Most classes spend their time filling out worksheets, memorizing historical dates and completing mathematical equations. Few teachers attempt to reach beyond acquisition of the most basic knowledge.

However, if utilized properly, the classroom can become an arena for intense thought and lifelong learning. In keeping with this view, Greg Stobbe’s junior English honors class has been engaged in a year-long quest for truth.

“Students are often never challenged to express their beliefs,” Stobbe said. “My challenge is to press them to solidify and internalize their convictions.”

In the minds of many people, the search for truth is consigned only to philosophers and PhDs, let alone high schoolers who are often stereotyped as vapid and apathetic.

“I think people really tend to underestimate high school students,” Stobbe said. “Many of them are already searching for truth on their own; someone needs to be there to encourage them to keep striving.”

Students appreciate the chance to express their beliefs in class.

“Learning about truth has been a really good way to reinforce what I believe,” Andrew Kaiser, ’05, said. “In that class, I’m able to discover things about myself that I’d never even realized before.”

Students recognize that the impact of this unit will reverberate long after high school is over.

“I think it’s really good to do this in class,” Esther Tarudji, ’05, said. “After doing all of this, I’ll be much better able to defend my faith when someone asks me about it.”

For others, however, the hard work the class requires holds little meaning.

“We keep switching objectives in that class!” Victor Cabias, ’05, said. “Just when I think I finally get it right, I find out that the assignment has changed. The class really frustrates me; I can’t see myself using anything I learn there in the future.”

As students struggle to express their unarticulated beliefs, Stobbe tries to keep from influencing them with his own ideas.

“I try not to let the students know what I think,” Stobbe said. “I don’t want to be a biased adult trying to influence students with my own agenda. I want them to think on their own.”

In culmination of the knowledge they have acquired, students will be required to argue their beliefs on truth and morality during a grade-determining debate in April.

“I’m looking forward to our big debate,” Brandon Diaso, ’05, said. “It’s going to be really hard, and it’ll take a lot of preparation, but I know that it will be really interesting and worthwhile.”

For more information on the class, contact Stobbe at 297-9464, ext. 151.