The
readings this week can be condensed to a conversation as to what democracy is
and for whom does education serve in one? Further, is it the goal of education
to pass on the cultural values and heritage of society, or to empower the
learners to confront and even change such things? Between the two texts, it is
clear that, given the right set of beliefs a great many beliefs can be
justified.
“Equality
is a core concept of democracy…” (Noddings, 2013, p.26) The problem, as Noddings goes on to discuss,
is one not of should there be equality, but, rather, what constitutes equality.
To some, the equality that is incumbent in democracy is one of outcomes. To
others it is one of opportunity.
One thing
that stuck with me from the reading comes from Walker & Soltis (2009,
p.32), “For children of the working class, the results of this alienation were
alienation from the only living, encompassing culture open to them, along with
a failure to induct them fully into the high culture.” This really reminds me
of one of the things we used to tell each other when I worked at the local
community college. “We are trying to train them to live in a different class
(meaning SES) than they currently do.” We would say this to each other when a
student behaved in a way that was counter to that which is expected (e.g.
buying new shoes instead of books with the book stipend or attending for the
first few days before disappearing after student grant disbursement). The most
heartbreaking examples, and perhaps why this passage struck a chord with me,
were always ones of a student dropping out because they didn’t really fit
anymore. To their old life they didn’t fit anymore because they voluntarily
sought more schooling, which had impacted their worldview. To their prospective
new life they still came from their old life. This is how I see the essential
problem with trying to create education for all, which I agree is essential for
a democracy. How do we create truly transformational experiences, the kind that
hold the keys to the American Dream (if such a thing exists), for all students?
Not some. Not most. All. What does the (an?) American Dream look like in this
case? I for one agree with much of what Noddings (2013) suggests in the chapter
Equality, but how do we get there? I
look forward to reading more of her book.
Devon, I think you bring up some really good questions in your post this week. When writing about equality of opportunity, Noddings states that "there are no recipes" (2013, p. 37). As a mathematically minded person, I find this both challenging and sobering. (I'm sure that you guys like a nice formula as much as I do!) The challenge, in my opinion, is for some of us to be able to set aside our political agendas, listen to people with differing perspectives, and engage in ongoing discourse that is civil. Will the be able to happen? Can people really put agendas aside? These are the realities that I find sobering...
ReplyDeleteNoddings does seem to offer us a glimpse of hope when she argues that "not all children are academically inclined and that detailed universal curriculum will magnify differences and aggravate inequality. Instead of worrying about preparing more students for college, we should be working to get kids through high school and prepared for work they might find satisfying" (2013, p. 32). I think the last bit of Noddings' statement is where you're going with trying to define the (an?) American Dream. When our students engage in work that they find satisfying, then I think that they have been at least partially able to catch the American Dream.
What do you all think about the except from John W. Gardner on page 34? I think he brings up a good/interesting point that I think may tie into what Devon brought up in this week's post.
I appreciate the contrast between plumber and philosopher, for sure, because they are both indeed necessary (in my opinion) for a democracy. I believe we should emphasize both these practical and ideal aims in education.
DeleteThe issue that I take with many school programs is the tracking that is involved - this is usually inequitable and hard to undo/with little mobility between them. Are we condemning a possible philosopher to a life of plumbing because of their background? Because they came to school a little behind the norm? Because they have a hard time sitting still in an elementary classroom and finishing the adequate number of "problems?"
Melissa,
DeleteI think you're right. I think we associate plumbing as being a "lesser" career path than that of the philosopher. Coupling that with tracking students based on background or behavior rather than their intellectual curiosities creates a bad environment. I wonder what would happen if took away the stigmas associated with blue collar jobs and put more of an emphasis on learning and finding satisfaction in what we do for a living.
I've always been concerned with tracking in K-12. Ignoring the intentions of the practice, do we really want to condemn (bless?) students to live lives that may forever be shaped by decisions they made (or, possibly worse, were made for them) in Middle School or earlier?
DeleteCacey, your comment about the stigma of blue collar jobs resonates well with me. I regularly have a conversation with one of the gentlemen I share an office with about the value of trade skills and skill labor. Honestly, I wonder if our focus on educational attainment will rectify the problem for us. After all, a plumber can charge whatever s/he deems appropriate when they are the only plumber in town. I hope it doesn't get to that point, but in a lot of ways this has already happened with auto-mechanics. I drive a hybrid pick-up truck and there are only a small handful of mechanics in the state that are comfortable working with the drivetrain of my truck. Every day I drive I am a little bit afraid of the cost of a breakdown.
Such a hard question, Devon - I always imagine that education is the door to open possibilities for children who may not come to them otherwise, but is that a "rescuing" mentality that stems from the privilege I've lived in? Maybe the focus here should be on the "human community" as Dewey preferred (W&S, p 17) instead of the intellectual end-game. By teaching our students to be a part of the community, are we preparing them, in turn, to contribute to it?
ReplyDeleteI am going to attempt to play Devil's Advocate here. On p 15 in W&S, they say, "Can or do ideal aims play a role in the everyday activities of a teacher, or are they only the high-sounding platitudes of philosophers that are taught in schools of education without much relevance to the real world? To what extent does the current emphasis on standardized measurement of curriculum outcomes preclude the teacher's aims?"
ReplyDeleteThis assumes, then, that any standardization of curriculum - and therefore any attempt at measuring outcomes of said curriculum - precludes a teacher's aims/ideals in the classroom? Is that true? Why or why not?
This comment has been removed by the author.
DeleteGreat question! I'm not sure if ready to make an absolute statement on this question, because I feel like I have a long way to go in my now thinking. Nevertheless, I think that sometimes standards can preclude a teacher's aims/ideals in their classroom, but I think that sometimes the teacher may lean on the standards in order to reach their ideals. If one of the teacher's aims is to teach the standards, then the standardization of curriculum fits really well within that aim. However, if the teacher is striving for one of the "ideal platitudes" that W&S are talking about, then I think that the standardization of curriculum can hinder the potential of that teacher in their classroom. When we take away the teacher's ability to have freedom and creativity in what they teach and how they teach, then we are preventing that classroom (including teachers and students) from reaching its potential. I think that if we put ourselves into the Project Model that Kilpatrick suggests, where teachers are guides and students are directing their own learning, then the standards would absolutely hinder the aims of that curriculum. There's a lot to think about in your question. I'll keep mulling it over!
DeleteOn a less philosophical note, I wonder what the teachers I'm working with this year would say their aims/ideals are and if they feel like they are able to reach them? I'm not sure what they would say, but maybe next time I'm out in OKCPS I'll ask. I'll let you know what they say and if they feel like the standardization of curriculum is hindering them from reaching their aims/ideals!