Public Education: Start Again

If you could start from zero, what would public education look like?

Posts Tagged ‘learning’

We Are Not Alone!

Posted by Stephen Dill on February 17, 2013

The premise of this site is the idea that the system we call public education is broken. In the years since its launch, I have come to know that the concept of education itself is flawed as it’s perceived by most—that it’s learning that is what we need a new system for. Learning is individual, education is generally seen as a group activity.

As with many ideas that challenge years of status quo, the idea of starting over to build a new system—much less one that puts the responsibility on the individual much earlier than most are comfortable with—there are many who feel this to be ludicrous, ignorant, rash, even anti-social. So when you cross paths with those who feel as you do, you want to make sure that others know – strength in numbers, right? Thus it was a pleasant surprise to find this on Ira Socol’s blog:

If education in the United States of the 21st Century is failing, that failure has been built over a very long time. And I do not think that it can be “fixed” in any meaningful way unless people understand that the failures we see today are our system working exactly as it was intended to.

Yes, that’s what I’m saying. Our American public education system is doing exactly what it was designed to do. It is separating “winners” from “losers” and it is reinforcing our economic gap. The system was designed in the 1840s and at the turn of the 20th Century to separate society into a vast majority of minimally trained industrial workers and a small, educated elite. It was designed to enforce White, Protestant, Middle-Class, “Typically-abled” standards on an increasingly diverse American population. A few blessed children in each generation who met those standards might move up in society. The rest would be consigned to low wage manual labor. It was designed to ensure that the children of the elites had the opportunities they needed to remain the elite. Everything about the system – from the way schools are funded, to the way standards are created, to the system of tests, to our peculiar form of college admissions, to our notions of disability – was created to meet the employment goals of the United States from the mid 19th Century to the mid 20th Century.

Unfortunately we are 50 years past that historic moment, and we are no longer happy with the results.

But if you want different results you will not get there through changing teachers, or changing managers, or expecting more from students. You can only change the results by changing the system itself.

Ira Socol, education technology professor and consultant.This concept of a class-motivated altruism motivation behind public education is found repeatedly in education histories. But those same histories rarely draw the conclusion that the system built upon it is impossible to fix and should be replaced. It’s a key element in the argument for revolution, but it falls on deaf ears when parents hear it. Ira goes on to discuss the debilitating effects of age-based segmentation, grades, and the inadvertent constraints placed on teachers, making it near impossible to adjust curriculum to the individuals they are charged to inspire and guide toward learning. Those are the topics that raise the interest and pulse of parents. Talk about societies and you lose every parent long before they read the punchline. But talk about children being denied their individuality, their independence, their democratic rights, their promising future and more and you have completely engaged those same parents.

For those who have read this site, these are familiar points, some may wonder if there will ever be progress. The good news is there is change afoot. Observing the various homeschooling groups and pages on Facebook, the many listservs for democratic schools, and the rise of unschooling in mainstream press (albeit misunderstood and often with incorrectly characterized methods), there are signs that access to alternatives is being sought by many more students and their parents who have realized that their dissatisfaction with public education is not their fault and can be remedied.

Stay tuned – soon there will be an announcement here of a new site offering knowledge and resources for those who seek to change their circumstances and options for learning.

Many thanks to Ira for being another voice in the growing chorus for revolution.

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What If Humans Knew They Were Unique?

Posted by Stephen Dill on February 26, 2012

Wayne Dyer, in his book, Change Your Thoughts—Change Your Life, quotes Pablo Casals:

When will we [teach our children] what they are?

We should say to each of them: Do you know what you are? You are a marvel. You are unique. In all the years that have passed, there has never been another child like you. Your legs, your arms, your cunning fingers, the way you move.

You may become a Shakespeare, a Michelangelo, a Beethoven. You have the capacity for anything. Yes, you are a marvel. And when you grow up, can you then harm another who is, like you, a marvel?

Wouldn’t it be wonderful if learning was about nurturing the marvel within us all throughout our lives, from conception to death? It flies in the face of the industrial foundation that our current public education system continues to hamstring us with. Who among us are ready and willing to walk away from the one-size-fits-all approach? Even tougher, who is ready to walk their child away from that which is seen by most as “acceptable” toward something they most likely have never experienced themselves and they have no idea how to be a part of?

