The Age of Separation…Who are we as a country? What is our direction? Who can/should we become?

Question #1 – Can empathy be the answer to separation?

Ithinker-28741_1280n my introductory post to this series, I shared that I found myself increasingly preoccupied with questions about who we are, who we are becoming, who do we want to be.  In this post I’m going to begin that exploration.   Today, I’m going to draw heavily on two essays by Charles Eisenstein. Why Charles Eisenstein you might ask (right after “who the hell is he?”)?  His essays will give you a pretty good picture. You can read them  here and here.

After reading his work and more about him, I decided to take advantage of an opportunity to attend a 3-day “More Beautiful World Gathering”.  The program was built around Charles book, The more Beautiful World Our Hearts Know Is Possible and was an expanded version of previous, smaller retreats led by Charles.  It was one of Charles’ first attempts to take his thinking and his successful appearance on Oprah’s  Super Soul Sunday to a larger audience (about 200).

One of my primary reasons for going to see Charles was that I was anxious to hear more about what he calls the “Age of Separation”.  I resonated with his thinking. While I have blogging and on-line community “friends” throughout the country and even outside of the US, I know only two of my neighbors even after a year of our move to this home.

This post will focus on what I sense to be a response to our increasing separation.

A few years ago when I was still actively consulting, I began to rely on the metaphor of “the story” to help communicate that we are in a time of significant change… change which has largely invalidated a story that many of us grew up with.  That story reads somewhat as follows…

If you follow a certain path conscientiously you will succeed in life. That path involved going to school, working hard, getting good grades, going to college, graduating, getting a good job, and enjoying a secure future (including retirement).  If you’re my age you heard this story fairly regularly. 

In my consultant work for the past few years I shared that, although we are still sharing this story, for many young people today, the story is a lie or, perhaps more charitably, a fable.  You don’t have to be a Republican or Democrat, a liberal or a conservative, to accept that the “old story” is dead.  All you have to do to understand this on a very visceral level is know the parent of a child who has recently finished college, has accumulated massive debt, and can find no job in their chosen field.  All you have to be is a worker whose wages have been stagnant for several decades or a retiree whose pension no longer exists.  If the old story were still “alive” there would have been no need for the call to “Make America Great Again.

Whether or not we like it, we are now living in a time between stories.  And in that space we are growing increasingly isolated from one another… a growing sense of separation.  We see and hear obvious examples of the dead or dying old story.

While we grew up with a story that anyone could grow up to be a millionaire, and we read of stories about the Gates, Bezos, Musks, etc., we see increasing examples of people losing their homes to pay medical bills, we see decreasing longevity, high infant mortality rates, shrinking membership in the middle class and a growing concentration of wealth in the hands of a very few. It appears that we may be living the poorest wealthy country in history.

We appear to be in the process of writing a new story and this new story shapes up as an Age of Separation… a time when we have become increasingly separate from one another, separate from our institutions, and even separate from our planet.  I don’t think I have to dwell on that idea as I sense that, while we may not have used such a label, we have experienced a growing sense of such separation. While I have “friends” on Facebook, I don’t know my neighbors.

I imagine that, if we consider it for a bit, we each have stories about our own growing sense of separation, our own growing sense of distrust.  Can I trust big corporations like Facebook or Google with my personal data? What news outlet can I trust to provide me with accurate, factual information?   Do I sense that my elected officials (even those for whom I voted) are acting in my best interests?

What I like most about Eisenstein’s thinking and writing is that he is more than a chronicler of doom.  He offers options. The option he offers for separation is empathy.  Let me share a personal story…

Not long ago we needed some electrical work done on our “new” home.  The previous owner was great about leaving info about service providers and I contacted the person whose name the previous owner had written on the electrical panel.  The electrician arrived, did his work and then as we were settling up the bill, he approached me with a Hilary Clinton crying towel and the question, “Do you like Trump?” My first reaction was, “Oh, oh… back to the yellow pages.”

To avoid a clumsy ending to his visit, I shared that it was a bit early for me to judge his record but I was not comfortable with him as a person and his disdain for my values. Then I remembered Charles and his prescription… empathy… what is it like to be the other person.

So I invited the gentleman in for a cup of coffee and I asked him about his story.  While he certainly didn’t convince me to change my opinion of the president, he did help me understand why Trump seemed like a good choice to him.  We didn’t convert one another but I did manage to avoid a search in the yellow pages.  More importantly, I gained a respect for him and for the power of empathy.

