We spend more money on “Education” than almost anything else except defense!
But exactly what is "Education”?
It’s a lot of money but what are we spending it on??
Question: Are we trying to just pass on “facts”?
Query: We only have to buy an Encyclopedia for facts; or, go to the new internet for more facts.
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Question: Are we trying to be a “family” for students?
Query: If so, what do we try to teach as foster mothers and fathers? From where do the teachers come?... Who trains the teachers?
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Question: Are we trying to teach “self respect”, “self esteem”, “confidence”, or what?
Query: How do you do that? What do these words mean? Who gave the instructions? Who trained the teachers? Who decided to do that? What are their credentials?
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Question: Are we trying to “baby sit” for the day so parents can earn money?
Query: What kind of services and atmosphere should you provide? Who is going to make the rules? Who delegated them to make the rules? What are their credentials?
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Question: Is this a Government , State, City or Community matter?
Query: Who decides? What are their credentials? On what is the decision based?
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Question: Who gets the money? How much? From where does it come? Who decides?
Query: Is it dollars per student? Is there a special category of student? (i.e. Rich, Poor, Ethnic, Inner-city, etc.) Who decides on the criteria? Who delegated them to decide? What are their credentials?
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Question: Are we trying to teach students so they can get a job?
Query: What kind of a job? Who decides? What special type of training for what special type of job? How many “special jobs” are there? … What is a “trade school” for?… Is there a difference?… So!… what’s the difference?
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Question: What do we do for the malcontents, unmotivated, slow learners and the “violent”?
Query: Do we keep the class environment to the level of the lowest achievers? Do we spend whatever time is necessary to get a quiet, disciplined learning environment? How much time should that take from the class period? Who decides? Where are the rules? Are they different for different classes, schools, Cities, States? Who decides?
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The number #1 Question is: “What are we trying to accomplish..really!”
Query: Where are we going to get “precise”, “definitive”, “mutually understandable” answers?
May I propose some possible alternatives……
1. Before we can approach any solution to any problem, we must have a precise idea of what we want to accomplish. We need a written plan. If we can’t get a written plan, send your child to a “For Profit Private school”. They have already answered these questions. There is little hope for improvement (notice I didn’t say “change”!) without a written plan for Public Education! The written plan must be precise, definitive, and mutually understandable. Change can be good or bad! (the “new” math?)
2. Success must be measurable!! How can you know if you are not improving unless you have a measurement of some kind. There can be no student “effect” because of the measurement. The measurement must be a “management tool” only …i.e. improve, the same, or, failing.
3. We should try to establish a “Basic Education” curriculum for each student’s years work. This Basic curriculum should be very restricted.
The “Basic Education” should include:
a. The teaching of the English language. This is the language of the United States of America. It is our national language. It is the language of the majority of the jobs and businesses of this country. Success comes from being able to communicate with the greatest segment of the people. If you believe that each ethnic group can have it’s own language, customs and value systems, then you believe in a different United States than the founders did. If you want a change in the essence of this country, in the beliefs and customs of this country, that is what will happen if we try to have more than one major, “official” language. You will have an “American Europe”…..separate groups with different customs, languages, and value systems. You will not have “The United States” as we know it!
b. As part of the teaching of the English language you must include the basics of “reading and writing”.(This is will be based on a “sliding scale” of the evaluation and measurement of the skill level that should be expected at a certain age or class level.) There is no other way we transfer information, directions, instructions, etc. other than through language.
c. Mathematics skills must include (again on this “sliding scale”) the eventual ability to do simple tasks that may be required to have a checkbook, a savings account, purchase and correctly pay for goods and services, buy a house or a car, borrow money, and in general understand “money” transactions. Simple Algebra may be slightly included as a method of problem solving. There is a very evident picture in Mathematics of the concepts of “neat, orderly, logical, reasonable, predictable and measurable”. There should be enough exposure to Math to the extent that these concepts are exposed in the “Basic Curriculum”.
d. We should teach the concepts and information necessary to encourage personal hygiene and personal health. Sex education is “tricky”. When to start, what to teach; how much is necessary and for what age; for what specific purpose do you need to know what; etc.…..???.... At the very least, at some points, the “consequences” of the “sex act” must be exposed!
(If a parent objects, should they be given the right to exclude their child from this exposure? Part of the requirements to receive welfare should be, whether or not, the student was restricted from sex education. A student must be provided with the information as to the “consequences”! Certain details are not necessary; but teaching “consequences” is necessary.)
e. We must include information as to what “The United States” is. What it stands for according to the constitution. What Democracy is and what the alternatives are. How we became “The United States”. We must give enough information that everyone will know what is involved in being a citizen of “The United States”. How about giving everyone a “citizen’s test” until they pass it! It’s measurable! Students must know why it’s so valuable and why people have died for it! Why is it so different than most other countries? Why do people from all over the world want to come here and become “citizens”? What are some of the criticisms and what the answers are to those that criticize. No! Not politics!….. Just pure “patriotism”! Just understanding America. If they don’t get it in school, from where will the information come?
f. Now !!… What to do with the unmotivated, malcontents and the “violent”. How about “Special Basic curriculum schools”. You are measured and can always graduate back into a “Regular Basic School”. This “Special School” will have more security and more enforcement of attendance. And, the student’s participation “regardless of measurable achievement in the “Basics” will end at a predetermined age! If you are one of the above described, you will no longer hold back the effectiveness of the teaching in the “Normal Basic School” but will be sent to this “Special Basic School”!
g. So far we have been talking about a “basic” curriculum scaled to the performance level expected at a certain time. If a student achieves a certain “measurable” performance in the “Basic” curriculum he can choose to add other “non-Basic” subjects to his “education”. This additional subject material may be taught at another building, a sort of “Magnet School”.
But first and foremost, a student must have achieved a satisfactory, measured performance in his “Basic” courses. …That comes first…. Every time!!! Then the additional courses in Science, Physics, the Arts, Athletics, etc. are available….. BUT, first things first!!!
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I. This principle of a “Basic Curriculum” must be discussed and accepted. Accepted by the group that eventually will be selected to accept any “principle” (i.e. the Government’s, State’s City’s, etc…)
II. The matter of the “money”…. The who, where, and how must also be solved.
III. The principle of “measurement” is a management tool. It is a tool to view the success or failure of a student’s performance in achieving a fixed level of “Basic” understanding. It must also be accepted and acted upon. Again …no student is affected by the measurement other than being required to retake the course until his measurement is acceptable for his level. … no “non-basic” courses added until the acceptable, measurable level is achieved! No stigma, no loss of self esteem, no going backwards … just a retake of the “Basic” that is not at an acceptable level.
IV. The principle of “Basic curriculum” achievement before being able to select “enhanced curriculum” must also be accepted and enacted upon.
V. The idea of a “Special Basic Curriculum school building” for the malcontents, the unmotivated and the “violent” must also be accepted and acted upon.
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As a matter of personal principle, I would not end with only a criticism. We all know we have a monumental failure on our hands. I have presented some “alternatives” for discussion. Perhaps you, too, have “successful alternatives”. .……….Yeah! … But to whom are we going to talk ??
Unfortunately, the fundamental question remains….
“How do you make a change?”
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