Jason (my partner in crime at Rapid Results) has been ACTIVELY involved in the goings-on in Perry Township (Indianapolis Star’s recent Editorial). He’s setup and administered a couple of very active websites in response to the concerns: WeSupportWilliams and TakeBackPerrySchools. I have listened to radio shows discuss what has gone on, read the Star’s frequent articles, browsed the above sites, and had numerous conversations about these issues with Jason (note for clients: that project I told you was ‘nearly’ done - we’ve had a few other items come up and it may be another week or two).
What I am thinking lately:
- We as a community don’t have a clear definition of what we mean by ”educated”. We are arguing about the methods when we don’t even understand (or perhaps it is only that we cannot articulate) what we are trying to accomplish.
- We don’t have a clue about how to measure or value the components. When we actually do agree on some component of what we are trying to do - we still are fighting over whether some specific activity or policy is effective.
- We don’t listen and we don’t want to learn. (Would that make it on YOUR list of what it means to be educated?). We have structures and policies that are “tried and true” - and yet they don’t seem to be effective (THAT has to be the definition of cultural neurosis). It doesn’t matter that the kids are unprepared to compete in a global economy - we have another generation of administrators, teachers, parents, and community members who will not challenge the system.
This is BIG stuff - I think I will limit this post to addressing #1 above:
We don’t have a clue about what it means to be educated.
Educated in WHAT? Does it matter that kids graduating from school this year have never heard of Plato, Socrates, or Homer? I like that my kids are learning about great contributions to literature from Africa, Latin America, Asia and other cultures. I realize we need to de-emphasize some topics in order to make room for other topics - but what are the shared-understandings of America today? When I hire my next programmer, can I expect that we have a common language? It may be that MY generation has to learn some new items to correct for arrogance and bigotry that distorted our education, but when we get the current collection - will that be the “right stuff”?
What is the difference between being educated and being INFORMED? My desire for my kids is that they would emerge from school no less-than informed about what is important to our culture. Far more important to me is that they be equipped to be life-long LEARNERS, committed to the scientific-method, open-minded and skeptical of information.
What level is appropriate? All three of my kids thrive in the school environment they are in (this is subject to change regarding our oldest at the next report-card issuance). I am so grateful that Pike schools provides amazing opportunities for my kids to learn far above and beyond what most schools offer. But this doesn’t mean that this should be the standard for every child.
- If a child is truly gifted, should the school strain itself to provide challenging curriculum at this level?
- If a child is really struggling, should the entire class slow to the pace that enables this child to keep up (some may think this is what “No child left behind” means).
- If a child is really trying but is not catching on, can we still “pass” him or her for “Effort”?
- What is our responsibility to the child who has no interest in learning?
Where we cannot agree on our objectives, we need to back off from our debates about methods. We need to stop protecting STRUCTURES and review GOALS. NO further debate can be productive until we at least understand the goals we are working toward.