I’ve realized that I am a notoriously slow learner.  I’m not proud of the fact that it’s taken so long for empathy to become a part of my working vocabulary.  My experience/epiphany hardly counts as a research study. Can you see empathy as an antidote for separation?  Can you recall (and share) some of your experiences with empathy (either on the giving or receiving end)?  My millions of followers would love to hear your experiences.

PS This isn’t about chest thumping.  You can share and still be humble.

Rethinking Rethinking

Hello again. It’s been a while.

compassToday begins a new chapter.  I’ve been stuck in a loop.  Confronted on an almost daily basis with behaviors and news reporting that treat ratings and factual information with equal value, I’ve had a hard time focusing just on things related to education.  What time I found, I’ve been spending participating in an online change school community.  It’s been a great experience and most times it has been a welcomed pause from the noise in my head… noise that left me asking big question like who have we become and who do I want to be?  But sometimes the distraction of the education conversation isn’t enough. Thankfully. It shouldn’t be enough.  As with a growing number of folks, I found myself thinking that if we can’t decide what to call the places where we are housing detained, separated families, we’ve been asking the wrong questions.

When I found myself fantasizing about being the lone person who stood in front of the tanks in yesterday’s DC parade, I realized that I needed to do something.  I recalled the commencement address commencement address by Dr. James Ryan for the graduates at the Harvard Graduate School of Education in 2016. If you haven’t already checked him out from previous mentions in this blog, I urge you to do so. He suggested that while people might expect Harvard graduates to have answers, they would be far more successful if they learned to ask questions… he offered 6 critical questions.

I realized that we’re looking once again for a presidential “messiah” to provide us with solutions that we like… solutions that far too frequently have no sound problem analysis behind them. Solutions that offers fixes without ever exploring why we are where we are… why we are arguing over the names we should use for facilities housing separated children.

So for a while I’ll be trying to bring some questions to a larger audience.  To do this, I’ve decided to double post my efforts, both in this blog and on my Facebook page.   Here’s the first post…

My best friend in high school once suggested that my mom, who was known to be talkative, apparently had a goal to talk to everyone in the world…twice. And she might be on her second time around!  Some of my more charitable friends have suggested that my inability to shut up is genetic.  This is by way of introducing a new venture for me… A new use of my Facebook page and blog.

We are recognizing that things aren’t going well.  Some people voted for the current president for that very reason. Others don’t much care for him for the very same reason.   But what if the differences in opinion about Donald Trump and his administration are a distraction?  What if we’ve become seduced by the lure of the quick solution to the degree that we’ve lost our ability to even ask “why”?  What if the issues that seem to be dividing us cannot be resolved by the selection of the next presidential messiah?

This introduction is by way of warning and hopefully will serve as a heads up for what you are likely to encounter should you choose to follow me.  My intent is not to impose my thinking or perspective on anyone.  It’s for this reason that I’ve moved some of my writing here.  One of the things I that I heard frequently as a child was that it was not polite to discuss religion or politics at social gatherings.  As I’ve aged I’ve come to believe that what was intended as good advice has actually contributed to our apparent inability to discuss emotional topics in a thoughtful, kind and empathetic manner.

In this forum you are free to interact with my thinking, my questions, my reflections and those who may choose to offer their own questions, responses, and reflections, you are also free to “unfollow” me if my thinking is too unsettling or offensive. It is not my intent to be offensive and I would ask that anyone choosing to add to the conversation do so in a polite and respectful way.

There ‘s a sweet kind of irony that I’m writing this introductory post on the day after Independence Day.

If you have friends who might like to participate in the exploration of questions regarding the direction of our nation and our culture, please share.

Be well.

This Change Stuff Makes Sense But What Do I Do on Monday?

… A Couple of Steps Closer to How…

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Welcome back.  I’m writing this under the assumption that you’ve read Part One.  While I hadn’t intended to create a multi-part post, I realized that Cam, in his sharing, had done so for me.  I’d encourage you to read Cam’s essay.  It’s an eloquent sharing of what our search is all about. In his analysis of the ways in which he is applying Dr. Ryan’s 5 Questions Ryan’s 5 Questions to his thinking and explorations, Cam led into another question which I’m paraphrasing here…

 

What would learning look like if we acted on both our knowledge and our beliefs about it?

