It is very encouraging to see the emergence of a dialogue on this most important topic. I am sure there will be divergent points of view, but I am confident that we can have a conversation respectful of differences of opinion, and ultimately, in some cases, simply agree to disagree.
In the past few weeks I have been watching the new HBO series on John Adams based upon David McCullough’s biography and produced under his watchful eye. It strikes me that it is in this period of time that the foundation was laid for a continuing dialogue on the proper role of education in a democracy. It was Thomas Jefferson after all who insisted that education is the “anvil of democracy.” And those of you who have had had the opportunity to look back over the sinuous path of this two hundred year conversation know that it has often been circular and frequently contentious, but vital nonetheless.
In that spirit I will try to raise dimensions of the issue as they emerge with the hope that through your commentary we can engage in a civil discourse on what it is we want for our schools. Finally, it is worth reiterating that it is not about whether or not schools and school systems should be accountable to the community as it is how we devise a reasonable measure of accountability. It is not a question of whether or not there is a place for testing in schools as it is how we devise a balanced testing program that meets the needs of an accountability system while enhancing, not impeding the process of teaching and learning.
3 responses so far ↓
Philip Kovacs // April 4, 2008 at 8:26 am
I would like to see this country talking about all of the gaps that, arguably, create the “achievement gap” in the first place:
http://www.youtube.com/watch?v=bVmPKvhsNVk
Your thoughts?
concerned grandpa // April 4, 2008 at 11:48 am
Your mention of John Adams reminded me of a story that an art teacher once told me about another great historical person. Her anecdote about Winston Churchill may have some bearing on your discussion of what is really important in education. The story is that during World War II, some officials went to the British prime minister insisting that he must shut down all the theaters in London as part of the war effort. Churchill was aghast. “Good God,” he replied, “then, what are we fighting for?”
In our schools, we seem to be confronted with that same kind of panicky shortsightedness that caused Churchill’s keen observation. We are told that what is important is for students to pass tests, and that the best way to make that happen is to spend lots of time teaching them test-taking techniques. Churchill might be as skeptical about that as he was about closing the centers of culture in London during the war. He might ask whether it makes sense to put such topics as drama, art, music, astronomy, poetry, storytelling, foreign languages and history on the back burner so that students know how to get passing grades on the next set of reading and math tests. What have we gained if we produce a nation of children who are excellent test takers, but know little or nothing about the Earth and its inhabitants, and all the great issues that confront us?
Bruce Fraser // April 8, 2008 at 4:26 pm
Can’t agree more with the above, especially since our museums, historical societies and other long standing cultural institutions are already struggling to attract audiences as it is, and the arrival of a new generation both unfamiliar with and uninterested in the great stories they tell will, in all likelihood, be their death knell. I fear the long term ripple effect across our society of such myopic thinking.
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