My answer to your survey question, "Did you like the ideas the President proposed for our economy during the address?" is No. In truth, for me it is not that simple. I know from our conversations and abundant experiences, the query is not meant to close doors; nor will you draw erroneous conclusions from the "data" collected. I understand that you wish to hear from your constituency. Therefore, I write. I will present support for my opinion. The Economic Policy Institute, CaRDI, a Multidisciplinary Social Sciences Institute of Cornell University, and Michael Winerip, Education Journalist for the New York Times will serve as my surrogates. I understand that the immediate opinion polls show broad support for the President's speech. However, I suspect a more nuanced look may reveal that more feel as I do. Perhaps, my words will also speak for the people who merely marked "Yes," "No," or "I do not have an opinion" on your and other surveys. I can only hope that you might take a moment to ponder.
The words said were, "We do not have that luxury anymore." The speaker stated that she loved the bliss. The extravagance that she was speaking of is that of teaching in a manner that enlivens learning, engages, and ensures that students internalize information. She was referring to her joy for teaching in a style that creates wisdom, the learning that lasts for a lifetime. Is it true that teaching in this way is an indulgence; and that she is no longer able to partake in this possibility? If this is true, it is sadness. The greater sorrow is that this Educator's testimony is not an anomaly.
To believe that teaching in this fashion is a "luxury" and that it is lost, never to return is a concept that I cannot, or more accurately, wish not to consider. Yet, I cannot help but wonder; why does she feel that she no longer has this? When, why, or how, did she lose what was once the objective in education? How could this Instructor consider taking the time to guide learning, to give students an opportunity to truly acquire knowledge as a lavish pursuit? As much as I wondered; I knew.
Teaching is not a lost art, but the regard for it is a lost tradition. ~ Jacques Barzun
A few organizations have attempted to answer The Good School Question. Each asks, "What epitomizes a great learning center?" "How might we, as a society, give birth to quality institutions?" The solutions are many. All of the associations speak of guiding principles. A few also strongly favor Principal or Teacher Leadership. The various alliances advance the premise; our first and foremost priority must be our children. In prose, beautifully composed, mission statements submit, adult wants cannot come before the needs of our offspring. Yet, after careful examination it is difficult to discern this truth. Many aspirations. Many a mirage. How might we know which is which? Once reviewed, every one of us will decide what works well in education and how might we execute a plan. Will principles, Principals, or pedagogy lead learners to salvation.
As any Mom or Dad might do on Parent Teacher Conference Day, Amy Valens, the Educator featured in the documentary film August To June, traveled from "classroom to classroom." This journey was not a conventional one. Indeed, Amy did not attend a series of Parent Teacher Conferences. What she did was appear at Palm Beach screenings of her documentary. The film follows twenty-six [26] third and fourth graders who studied with Amy in her last year of teaching. The public school open classroom "Brings Life" to education.
After the movie was viewed, Ms Valens and the audiences engaged in conversations. They discussed what they saw and how it might relate to a broader dialogue. The subjects of Education Reform, Classroom Standards, Teacher Quality, Merit Pay, Student-Rewards for Success, Parent Involvement, and Testing are but a few topics prominent in our national debate. While the assemblies of viewers varied widely, the results were the same. Every child, every class, all Teachers, and each parent, tells a unique tale. Regardless of the individual or group, we see the world, or in this case the film, through our own lens.
I offer homage to a Teacher whose pedagogy touched me in a manner invisible to me until this moment. For scores, I understood what a gift he was to me. His open and caring ways were as I craved. However, I had never imagined that this man's schooling style made the difference in my life. Today, I invite each of us to look beyond the boundaries or the labels.
Often in life we are asked to reflect; who was or were your most profound Teachers. I shared my stories in a missive or more. Those Who Can Teach; Life Lessons Learned, Those Who Can Teach; Transformative Teachers, and Why I Write and Write, Then Write Again. There are myriad sorts of Teachers. A few are true treasures. These special souls take a personal interest in us as individuals. Students are seen as whole beings, not solely a score, or a name to be identified as a number. Without these rare Teachers we would not soar.
Innumerable Scholars seek to inform rather than interact in a way that inspires. Academicians, an abundance of these, think to fill a brain full of facts, formulas, and figures, is to teach. I wonder; do these Educators believe they learn from their students? I cannot know with certainty. For myriad mentors, their labor is not born out of love, but out of need . . . the need to train students for a test.