Speak up! There is no penalty for voicing an aspiration!

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The Slow Awakening

Posted by Stephen Dill on August 5, 2010

The total reboot of global public education (which will no longer be public, by the way, but personal—what we call private now) is going to take time. Lots of time. I call it my 150-year project because I suspect it will take at least that long to bring about. However, every day there are more and more small signs that thinking individuals are coming to the conclusion that the foundations of the current education system are no longer appropriate, as indicated by the poor results of the system built upon them.

My childhood neighbor, Judith Scacco Pack—another Facebook reconnection success story, linked to an article from EducationNews.Org and the title caught my eye: Valedictorian Speaks Out Against Schooling in Graduation Speech. Unique as much for its message as the age of the presenter of that message, Erica Goldson politely and respectfully expressed her frustration with the education system to the audience at the graduation ceremony at Coxsackie-Athens High School. In her estimation:

We are so focused on a goal, whether it be passing a test, or graduating as first in the class. However, in this way, we do not really learn. We do whatever it takes to achieve our original objective. Some of you may be thinking, “Well, if you pass a test, or become valedictorian, didn’t you learn something?” Well, yes, you learned something, but not all that you could have. Perhaps, you only learned how to memorize names, places, and dates to later on forget in order to clear your mind for the next test. School is not all that it can be. Right now, it is a place for most people to determine that their goal is to get out as soon as possible.

Ms. Goldson touches on a concordant theme stated elsewhere here on All New Public Education: that “education” is not about standardization, but freedom of expression and lifelong learning. While many may nod their heads and agree to the words, few realize that this means no buildings where all children enter and are sorted by age. This means “classes” unlike any we know now, for classes will be associated by interest, not age or geography, connected by the Internet, unmeasured by tests unless decided by the pupils to have some value to help them learn the topic. Few I speak with can grasp the idea that a child may not begin learning from someone else until they are 12 or older, while other children may become teachers at age 10 without ever having taken formal training from anyone else, either in the topic they are now teaching, or the process of teaching. Throughout time the young mind, unfettered by adult constraints, consistently confounds adult’s preconceived correlations between age and mental acuity and capacity.

“Anarchy!” I hear all the time. If only a few did it, such as the relatively small number pursuing unschooling today, perhaps. But not when everyone does it, the world over. “Utopian,” is another response. Perhaps so, but we once knew the value of teaching by doing; letting children play and work alongside their peers and parents in order to identify their personal interests. But we are talking centuries ago. The last vestige of that culture is still seen in the traditional school year calendar, scheduled originally to allow children to assist the family farm. By 1854 Thoreau wrote in “Walden,”

I mean that they should not play life, or study it merely, while the community supports them at this expensive game, but earnestly live it from beginning to end. How could youths better learn to live than by at once trying the experiment of living? Methinks this would exercise their minds as much as mathematics. If I wished a boy to know something about the arts and sciences, for instance, I would not pursue the common course, which is merely to send him into the neighborhood of some professor, where anything is professed and practised but the art of life; — to survey the world through a telescope or a microscope, and never with his natural eye; to study chemistry, and not learn how his bread is made, or mechanics, and not learn how it is earned; to discover new satellites to Neptune, and not detect the motes in his eyes, or to what vagabond he is a satellite himself; or to be devoured by the monsters that swarm all around him, while contemplating the monsters in a drop of vinegar. Which would have advanced the most at the end of a month — the boy who had made his own jackknife from the ore which he had dug and smelted, reading as much as would be necessary for this — or the boy who had attended the lectures on metallurgy at the Institute in the meanwhile, and had received a Rodgers’ penknife from his father? Which would be most likely to cut his fingers?

I applaud Ms. Goldson’s bravery in challenging the status quo and in taking to task the system that almost convinced her that chasing the goal of better grades than anyone else in her class was in her best interests. Erica has joined the many who shake their heads in baffled wonder at how such methods can persist so long after so much conclusive evidence has been accumulated to disprove its validity. Howard Gardner, John Taylor Gatto and all the many others who have paved the way to understanding the need for educational revolution must be very, very patient people.

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