While not exactly Mueller-like in the level of detail he offers about how schools and learning might look, Cam shares some very concrete examples of things that he has done to close the gap between what we know and what we are currently doing in most schools.

Cam begins his reflection with some observations about the dissonance between how both kids and adults seem to learn best and what happens in schools as they are traditionally organized and configured.

And so the “guitar story”

…my 6-year-old starts guitar lessons today. He is very excited: he told me so at 5:00 am.  When my partner and I began looking for teachers we had lots of criteria.  My number one criteria is that there be no “curriculum” – how many amazing musicians never got beyond formal, conservatory based lessons and fail to see themselves as musicians later in life. I would argue far more than see themselves as musicians.  This kind of approach to learning music does little to foster lifelong learning; it’s an exercise in resiliency: if you last you get to the good stuff; if not, you stop playing.  My only measure of success for my son learning guitar will be if he still loves it on the other end.  Like Springsteen writes about his first guitar experience in ​Born to Run​, if my son quits because it’s hard, and loves it all the same, that’s success for now.  One day, who knows?

A key difference that came to mind this morning is relevant here: Contrast this to my experience of dropping him off at the bus today: you’d be hard pressed to find a more somber looking group of kids at 8 o’clock in the morning than those being transported to school.  It was a bright, sunny, relatively warm Wednesday morning and every kid in every window looked…well, not excited to be there, or, I extrapolate, not excited about where they’re headed.

“I wonder why…we’d start with schools.”

I wonder why learning organizations of any kind would turn to schools for examples of best practice before looking to the myriad examples of lifelong learning in the community.  There is a wealth of evidence of learning in what education terms ​extracurricular​, and I’m inclined to think that deeper, more life altering individual development happens here.

If one was to consult the vast opportunities for non-credentialed, adult learning that people turn to cultivate passions outside of their working day one begins to see a disconnect in learning practice from what one sees in schools.  In fact, if one looks to all the learning that children and youth do outside of school one would find similar examples.

Why, as a parent, would I scrutinize the quality of learning for my son’s guitar lessons, while blindly sending him off on the sad-bus for school?

…Maybe the better way, the more organic way, for me anyway, is to say it this way: “Would I want my children to learn this way…?” If the answer is no, then I hope there is a very quick, “Wait, what?”,followed by an “I wonder why…?” to follow.  Why are we profering learning in our schools, in our Alt. program, that we would not support for our own children?  Especially when we see a more effective alternative in their extracurriculars.

 “Couldn’t we at least…” work towards a learning organization.  A place that acknowledges the challenges our students arrive with. Couldn’t we at least strive to be something better? We are hardly scraping the surface of what we can do.  Couldn’t we at least try? “Learn like no one is watching.”  Couldn’t we strive to learn this way….Couldn’t we at least stop being afraid that our existence is contingent on being rigid.  Our existence is contingent on being awesome for students asking for all kinds of different awesome questions.  We can strive for that, can’t we?  [Ron Edmunds said it this way: “…we can, wherever and whenever we choose, successfully teach all of the children whose schooling is of interest to us.  We already know more than we need to do that.  Whether or not we do it must finally depend on how we feel about the fact we haven’t so far.”

We’ve had lots of conversations about why, when people know in their hearts that school could be something better, do we continue to “do school” as we’ve known and experienced it?   When we talk about why there is such a gap between what we know and what we do, we inevitably come to face to face with our fears.  We are inundated with “what if” questions… almost all of them are about the consequences of failure.  The list of these fears is as long as the number of people on our staff… each has their own version, their own fear(s).

These fears drive us to ask “how” questions: How will I manage giving kids choices? How will I grade them? What if they choose to do something that we don’t usually cover?  What if they screw up the state test? Etc., etc. etc.

Here’s how Cam took steps. He describes this in his response to Ryan’s “How Can I Help?” question.  He offers two experiences as something he shared with colleagues to help them see what learning might look like.

But did I ever tell you about the time (last week!) a student presented to a room full of people she invited – her family, her friends, her teachers?  The presentation was inspired by Change School; when John Clements dropped into a Coaching Session and told us about ​Back to the Future​.  I paired this concept with an idea Patrick shared with me months ago, and suggested this to a student–a brilliant young woman who writes like no one’s business–I said: “Imagine you 5 years from now.  The aspirational you.  Present about her. Then have her come back to you now and show you how to get there.”  Something like that anyway.  Her presentation was the most beautiful piece of performance art I’ve witnessed as a teacher. Stunning.  Brilliant. Poignant. That’s how I help.  I try alongside my students, as learners together. And bear witness to the trying.  And make the learning and trying visible. [italics mine]

Cam’s second experience is a bit more “beyond the walls” and responds to the question, “Couldn’t we at least…?”