Near a month has passed since the Save Our Schools storm swept through Washington District of Columbia. As with all squalls the effects of such an event linger long after the winds die down. A physical space cleaned-up after a tempest takes place does not erase the memory of what occurred. Be it a blast of air or an action, the calm does not close a chapter in our lives. The current, commitment, the cause, and our concern do not wane with time, that is, unless we choose to move on or tell ourselves that that is possible. I believe the notion the past is past is fallacious. Our past permeates the present and is a foundation for the future. Thus, for me, the thought, and the March to Save Our Schools are strong. It survives as is evidenced by the now named Movement.
I believe the Movement did not begin with the March. The happening was but a moment, albeit an extremely significant historical occurrence. The energy exhibited on July 30, 2011 was an expression of what preceded it and illustrates what will follow. Determined not to invite the doom of a forgotten precedent, demonstrators such as I reflect on what was. Together we will build a better potential for our progeny. May we begin to extend the journey today? Ask yourself what you saw, did, felt, tasted, touched; tell your Save Our Schools March story. I offer mine as a gift to you.
I ask and answer questions presented to me. Whether you were in Washington, District of Columbia for what some characterize as the main event, at another Demonstration elsewhere, or connected only through the tube, YouTube, radio, and papers, what did you perceive, receive, or retrieve? Please share your personal story!
May our offspring, schools, society, and we, grow greater through our caring and sharing. Let the past, the procession, and the prospect be our guide.
I am but one who will stand strong to ensure an equal education for all. All who do or plan to, will express themselves in various ways. Some will March. Others will Rally or gather in Conference. Several have, do, or expect to act locally. Countless change what they can for children within the dynamics that define their family. Nationwide, innumerable Americans join hands and embrace a common cause. Let us Save Our Schools.
August To June, Empathy And Education; The Union As Presented at Temple Beth El, Boca Raton. Community Forum on Education; "Teach Your Children Well" I wish to thank Rabbi Brockman, Debbie Block, and each of you, for this opportunity. May I also offer my sincere gratitude to my mentors, Amy and Tom Valens, the makers of August To June.
You have just seen a lesson the two illustrate so well. "One Class" plus "One Year" equals more than the sum of these parts. Through twenty-six eight to ten year olds, and a Teacher, the Whole Child concept is understood.
Other persons who offered this lesson are here among us. In spirit my very, very, very young cousin, at the age of 93 is with us, as are you. I will share Alvin's wisdom as I go on. I experience that yours is ever-present in our travel together this evening. For now, I will merely say; Alvin does, as I trust you will tonight; teach me. I have faith that your every word and deed will inform my own.
That is what human interaction does for each of us; it edifies.
In an earlier essay, Those Who Can Teach; Life Lessons Learned thoughts on the ever-present influence of George Bernard Shaw's philosophy were evaluated. A personal reflection, perchance, helped advance an analogy. We each are as the Playwright was. When young, we learn through our experiences. Later, we are forever challenged to change our perception. Evolutions and beliefs born in emotionally trying times collide. Intellectually, we may understand, to learn our minds must be open. Nonetheless, endeavor as we might, most of us remain closed. Sill, it is never too late. Greater awareness can come at anytime, in Elementary, Middle, High School or College. Let us assess anew as we look through the lens, life in school.
He who can, does; he who cannot, teaches ~ George Bernard Shaw [Man and Superman, 1903]
"A fool's brain digests philosophy into folly, science into superstition, and art into pedantry. Hence University education." ~ George Bernard Shaw
I heard the words for as long as I recall. The meaning was intricately woven into my mind. I, as all little children since George Bernard Shaw scribed his belief, "He who can, does; he who cannot, teaches," was taught to believe that Teachers could choose no other career. Educators, entrusted with children's lives were indeed, incapable beings. These individuals had tried and failed to perform well in professions that required intellect and, or dexterity. Because the incompetent were inept, they fled to schools and identified themselves as "Teachers." In classrooms, less than sage scholars could teach with little authentic expertise. Today, as a culture, Americans choose to prove this erroneous truth. Grading the Teachers: Value-Added Analysis.
As educators, parents, and persons who were once young and now thought to be elder, and thus, wiser, and more wondrous, and accomplished, within our own being we might feel we are less than we appear to be. Tis true; our parents, Teachers, Professors, and friends had such high hopes for us. Our own dreams were even more impressive. Most of us envisioned that we would reach the pinnacle as we progressed until we failed an examination, received a lower grade in a class, or "disappointed" our family when we did less well than they hoped we might?
Once again, Americans are up in arms or perchance, better armed and dangerous. Only little more than a week into 2011, citizens have had to confront their fears, feelings, all at gunpoint. It began on a calm, clear Saturday. In a Safeway Store Tucson parking lot Congresswoman Gabrielle Giffords held one of her customary Congress on the Corner events. It was January 8, 2011. Friends and admirers from each political Party turned out. Suddenly, cordial chatter turned icy cold. gunshots shattered the calm. People were slaughtered. Some survived. However, as a nation, we were all wounded.
