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ORIGINALLY PUBLISHED IN LIMA
NEWSLETTER FEBRUARY 1992
~~~~~ TI-101 ~~~~~
OUR 4/A UNIVERSITY
by Jack Sughrue
Box 459
E.Douglas MA 01516
[BB&P Editor's note: This is the
first in a series of articles about
the 99/4A and public education to be
initially published in this
newsletter by Jack Sughrue. Jack
teaches third grade. In the cover
letter that accompanied this article
Jack says, "In the future I want to
explore holism up to the ways
computers can be used in the class.
Then I'd like to show the variety of
ways the TI can be an important part
of any child's education (and adults,
too) by giving many specific
applications through modules, disks,
and tapes and even combinations of
all (and not discounting direct
applications in the form of
programming)."]
.CE
#1 Corpus
Historical Perspective
The corpus calosum is that
wonderful band of billions of nerve
fibers connecting the hemispheres of
the brain. Forty years ago that band
was surgically severed to
contain grand mal seizures in
epileptic patients.
That was the beginning of a
profound revolution in education that
is quietly (though, at times, quite
noisily) continuing through today.
Through the massive research done
since that fateful slice, we, as a
society, have learned more in the
past quarter century about how people
learn than we knew about the subject
in all the tens of centuries humans
have considered the process.
This educational revolution was
not without its prophets. John Dewey
was one. Today there are many great
teachers out there operating under
the umbrellas of "Process Learning,"
"Open Methodologies," "Whole-brain
Teaching," "Open Classrooms,"
"Science/Logic Approach," and
piles of other names, including
"Whole Language." The last is
probably having the most profound
influence on the real education in
the English-speaking World as any
philosophical approach since Horace
Mann "Manndated" public education in
America so long ago. (So long ago
that we take free, public education
for all as a given, as an inalienable
right.)
But there is a problem.
(Isn't there always?)
When the Germans first devised an
efficient way of organizing a mass
education in the 19th Century, they
decided to make a step-by-step
system of completing a given body of
work at a given chronological year of
a child's life. Thus, 6-year-olds go
through a first grade (and an
artificially-created, adult-generated
curriculum). After completing this
predetermined set of tasks, the child
turns seven and, if lucky, moves into
the second grade where another set of
artificial goals awaits HIM (no
girls, of course).
And so on.
The fact that 7-year-olds are not
developmentally on the exact step at
any time (any more than all the
47-year-olds are) made no difference
to the people operating this 19th
Century system. In order to protect
the system, an achievement hierarchy
was developed, which has come down to
us, unfortunately, even to today in
too many schools. It is a system
that never worked because it created
an invisible - though profound -
class system. The system created a
society of elitists, of average Dicks
and Janes, of losers. The basal
reader system (unfortunately still in
place in most American schools)
requires that the classroom be
divided into three groups: the good
readers, the average readers, the
poor readers (sometimes called
Bluebirds, Robins, and Snowy Egrets -
or whatever). But you know and I
know that those groups, begun in
kindergarten and carried all through
elementary school, created what are
perceived as the smart snobs, the
struggling middle class, and the dumb
(and bad) kids. By the time official
tracking takes place in junior high
(middle school) the system is firmly
in place. You'll never guess which
group has the greatest number of
dropouts or which group has the
greatest number of kids who go on to
advanced degrees (followed by the
best jobs). These determinations for
the most part are made in the primary
grades in elementary school.
The same 19th-Century system also
created a hierarchy of adults. Prior
to the institutionalization of
education the teacher was the most
important adult in the learning
process. After the system overtook
the world, administrators became the
most important part of the system.
This is usually followed by the
operational staff. (Go into ANY
school and see if that institution
operates around the things that
secretaries and custodians require
before all else or whether the
teachers get top priority. Surprise!)
In this topsy-turvy setup,
highly-paid administrators make the
decisions. These decisions (from
administrators operating in an
entirely separate building from a
school, believe it or not) are then
handed down to other adminstrators
who have offices and secretaries.
