A slightly different/edited version of this piece appeared in the Springfield News Leader on July 13, 2014.
One of the hardest parts about discussing education regularly is that while everyone is for a ‘good education’, almost no one can define what it is or should be (go ahead – try it!). We’re all using the same words with different images in our heads.
There is no clearly-articulated vision of what makes a ‘good education’ – except perhaps in each individual’s head, so there is little agreement on how to tackle some of the issues education faces – except, of course, in each individual’s head! As evidence, look at how politicians are in such disagreement on how to ‘fix’ our schools . . and for that matter, if they even need fixing.
So, what is it we want for our students (and our life-long learning adults)? Do we want them to learn facts and procedures and titles and formulas and dates and . . . .? Or do we want them to be able to learn how to do much more – to apply knowledge, to solve problems, to think critically, indeed to learn how to learn? Probably we want ALL those things.
Do we want them to learn ‘values’ in schools? And if so, whose values? Do we want them to learn to hear others’ opinions and discuss both sides of an issue, or do we want to teach them what’s ‘right’ and have them never waiver in the beliefs we give them? Do we want to prepare them to make a living or to make a life (or of course, both)?
These are tough questions, and some of them are semi-intentionally slanted in their wordings, for effect. But, together, they speak to an undeniable-but-seldom-acknowledged fact: education is a hugely complex process. It is incredibly difficult, no matter how we define it, and issues that face educators today are almost NEVER easy. Indeed, they may never have been.
These –and more – are the kinds of questions I have been and will be trying to explore in this space. And while I am certainly NOT afraid to share opinions in this space, the broader idea is to shine a brighter light on some of these issues, raise subtle and different perspectives, minimize misperceptions, and always to try to provide balance. There are just too few folks listening to others’ ideas – whether they agree or not. And when we quit listening, we all lose chances to make things better.
As an example, here’s an over-simplified preview of the next two topics in this space: Over the past century, schools have increasingly moved from one-room schools (a la “Little House on the Prairie”) to bigger, more centralized districts, more standardized procedures and curricula, and more specialized subjects. Has this been good, bad, or indifferent – or parts of all 3? – for the educational process as a whole? Have we ever thought about it?
So, in the end . . . is it too idealized to say that we all want our students to become better citizens, better learners, better problem solvers, better people ? To be more articulate, more able to discuss issues, more willing to engage in discourse, better able to disagree with ideas rather than people? My guess is that most of us would agree with most of those goals. Now, if we could only agree on HOW to achieve these things!
I’m having fun writing about some of these things in this blog – I hope you’re enjoying reading them. I always enjoy your comments and responses!