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This is Jacob.  One day in February he and 24 students from the Alternate Program joined me at the International Brotherhood of Electrical Workers (IBEW) – a partnership a year in the making – for a Pre-Apprenticeship training opportunity. The experience was open to anyone. Experience was unnecessary. Jacob had no experience.  He was frustrated at the outset: the instruction did not make sense to him (it was the minimum viable instruction), and he was sitting at a plywood circuit, with a circuit diagram and did not know where to start.  I checked-in: he voiced his frustration.  I suggested he ask a question and gave him some space.  Jacob worked for 4.5 hours; struggling, seeing others around him complete the circuit and move on, seeing success, not necessarily in himself.   At the end of the day, this hardened learner who revealed nothing of his emotional rollercoaster all day, stepped up to the circuit testing lab.  Everyone in the room was packing up, cleaning up, waiting at the door for taxis.  Jacob was hauling his completed circuit to the testing lab.  The instructor, George, noticed him and met him at the lab. He checked the circuit, explained what he was looking for.  Jacob revealed nothing of what was going on in his head.  George moved out of the way to give Jacob space to flip the switch.  What does learning look like? This is what learning looks like. That smirk you see, magnify it by 100 times; when that light literally and metaphorically turned on.  Jacob could not contain himself. This is what learning looks like.

“What truly matters?”What matters is that we are all inherently learners.

Somehow the machine of learning, the industrial approach to learning begins to whittle at our organic need to thrive in wonder.  I suspect the moment that we began, as a species, questioning the purpose of learning and hooking other aspirations to the purpose is the moment learning got more complicated than it needed to.  The moment that aptitude was measured, skills were evaluated, retention was challenged, comparisons were leveled, people were segmented, was the moment that we stepped away from ​learning​towards education. This is a new idea for my thinking, but it matters.

My son is sitting beside me playing with a Rubik’s Cube.  He is nothing short of enraptured by the puzzle.  He turns it, and considers.  He sits it down and twists and contorts himself and his perspective trying to see the inner logic of the toy.  This all began because he walked in on his Mom watching a video about a Rubik’s Cube savant.  He knew his sister had one. We found it.  He’s been consumed with the puzzle ever since.  He’s literally waiting for some insight without reservation.  This morning he asked if he could watch an expert video to get some ideas. He only asked once; he got sidetracked by his own discovery.

What truly matters is we didn’t invent learning.  It is not a discovery.  It is ​the​ discovery.  That we are a being that can ask questions, and look for answers, and, if we’re lucky, never really find the answers we seek. Instead, we discover more questions. [Italics, bold mine] ​

Try this on for size… 

Imagine your school, your classroom if you decided to address how you might reduce the levels of stress, anxiety, and depression for your students. Explore this with Ryan’s Five Question approach and think about sharing that with us.  Here you go…

There’s growing evidence that schools are contributing to rising levels of student stress, anxiety, and depression. Wait! What?… 

I wonder why… we grade kids in school?

I wonder if… it would be better not to grade kids (or teachers)?

Couldn’t we at least try… to reduce the use of grades as measures of learning?

How could I help… my school, my students, my colleagues adjust to such a change?

What really matters to me? In my school? In my classroom?

Be well.

Title: What’s Change Really Like… A Tale from Our Canadian Neighbors

As usual, I’ll begin this piece with a bit of context…

As many of you know I’ve been spending time working on my learning… mainly learning about learning.  As a part of this process I’ve become more of an active participant in the Modern Learners Community.  One fascinating aspect of this engagement has been the opportunity to participate in the Modern Learners’ Change School professional learning experience.

Change School is a virtual, cohort-based learning experience in which participants engage with the Modern Learners team and one another in an exploration of, and support for, the process of reimagining school in their districts.

One of the unanticipated benefits of the experience, and one I can’t stress strongly enough, has been the opportunity to meet, listen to, and learn from some wonderfully talented and committed educators from around the globe (participants In Cohort 7 are working throughout the US, Canada, Africa, Asia, Australia and New Zealand).  This cohort (the 7thand latest) was attended primarily by new participants but also by a number of participants from earlier cohorts who returned to deepen their earlier experience, complete explorations which had been left incomplete due to the pressures of their jobs, and continue their access to the team’s support of their change school efforts, etc.

