topics that we all deal with in our everyday lives in one way or another. If these questions aren’t allowed as state assessment items, does that mean these topics are not going to be covered in class?

A huge part of our job as teachers is to teach students to think critically, to be able to think for themselves rather than to take everything they’re told as the end-all, be-all. If we do our jobs correctly, students will be able to take information, analyze that information, and make their own decisions about issues. Typically, critical thinking involves controversial topics. After all, how much critical thinking can one do about an issue that isn’t controversial? If these issues aren’t addressed at school or aren’t addressed on state assessments, how are students supposed to learn to think critically?

We don’t have to be rude or crude; sensitive issues can be handled in a delicate manner. The fact is we live in the world. We cannot live in a bubble. We have to be able to make decisions about controversial topics. We have to know how to handle situations that might make us uncomfortable or might evoke emotions that are unpleasant. We learn to handle these types of situations through our experiences, both at home and at school. Those of us who are adults have already learned these things. If we fail to teach our children, our students, then we have done a serious disservice to them.

Political correctness has gone overboard in this country. We don’t have to be insensitive, but we can’t ignore issues that are prominent in this country. We have to teach students how to think so they can make decisions when they are adults. Creating a list of topics that can’t be covered on state assessments just because the topics are sensitive or just because uncomfortable emotions might be evoked is a step backwards.