Tag Archives: education

Shortchanging Students

Okay, okay … I may be beating the proverbial dead horse here, but yesterday, a colleague shared an article written by the the president of the Association of American Colleges and Universities, bemoaning the continuing elevation of what I’ve called “credentialing” over the sort of broad, liberal education that Americans used to recognize as an ideal. The author criticised the the “current policy rush to move students swiftly and efficiently through their educational paces,” a goal that is too often reached by simply dispensing with such “non-essentials” as history, philosophy, science and the arts in favor of providing “marketable skills.”

I couldn’t agree more. Somewhere along the way, we seem to have forgotten that job training is not education.

We lie to our students if we pretend that a quickie program of “how to” courses will prepare them to cope with our increasingly complex, interconnected, globalized world. Learning how to communicate, learning how to learn, learning how to think critically and analytically, and learning how to understand the world in which they live--are the essential survival skills, and inculcating them requires exposure to a broad array of subjects.

Today’s college freshmen can expect to have at least five different careers–careers, not jobs–over their lifetimes. At the same time, they will have to cope with dizzying social changes and increasingly complex political, economic and interpersonal environments. They will need tools not just to earn a living despite changes in the economy, important as that is, but tools that help them live authentic, meaningful lives, and be contributing members of American society.

As the author of the article put it, “The United States is in danger of squandering the opportunity to develop the liberally educated citizenry that both our economy and our democracy so urgently need, a citizenry possessed of that fuller understanding of the world and of the global challenges we face.”

Knowing how to program a computer or run a lab test for e coli or engineer a highway is important and useful, but it is insufficient preparation to be fully human. To the extent we conflate education with job training, to the extent we forgo genuine education–the sort of education that prepares young people for engaged citizenship and richly realized personal lives- we are cheating our students and impoverishing our civic and communal life.
Socrates said the unexamined life is not worth living. We owe our students the tools with which to examine–and fully live–their lives.
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The Value of Pontificating

I’ve been scanning the local news I missed during the past month, and duly noted coverage of a recent speech by Melina Kennedy on education. Kennedy (no relation–honest!) has focused her mayoral campaign on public safety, education and economic development, and has been delivering substantive proposals on those and related issues.

In her education speech, she criticized Greg Ballard for a lack of leadership in education, pointing out that he has done little other than continue the charter school initiative begun by Mayor Peterson. Asked for his response to the criticism, Ballard said that just because he hadn’t been “pontificating” about the subject didn’t mean he hadn’t been engaged.

Wrong.

The biggest problem faced by educators today isn’t whether a school is public or private. It isn’t whether reading instruction is via phonics or “whole word” methodology. It isn’t even discipline. The biggest problem is cultural: Americans today do not value education. If we do not change the culture, nothing else we do is going to work. And let me be VERY clear: I am not talking about the regrettable tendency of some inner-city black students to label peers getting good grades as “acting white.” I am talking about the broader American disdain for expertise of any sort–the widespread attitude that intellectuals are “elitists” to be scorned.

There is a long history of anti-intellectualism in this country, and it has clearly been on the ascendance for the past decade or more. The mere fact that anyone takes political figures like Sarah Palin or Michelle Bachmann or Mike Pence seriously ought to be evidence enough that the American electorate prioritizes celebrity and pandering over substance. A terrifying percentage of the American public rejects science–whether the subject is global climate change or even something as basic and settled as evolution. Stephen Colbert has captured our current culture brilliantly in his riffs explaining why he elevates his “gut” over the exercise of reason.

This is the culture we need to change, and we cannot and will not change it unless those we elect make it their business to “pontificate” about the importance of education. Real leadership requires political figures who are willing to elevate the value of knowledge and expertise–who are willing to remind citizens that this country was a product of the Enlightenment, a philosophy that prioritized reason, evidence and intellect.

A Mayor who fails to use the bully pulpit on behalf of those values is not “pontificating.” S/he is leading.

A Constitutional Culture

In the wake of the horrific shooting in Tucson last month, PBS’ Mark Shields made an “only in America” observation.

“This is America, where a white Catholic male Republican judge was murdered on his way to greet a Democratic Jewish woman member of Congress, who was his friend. Her life was saved initially by a 20-year old Mexican-American gay college student, and eventually by a Korean-American combat surgeon, all eulogized by our African-American President.”