The experience was as intense as it was enjoyable (and, yes, I’d recommend joining the Modern Learners Community and a Change School cohort if at all possible).  Through weekly online “cohort meetings” supplemented by weekly scheduled group or individual coaching sessions, and the participants’ responses to team offered “provocations”, I came to know a number exceptional educators and began what I can honestly term deep, engaging connections.

In today’s post and the one that will follow, I’d like to share with you pieces of an exchange which occurred between me and a Cohort 7 educator, Cam Jones. Cam was recently assigned to an administrative role in one of his district’s alternate high schools in Canada.  But why would I suggest that you visit a bit here with Cam?  Because Cam, more and better than anyone with whom I’ve spoken in recent months, has managed to capture in his “conversation” with both me and himself the logistical and internal challenges involved in changing school.

In the first of this two-parter I’ll share Cam’s response to a question I had shared with him about applying the 5 Key Questions referred to by Dr. James Ryan in his 2016 commencement address to the graduates of Harvard’s Graduate School of Education.

Note: In the introduction to his address, Ryan captured what I would consider to be the essence of good leadership and a seriously underutilized skill… the asking of good questions.  Ryan shared with the graduates that, as graduates of Harvard, people would expect them to have answers.  He suggested, however, that their success would depend less on giving answers and more on the quality of the questions they asked.  He offered 5 and a bonus question.

Here, once again, are Ryan’s Five Questions

  1. Wait …What?– (asking a clarifying question) – understand an issue before advocating for it – at root of all understanding
  2. I wonder (why/if)– at the heart of all curiosity
  3. Couldn’t we at least?—getting past disagreements – beginning of all progress
  4. How can I help?– relationship builder and alternative to “savior complex” – how we help matters as much as that we helped – at the base of all good relationships
  5. What truly matters?– gets you to the heart of life

Bonus question:  Did you get what you wanted out of life?

Cam’s writing speaks for itself.   With Cam’s permission, I’m sharing here pieces of what he wrote.  I trust you’ll find his words and his self-reflection as eloquent and moving as I have.

I begin with Cam’s response to Ryan’s questions in the context of his work at his and other alternate high schools in the district (there are six).

“How else I wonder can we do things?”

“I’ve wondered why we do things the way we do, often.  It comes down to this: in working with students marginalized by the system in a variety of ways, our program relies on a tool for learning that I don’t see the benefit of.  Further, the method of delivery is counterintuitive: we work with the most visibly disengaged students using the least engaging way of learning I can imagine–independent, read and write. So, why…why do we do that?  I think the answer falls to pressing concerns. Many, if not all, of our students are non-attenders before they arrive at our site… Our students are well behind on credits relative to their age because of disruptions to their education. They often return to our setting with deficits/gaps in their learning, executive function, and social/emotional well-being. The Alternate Program provides an alternative to the system: we exist to serve the student where they are now, first.

And this is the rub: I think the pressing concern for our programs is student well-being; it is our operational and aspirational focus. I think our “wonder why” is that we’ve never wondered why. Maybe we haven’t had to. Maybe we haven’t wanted to. And over time we’ve become comfortable with our rationale for our approach, or our not needing to provide a rationale.  Instead of talking about learning, we talk about the trauma our students arrive with, and manage daily, and glaze over the learning part of our responsibility with credit accumulation. If they’re earning, they’re learning. “

Couldn’t we at least…

“Couldn’t we at least…” come back to learning.  I think we are. I think the contemporary vision for the Alternate Program is coming back to learning.  In part out of necessity. Our student demographic doesn’t fit our narrative as it might have years ago.  In the past our structures were hard and fast, at least as the narrative recalls them. These structures are eroding and allowing different structures to surface.  Moreover, supports that were not part of the Alts are now front and centre. We’re coming back to learning.”

How can I help?

“How can I help?”  I’m learning how to help.  I’m asking questions. At times I’m letting my impatience, my frustration be known.  At other times, I’m letting my passion get ahead of me, and letting my disappointment with how we do things be visible.  In the meantime, I’ve found other ways, better ways in my mind, of doing things. I am modeling an approach where my expertise is learning, and the curriculum is a background to the collaborative work I do with students.  I’m turning my attention to awareness of my blind spots: students who engage in collaboration are thriving in my classroom; students that aren’t engaged: well, I’m working on that too.  It’s a little tougher.