The decisions are then handed down to
administrators who are in schools
(principals, which means, by the way
"first or highest in rank and
importance"). In secondary schools
these decisions are usually then
handed down to department heads.
Then - possibly - the teachers are
told. These are the same teachers
who adminstrators love to hold
"accountable," even though they have
been excluded from the decision
making. Doesn't this "accountability
without authority" have a bit of the
ring of "taxation without
representation" about it?
Generally speaking,
administrators - who have the most
opportunity and time to learn about
all the masses of reseach on how
children learn - know the least.
They are divorced from the youngsters
and from the realities of day-to-day
education. They don't realize, for
example, that the clientele has
changed. That the students today are
not made the same way, intellectually
and emotionally and socially, that
youngsters 25 years ago were. That
the horrors of nuclear war, AIDS,
street violence, fanatic consumerism,
drugs, and so on were not part of our
growing up, of our everyday
consciousness and reality. That when
I was growing up the attention span
of youngsters in ELEMENTARY SCHOOL
was estimated to be a little over an
hour; that seven years ago for
students in K-12 it was 22 minutes;
that last year for that same group it
was 10.8 minutes!
And education is a big - a
humongous! - business. Publishers
determine the curriculum in America
and sell their goods to
administrators who foist these
materials upon the trained classroom
professionals. This is a
multi-billion dollar business and one
that stomps out any attempt at
teacher input for better ways of
doing things in the classroom. Such
changes may cause these influential
profiteers to lose money; influential
bureaucrats to lose power.
Millions of Americans sense (even
if they don't have statistics at
hand) that something is drastically
wrong with schools that still use
19th-Century methods and materials to
teach 21st-Century life skills and
that still put profits and political
power (inside and outside the
schools) ahead of the education of
our children. These parents and
other friends of pulic education are
afraid for America, for the Earth.
For all our children.
Some parents (former Bluebirds)
have the lucky financial fortune to
put their children into expensive
private schools. Others have sought
to find some solace and protection
from the outside world by placing
their youngsters in religious schools
where they hope their own values will
be inculcated. Others, who have the
trained academic and intellectual
background (like Barry Traver) teach
their children at home. The vast
majority of us parents are, however,
just working class stiffs who want
and expect public education to do its
job by our kids.
But, wait a minute!
Aren't we the same society that
put a man on the Moon just because
Jack Kennedy set us that national
goal? Didn't we (not England, not
Chile, not Russia, not China, not
Iraq) send those Voyager spacecraft
out into the wilderness of our Solar
System? Aren't we the country with
the most Nobel winners?
But those achievements all
stemmed from a society that prized
education. Weren't these and most of
the other masterful achievements of
our nation developed during a high
level of caring for our youngsters
(our future), and of developing a
liberal climate of risk-taking and
experimentation?
What has happened since Nixon's
Presidency to change all this? In
spite of the lip service given to
education by our recent Presidents,
the State of the Union,
educationally, has regressed
catastrophically following the
Kennedy/Johnson Era. And, because
federal and state programs to assist
and enhance the education of our
nation's greatest resource - it's
children - has virtually dried up and
property taxes are the primary source
of funding education, teacher bashing
has become a national pastime.
Blaming the teachers (the lower paid
members of the staff who are not
allowed to make important educational
decisions nor even to give input in
most cases) is like blaming the
production line worker for the stupid
concepts American car manufacturers
have been promulgating. As a matter
of fact, it is an interesting
solution on the part of these rich
conservatives to save American
business (and, thus, America) by
laying off the workers, as if they in
some way were to blame for the
decision-makers' gross and blatant
stupidities.
That, of course, is another
story.
There is a revolution happening
in American education, and it will
prove to be the saving of our nation.
This revolution has many names and
takes many forms, but it has a
commonality: holism. It's an idea
whose time is long overdue, and your
TI has its place in this scheme of
things. We'll begin to look at those
next time in TI-101.
.PL 1