Clay Burell's Library tagged education →  View Popular

In trying to rebuild our capability to capture and develop knowledge and wisdom, we have to back away from some of our sacred constructs. Here are four of my own observations:

1. School is not a useful model for learning. But learning to ride a bike or a foreign language is. Schools are only good for teaching people how to be students, and maybe teachers.

2. Books, magazines, and movies are not a sufficiently useful model for capturing wisdom. Would you learn leadership or innovation that way?

3. Professional (or other highly structured) sports are not a useful ideal for play. But pick-up games are. Professional sports are a better model for work.

4. Computer games are not a useful ideal for play, any more than white bread and candy are good models for food.

I will be delving into these in more detail in the weeks to come.

while in fundamentalist America only a deranged few carry out what the many would like to do, among the Taliban the many carry out what the deranged few order them to do.

Of all the values shared by the two groups, for example, the most profound is their loathing for education. Yet here's where the difference between them manifests itself most clearly. The Taliban deal with their hatred in a straightforward, primitive manner: they blow up schools, and murder young girls who attend them. The Republican base is subtler, more complex. They starve the educational system by refusing to pay taxes. They ban books from libraries that might get children thinking. They get on school boards to ensure that children learn only obedience and are never exposed to anything that might engender creativity, imagination or original thought. They pressure textbook publishers not to print facts they don't like. In some parts of the U.S. they've been as successful as the Taliban in fostering ignorance and blind conformity with much less expenditure of energy.

The afterschool world at Cold Spring had hitherto consisted of basketball, karate, dance, and other physical fitness activities. In this context, a sectarian religious group that seeks to recruit the very young stuck out like a barstool in a bunny cage. And so, I confess, I became just a little paranoid. Was a group of parents plotting to turn our public school into a religious school? A rumor that a teacher had volunteered her classroom for the group particularly disturbed me. Was she part of the plot?

I had already discovered that at least some other parents shared my concerns. But the stories I heard back only made things worse. I learned that some kids had exchanged nasty, religious-themed emails, and that others had not been invited to certain birthday parties because they belonged to the “wrong” faith.

While doing the work of a mechanic provides intellectual challenges and the intrinsic satisfactions of completing problems from start to finish, Crawford knows that working in the trades is seen as déclassé and too limiting for a college graduate. And then he goes on to show how stupid that viewpoint is.

That being said, forcing treatment on a child who doesn't want it is its own kind of ethical dilemma. "There are some kids for whom it becomes in their mind a vicious assault every time they're treated," says Diekema. "At a certain age and height and weight, it starts to seem inappropriate to hold them down on a regular basis to do what needs to be done." Daniel Hauser has reportedly vowed to punch, kick or scratch anyone who attempts to treat him. Even if medical support staff members are successful at physically restraining Hauser so that they can administer the chemotherapy, the psychological toll may impede his progress. With longer-term treatments—fighting cancer can take years—it's harder to successfully apply aggressive therapies if the patient is unwilling, especially because a certain mental toughness is required.

At 13, Daniel is far from the age where he could be making his own medical decisions, though judges are likely to weigh the value of a child's input on a case-by-case basis, rather than using an arbitrary age cutoff. It's remarkable how quickly terminal cancer can mature a 12-year-old. (Legal adulthood is 18, and certain decision-making authority can be granted at 16, but the line is blurry when it comes to children's medical care.) 

• Tell stories. Venus Flytrap, a character from the sitcom WKRP in Cincinnati, once taught a student gang member about atoms, electrons, and protons by saying that an atom was one big neighborhood, and the protons and neutrons had their own smaller neighborhoods and never mixed. Just like rival gangs. The story worked, and understanding sparked in the students eyes.

Across the land, students in science class diligently memorize human cell components like DNA, mitochondria and endoplasmic reticulum. They learn to rigidly order the natural world, from kingdom down to species.

And — most disturbingly, say a growing number of scientists — they learn to hate science.

Advocates cite many problems with science education, such as teachers lacking a science background. But perhaps the most critical issue, they say, is standardized testing that forces students to memorize and regurgitate.

“Students don’t need to know what an endoplasmic reticulum is,” said Bruce Alberts, editor of the journal Science and former president of the National Academies of Science, who has called for a “revolution” in science education.

“Bad tests are forcing a trivialization of science education and drive most students away from science. Real science is exciting. It’s completely different from these textbooks.”

Yet change may be afoot in Texas, with some legislators calling for a re-evaluation of the influence of TAKS testing. And some science educators see opportunities to change science class from a dull exercise in memorization to inquiry-based learning.

There’s no shortage of smart people tackling the issue, like Nobel Prize-winning physicist Leon Lederman, who argues that children should be taught physics first in high school in order to grasp the broad outlines of the natural world.

“I’ve been working at it for a long time,” he said. “We’re not doing well. Meaningless testing is a bad thing. If we want scientific literacy, then we want teachers to teach the beauty of science, the fun in it, the humor in it, and to bring examples of modern science into the classroom.”

My own experiences have convinced me that today, the vast majority of students are unable to practice true journalism at their high school papers. For the past six summers, I have directed a program for about 20 high school journalists at Princeton University. All the students are talented writers and thoughtful intellectuals. Yet, by and large, they work for newspapers that are either explicitly censored or restrained by the looming threat of official disapproval -- newspapers that read more like school-sponsored news releases than true journalism. Many have been taught to write fluffy profiles of teachers and to celebrate the achievements of their sports teams; fewer have been encouraged to challenge, to criticize or to investigate. Perhaps the most important part of our program's curriculum is to help students unlearn the instincts they have acquired at their high school newspapers.

No high school principal would dream of telling the basketball team that it could run drills but not play games, or permit the drama club to rehearse but never to stage shows. Yet, thanks in part to Hazelwood, many high schools train their students in journalism without allowing them to truly practice it.