In the meantime, I’m designing what I am calling alternate experiences beyond the walls of the school, with community partners, and using these examples as means to open the discussion about what learning can look like.  And I’m constantly checking myself against the idea of being a learner with the students, alongside the students, and fighting the instinct to “educate” in the ways I was “educated”.

What truly matters?

“Because, after all, “What truly matters?” in my work in the Alts (Alternate Schools) and elsewhere is that I’m striving towards a way of doing things that aligns with my beliefs, about learning, about life, about a vision for school, and how we support the students who have rejected the system and said “I’m not jumping through your hoops.”

“And did you get what you wanted out of life, even so?” 

“And did you get what you wanted out of life, even so?”  It’s funny: I ended up an English teacher, again, begrudgingly.  This was not the path I thought I’d take to the Alts. I just knew I wanted to get to the Alts.  The timing was imperfect, the context not ideal.  And yet in returning to the classroom I’ve had this amazing opportunity to be a better teacher.  I’m not sure ashamed is the right word, but I certainly wasn’t proud of my teaching experience, in hindsight.

This year I’ve moved closer to a version of myself as teacher that I’m proud of.  It’s a work in progress, but I’m energized by it.  And as someone who wants to challenge how we do things, and be part of the answer and change going forward, I can’t think of a better place to start from.”

Being the change on the ground, rather than seeing the change from on high are two very different perspectives. The ground game has more work and more risk; but when it works there’s nothing more beautiful to watch.”

When you think about changing what happens to/for kids in school, what do you wonder? How would you answer “What matters?” Does what happens in your school/district include intentional actions to support your response to the “what matters” question?

When School Purpose Meets Algebra II Who Wins?

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by edshelf: Reviews & recommendations of tools for education

So the headline is misleading. I’m really not going to write about Algebra II.

I want to share thoughts about two seemingly unrelated ideas.  As I reflected on them I realized that they were much more closely connected than I had originally thought.  I hope that when you read this you will also see both the connection and the importance of that connection.

The two thoughts focus on the concept of school purpose and the value of voice… in this case, student voice.  My explorations stem from a conversation and two readings and I’ve included the links to the readings in the event that you’d like to explore them further.

Yesterday I had the opportunity to share a lunch with a dear friend.  Having lost touch for years as we each allowed family, distance and career responsibilities to create a separation, we schedule our lunches with a deliberateness intended to insure our connectedness.  Like many such occurrences, I didn’t recognize the hole our separation created until we “rediscovered” one another.

Our lunch conversations include family updates, shared experiences in very different professions and, almost always, philosophical discussions about the state of our world. Yesterday’s lunch was no exception.  We rated the various politicians who have announced their intentions to run for the presidency in 2020 and found ourselves discussing core values and how we learned ours.

Then this morning I read two pieces that confronted me with the reality that yesterday’s conversation about core values was hardly philosophical. Looking at the lunch conversation and these two readings through the lens of my career in education, I found myself confronted by a very loud voice asking…

“What the hell are we doing? How much longer can we continue to avoid deeply exploring and seriously answering the question, what is the purpose of education and, more specifically, what is the role of school in that purpose?”

Before you give up on me here for wasting your time with another philosophical bird walk, I’d like to highlight a few findings from a report that Jan Resseger explored more deeply in her post morning. I urge you to take a few minutes to read Jan’s post. In it she describes a study completed by researchers at UCLA, “School and Society in the Age of Trump”.

In the study, researchers surveyed 500 public high school principals about current social issues and problems that are increasing pressures for students, teachers, and school administrators. The identified issues (along with the percentages reporting significant impact) were:

  • Political division and hostility (89%);
  • Disputes over truth, facts, and the reliability of sources (83%);
  • Opioid misuse and addiction (62%);
  • The threat of immigration enforcement (68%);
  • The threats of gun violence on school campuses (92%).

Here’s a little more about these figures.  Eighty-nine percentof principals report that incivility and contentiousness in the broader political environment has considerably affected their school community and eighty-three percentof schools see these tensions intensified and accelerated by the flow of untrustworthy or disputed information and the increasing use of social media that is fueling and furthering division among students and between schools and the communities.

unschooling rules photoAs I‘ve shared previously, Clark Aldrich (Unschooling Rules: 55 Ways To Unlearn What We Know About Schools and Rediscover Education) suggests that there are three critical learnings for kids and, therefore, critical purposes for schools: help kids learn how to learn, help kids learn how to do, and help them learn how to be.  Bo Burnham in his highly acclaimed film, Eighth Grade, addresses how hard it is in normal times for a kid to figure out how to be.  His character describes her search for “how/who to be” when she’s in the car with her dad, when she sits at lunch with her friends, when she is at a pool party, etc.