There, in a nutshell, is what most of us would consider the triumph of American culture—the fact that the nation has moved, however haltingly, toward a vision that allows all of us to be members in good standing of our society, equal participants in our national story, whatever our religious belief, skin color, sexual orientation or national origin.  What makes us all Americans isn’t based upon any of those individual identities, but upon our allegiance to what I sometimes call “the American Idea”—a particular worldview based upon an understanding of government and citizenship that grew out of the Enlightenment and was subsequently enshrined in the U.S. Constitution and Bill of Rights.

American culture is not threatened by immigrants who come to this country because they find that worldview attractive, but it is threatened by an appalling lack of civic literacy.

One recent survey found only 36 percent of Americans able to correctly name the three branches of government. Other research has found that fewer than half of 12th grade students can describe the meaning of federalism; that only 35.5% of teenagers can correctly identify “We the People” as the first three words of the Constitution; that barely a quarter of the nation’s 4th, 8th and 12th graders are proficient in civics, with only five percent of seniors able to identify and explain checks on presidential power.  I could go on. And on.

The consequences of this ignorance are profound.

Self-government requires a civically educated citizenry. When a nation’s citizenry is very diverse, as in the United States, it is particularly important that citizens know the history and philosophy of their governing institutions; in the absence of other ties—race, religion, national origin—a common understanding of, and devotion to, constitutional principles is critical to the formation of national identity.

Devotion, however, must be based on genuine understanding of the history and context of our constituent documents if it is to enable, rather than impede, deliberative discourse. When pundits and politicians make constitutional claims, citizens need sufficient education and knowledge to critically evaluate those claims.

Right now, Americans are embroiled in one of our recurring debates about the adequacy of public education.  It’s a vital issue, but while we are addressing it, we need to recognize that deficits in civic literacy don’t just threaten democratic institutions. Such deficits have real and deleterious consequences for fields as diverse as science, religion, and public education itself.

Math and science are important, but creating informed, empowered American citizens able to recognize and resist demagoguery is even more so.

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A Perfect Storm

Sometimes, a “perfect storm” of problems forces us to make much-needed changes that are politically impossible in normal times. Perhaps—just perhaps—this is one of those times when we can use a few of the fiscal lemons we are being handed to make policy lemonade.

Storm number one is revenue. Indiana is in a world of fiscal hurt. Tax receipts are well below the levels that would allow us to keep state spending flat, and the cuts that have already compromised many essential services are now slicing education funding. Public universities are hurting, but by far the most damage will be done to public K-12 schools that are already struggling. As Matt Tully has reminded us in his outstanding series about Manual High School, these schools have virtually no human or fiscal resources to fall back on. They face enormous challenges, and we have an obligation to help them meet those challenges. It’s not only the right thing to do, our civic self-interest requires it.

Storm number two is costs. Which brings me to the Star’s recent report on the pay and perks of area school superintendents.  

Let me be clear: I’m not begrudging the superintendents their compensation, nor criticizing the school boards who are paying them. I understand the competitive pressures that have brought us to a point where a superintendent’s compensation package in even a small district runs upward of 200,000.

What I don’t understand is why Marion County needs eleven of them.

The entire student population of Marion County today is less than the enrollment of IPS in 1967. Logic says it should not take eleven superintendents, eleven assistant superintendents, eleven curriculum directors, eleven lunchroom operations, eleven bus systems and eleven school boards –together with the costs of clerical staffs and physical facilities to house them all—to educate those students.

I understand that the politics of consolidating these districts is toxic. The number of interest groups fighting over the diminishing supply of public patronage is huge. Even the Kernan-Shepard Report avoided addressing Marion County’s overabundance of districts, although the principles they endorsed elsewhere certainly apply. And it is certainly true that a legislature without the will to make even the most obvious adjustments to Indiana’s dysfunctional governing apparatus—a legislature unwilling to abolish 1008 unnecessary township trustees and meaningfully reduce the 10,000 plus public officials we pay with our tax dollars—is unlikely to consolidate the administration of Marion County’s schools.

Ideally, the Mayor would provide leadership on this issue. The public schools, as Matt Tully has convincingly demonstrated, are key to our city’s ability to succeed, key to our economic development efforts and our quality of life. Consolidating the bureaucracies—not the schools themselves, but their duplicative administrations—would allow us to free up millions of dollars that could be used to improve what goes on in the classroom. The benefits to the city would be profound, and the message sent would be inspiring.

Stormy times call for something other than patronage as usual.