Retorts followed. Seemingly, a culture was changed, or was it? Just as has occurred, many times in the recent past, people quickly took sides. Blame was ballied about. Solutions were also presented. Some argued for stricter gun control laws. Others used the occasion to validate a need for less restrictive restraints on gun ownership. Persons who held a position similar to the most prominent victim proposed a need to protect themselves.
This year, Christmas and New Years Days were days of intense reflection. Perchance, that is true every year and for every individual. I cannot know what is true for others. I am only certain that on each of these dates I was immersed in a rigorous course of study. My gifts or the curriculum came wrapped in a routine event.
The lessons covered were Empathy and Education, although perhaps these were presented in reverse order. Possibly, the truer program was entropy and encouragement. Each edifies. I wonder; on each of the two days these topics were intertwined. In my attempt to analyze and understand what I needed to learn or did, I invite your assessments. Please indulge me as I share the story.
Perchance, on this the twenty-second commemoration of a lesson learned, it is time to reflect on our first, foremost, and greatest Teachers. More than a generation has passed. In that time, I have acquired much knowledge. Yet, I am forever reminded that the more I know, the more certain I am. I know nothing with certainty. What I once thought was the greatest treasure, a tradition I could never part with, was other than it appeared. I never imagined what would become my truth. Today, I share the tale with you.
"The principle goal of education is to create men who are capable of doing new things, not simply of repeating what other generations have done - men who are creative, inventive and discoverers" ~ Jean Piaget [Swiss Psychologist. Pioneer in the study of child intelligence. 1896-1980]
"The purpose of education is to enable us to develop to the fullest that which is inside us" ~ Norman Cousins [Essayist, Editor associated with Saturday Evening Post 1912-1990]
"America's noble experiment, universal education for all" may have become but an idealized theory. In practice it long seemed the impossible dream. However, for the hopeful this statement was a reverie, although the veracity was virtually unrecognizable at best. Still the notion lived on. The powerful prose marveled many. That is all but believers in a for-profit privatized educational system. Today, corporate aficionados have conquered. Commerce controls School District Administrators. It shapes decisions made. Countless elementary and secondary school campuses are transformed in accordance. Big business buys and sells city classrooms. Our forefathers would have thought present-day headlines could only appear in fictional accounts. Nonetheless banners blare, "This Class Is Brought to You By. [fill in the corporate enterprise of your choice]"
Currently, I am writing for an educational organization. In penning my pain for what occurs in our schools today, it occurred to me the same impersonal approach, awareness, or lack thereof, is evident in offices, neighborhoods, and in our broader community. People pretend to or believe they " know" their fellow workers, their family members, and their friends. Yet, more often than not, I observe that this is not necessarily true. I, we, she, or he only comprehends what is visible on the surface.
Few choose to ask of, address, or answer the deeper concerns that life delivers daily; I offer this narrative and request your reflections. We all have our own tale to tell. I invite you to share yours. Please trust that I care; your secrets are safe with me. I suspect that others will honor you as I choose to do. I believe we all relate to sorrow.
Today the distress I wish to discuss is heartbreak, heartache, and heart felt feelings. In my own life, I am witnessing that many close to me are battling life-threatening illnesses. Their terminal diagnoses affect me deeply. They weigh heavy on those closer to the " patient" than I. I cannot begin to imagine the pain long-suffering persons feel. Yet, through the quiet trials and tribulations of a teen, who supposedly studied under my tutelage, I learned. What we hide hurts us most.
While many muse as a culture we cannot continue "Waiting for Superman" to transform our schools, others expect our Teachers to be Supermen or Superwomen. Some say private school Educators are superior. Only the Instructors employed in public educational institutions are flawed. There seems to be agreement in our society; these Teachers cannot take the lead. The system, critics cry, out must change. Philanthropists proclaim they are here to save the day. Privatization is the only way to work through what has been a woeful failure. No, Administrators and the current Administration avow; Teachers are the problem. We must assess their performance and pay Educators accordingly.
In the Fall, this year and every year, in this nation talk turns to Education. The President of the United States delivers a speech to students. Articles appear in the news. Television broadcasts beckon us to think about our Education Nation. In 2010, Facebook founder, Mark Zuckerberg, did what many thought novel. He donated $100 million dollars to Newark City Schools. Some were skeptical of his motives. More rejoiced. Certainly with abundant cash in the coffers, change would come to the nations schools, or at least to the chosen educational institutions. However, it might not.
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