Nuts
And Bolts
Let me end this book,
my testament, with a warning: only the fresh air from millions upon millions of freely made choices
will create the educational climate we need to realize a better destiny. No team of experts can possibly
possess the wisdom to impose a
successful solution to the problem inherent in a
philosophy of
centralized social management;
solutions that endure are always local, always personal. Universal prescriptions are the problem of modern
schooling, academic research which pursues the will-o-the-wisp of average children and average stages of
development makes for destructive social policy, it is a sea anchor dragging
against advancement, creating the
problems it begs for money to solve. But here is a warning: should we
ever agree to honor the
singularity of children which forced schooling contravenes, if we ever agree
to set the minds of children free,
we should understand they would make a world that would create and re-create itself
exponentially, a world complex beyond the power of any group of managers to manage. Such free beings
would have to be self-managing. And the future would never again be easily predictable.
Here might be a first
step toward such a great leap forward for human beings. Not a comprehensive formula, remember, but a
first step:
If we closed all
government schools, made free libraries universal, encouraged public discussion groups everywhere, sponsored
apprenticeships for every young person who wanted one, let any person or group who asked to open a
school do so — without government
oversight — paid parents (if we have to pay anyone) to school their kids
at home using the money we
currently spend to confine them in school factories, and launched a national crash program in
family revival and local economies, Amish and Mondragon style, the American school nightmare would
recede.
That isn't going to
happen, I know.
The next best thing,
then, is to deconstruct forced schooling, minimizing its school aspect, indoctrination, and maximizing
its potential to educate through access to tools, models, and mentors. To go down this path requires the courage
to challenge deeply rooted
assumptions. We need to kill the poison plant we created. School reform is
not enough. The notion of
schooling itself must be challenged. Do this as an individual if your group won't go along.
Here is a preliminary
list of strategies to change the schools we have. I intend to develop the theme of change further in a future
book, The Guerrilla Curriculum: How To Get An Education In Spite Of School, but I'm out of time and
breath, so the brief agenda which
follows will have to suffice for the moment. As you read my ideas
maintain a lively awareness of the
implicit irony that to impose them as a counter system would require as dictatorial a central
management like the current dismal reality. The trick, then, is not to impose them. My own belief based on
long experience is that people given a degree of choice arrive without coercion at arrangements somewhat like
these, and even improve upon them
with ideas beyond my own imagination to conceive. Such is the genius of liberty.
Dismiss the army of
reading and arithmetic specialists and the commercial empire they represent. Allow all contracts with
colleges, publishers, consultants, and materials suppliers in these areas to lapse. Reading and arithmetic are
easy things to learn, although
nearly impossible to "teach." By the use of common sense, and
proven methods that don't cost
much, we can solve a problem which is artificially induced and wholly
imaginary. Take the profit out of
these things and the disease will cure itself.
Let no school exceed
a few hundred in size. Even that's far too big. And make them local. End all unnecessary transportation of
students at once; transportation is what the British used to do with hardened criminals. We don't need it, we
need neighborhood schools. Time to
shut the school factories, profitable to the building and maintenance
industries and to bus companies,
but disaster for children. Neighborhoods need their own children and vice versa; it's a reciprocating
good, providing surprising service to both. The factory school doesn't work anywhere — not in
Harlem and not in Hollywood Hills, either. Education is always individualized, and individualization
requires absolute trust and
split-second flexibility. This should save taxpayers a bundle, too.
Make everybody teach.
Don't let anybody get paid for schooling kids without actually spending time with them. The industrial
model, with pyramidal management and plenty of hori-zontal featherbedding niches, is based on ignorance
of how things get done, or
indifference to results. The administrative racket that gave New York
City more administrators than all
the nations of Europe combined in 1991, has got to die. It wastes billions, demoralizes teachers,
parents, and students, and corrupts the common enterprise.
Measure performance
with individualized instruments. Standardized tests, like schools themselves, have lost their moral
legitimacy. They correlate with nothing of human value and their very existence perverts
curriculum into a preparation for these extravagant rituals. Indeed, all paper and pencil tests are a waste of
time, useless as predictors of
anything important unless the competition is rigged. As a casual guide
they are probably harmless, but as
a sorting tool they are corrupt and deceitful. A test of whether you can drive is driving. Performance testing
is where genuine evaluation will always be found. There surely can't be a normal parent on earth who doesn't
judge his or her child's progress
by performance.
Shut down district
school boards. Families need control over the professionals in their lives. Decentralize schooling down to
the neighborhood school building level, each school with its own citizen managing board. School
corruption, like the national school
milk price-rigging scandal of the 1990s, will cease when the temptations
of bulk purchasing, job giveaways,
and remote decision-making are ended.
Install permanent
parent facilities in every school with appropriate equipment to allow parent partnerships with their own kids
and others. Frequently take kids out of school to work with their own parents. School policies must
deliberately aim to strengthen families.
Restore the primary
experience base we stole from childhood by a slavish adherence to a Utopian school diet of steady
abstraction, or an equally slavish adherence to play as the exclusive obligation of children.
Define primary experience as the essential core of early education, secondary data processing a
supplement of substantial importance. But be sure the concepts of work, duty, obligation, loyalty, and service
are strong components of the mix.
Let them stand shoulder to shoulder with "fun." Let children engage
in real tasks as Amish children
do, not synthetic games and simulations that set them up for commercial variants of more-of-the-same for the
rest of their lives.
Recognize that total
schooling is psychologically and procedurally unsound. Wasteful and horrendously expensive. Give
children some private time and space, some choice of subjects, methods, and associations, and freedom from
constant surveillance. A strong element
of volition, of choice, of anti-compulsion, is essential to education. That
doesn 't mean granting a license
to do anything. Anyway, whatever is chosen as "curriculum," the vital assistance that old can grant
young is to demand that personal second or third best will not do — the favor you can bestow on your children is
to show by your own example that
hard, painstaking work is the toll an independent spirit charges itself for
self-respect. Our colleges work
somewhat better than our other schools because they understand this better.
Admit there is no one
right way to grow up successfully. One-system schooling has had a century and a half to prove itself. It
is a ghastly failure. Children need the widest possible range of roads in order to find the
right one to accommodate themselves. The premise upon which mass compulsion schooling is based is dead wrong.
It tries to shoehorn every style,
culture, and personality into one ugly boot that fits nobody. Tax credits,
vouchers, and other more
sophisticated means are necessary to encourage a diverse mix of different school logics of growing up. Only sharp
competition can reform the present mess; this needs to be an overriding goal of public policy. Neither
national nor state government oversight
is necessary to make a voucher/tax credit plan work: a modicum of local control, a disclosure law with teeth,
and a policy of client satisfaction or else is all the citizen protection needed. It works for
supermarkets and doctors. It will work for schools, too, without national testing.
Teach children to
think dialectically so they can challenge the hidden assumptions of the world about them, including school
assumptions, so they can eventually generate much of their own personal curriculum and oversight. But teach them,
too, that dialectical thinking is
unsuited to many important things like love and family. Dialectical analysis
is radically inappropriate outside
its purview.
Arrange much of
schooling around complex themes instead of subjects. "Subjects" have
a real value, too, but subject
study as an exclusive diet was a Prussian secret weapon to produce social
stratification. Substantial amounts of interdisciplinary work are needed
as a corrective.
Force the school
structure to provide flex-time, flex-space, flex-sequencing, and flex- content so that every study can be
personalized to fit the whole range of individual styles and performance.
Break the teacher certification monopoly
so anyone with something valuable to teach can teach it. Nothing is more important than this.
Our form of schooling
has turned us into dependent, emotionally needy, excessively childish people who wait for a teacher
to tell them what to do. Our national dilemma is that too many of us are now homeless and mindless in the
deepest sense — at the mercy of strangers.
The beginning of
answers will come only when people force government to return educational choice to everyone. But
choice is meaningless without an absolute right to have progress monitored locally, too, not by an agency of
the central government.
Solzhenitsyn was right. The American founding documents didn't mention
school because the authors foresaw
the path school would inevitably set us upon, and rejected it.
The best way to start
offering some choice immediately is to give each public school the independence that private schools have.
De-systematize them, grant each private,
parochial, and homeschool equal access to public funds through vouchers
administered as a loan program,
along with tax credits. In time the need for even this would diminish, but my warning stands — if these keys to
choice are tied to intrusive government oversight, as some would argue they must be, they will only hasten the end
of the American libertarian
experiment. Vouchers are only a transition to what is really called for:
an economy of independent
livelihoods, a resurrection of principles over pragmatism, and restoration
of the private obligation, self-imposed,
to provide a living wage to all who work for you.
School can never deal
with really important things. Only education can teach us that quests don't always work, that even
worthy lives most often end in tragedy, that money can't prevent this; that failure is a regular part of the
human condition; that you will never
understand evil; that serious pursuits are almost always lonely; that
you can't negotiate love; that
money can't buy much that really matters; that happiness is free. A twenty-five-year-old school
dropout walked the length of the planet without help, a seventeen-year-old school dropout
worked a twenty-six-foot sailboat all by herself around the girdle of the globe. What else does it take to
realize the horrifying limitations
we have inflicted on our children? School is a liar's world. Let us be
done with it.
No comments:
Post a Comment