Helping kids learn how to be/who to be is hard and I’ll offer that we haven’t been doing a very good job of it since the onset of the “school reform movement”.  We’ve heard a lot of “I wish I had time for that, but…” So what happens when we are confronted with the possibility that 89% of our schools are negatively affected by the incivility and contentiousness seen daily on TV! Is this how they’re learning how to be?

At a time in our history which has been described as an “age of separation” can we continue to rationalize the rigidity of the master schedule and the need for constantly improving test scores as excuses for not “finding time” to deal with the need for kids to learn civility and empathy, for not finding time to be intentional about helping our kids learn how to be in this environment?  Hang on to that for a bit, OK.

The second piece that I encountered this morning appeared in Medium and was written by Michael Klein, a special education preschool teacher at Kilawea Elementary School on Kaua’i.  The piece is entitled “Student Voice: Don’t Just Listen to Students; Give Them Power.”  In it, Klein described several initiatives in Hawaiian

Schools aimed at both increasing student voice and, additionally, student power.  He makes a powerful case for the importance of fostering student voice/power. He asks a series of questions.  Here are a few…

Would we consider students being on our school and district’s teacher hiring committees?

Would we allow students to evaluate teachers, principals, and even our superintendents?

Would we consider having students at principal meetings to make decisions alongside principals?

Would we consider having them being part of the process of designing new schools?

Would we consider students being present when making decisions about curriculum or texts for our school?

So, would I be wrong if I assumed that the default response to many of these questions is “no”?  Certainly, it would be “no” in the majority of schools I worked in and visited.  And why was it “no”? In almost all cases it would involve some of form of  “They’re not ready to do those kinds of things. They’re not adults. They’re just kids.”

But wait.

Didn’t we just say that these “kids” are being affected by incivility and contentiousness? By the disputes over truth, facts, and the reliability of sources? By opioid misuse and addiction? By the threat of immigration enforcement? By the threats of gun violence on school campuses?

And now the connection…

And so I come back to the question of core values and how we share them.

What if we can’t afford to have student voice and power remain “no” in a society which almost always has phrases like “good, productive citizens” in its school mission statements and then regularly enacts policies focused on compliance? What if it’s not just that we should give students voice and power but we have to for our own survival?

Helping kids learn how to be/who to be is hard. Giving kids the opportunity to explore who they wish to be … isn’t that a core value worth our commitment? And we can do it in places where they are surrounded by more caring adults than almost any other place in their lives.

Giving kids the opportunity to participate in and learn from conversations with adults about “adult” issues – i.e., giving kids a voice and the power to impact school decisions about such issues – isn’t that a first step in helping them learn how to use their voices thoughtfully and responsibly?

What would school look like if we made Aldrich’s “3 Learnings” the core purpose of an education?  What would school and learning look like if we designed learning experiences and created space for learning that focus not on the “mastery” of discrete content of a specific course (yup, here’s where I sneak in the reference to Algebra II) but on learning how to learn whatever I need/want to learn?

Is this a conversation that’s taking place in your schools or the schools your kids attend?  If yes, could you take a moment or two and share how?  If not, why not? Could you start it?

School and the Tomato – A Reflection

Warning:  This is a very short piece with a homework assignment.

When I first began this whole blog thing what seems like an awfully long time ago, I tried out a couple of titles. I wrestled with names like “Re-Imagining Education”, “Re-Imagining Learning” and a couple of others I can’t remember now.  I settled on the present title because I wanted make a clear distinction between learning and schooling.

My thinking behind this decision was based on my strong belief that we have become trapped in a cycle of trying to do the wrong thing better – i.e., we’ve become focused almost totally on the process of schooling and to a more subtle distinction… the process of teaching.  Beyond the folly of attempting to measure it with a series of high-stakes, large-scale assessments, we have paid only lip service to the concept of learning.  (For a more detailed analysis of the misuse of large-scale assessments, see The Testing Charade: Pretending to Make Schools Better by Dan Koretz).

Repeating my previous and frequent paraphrasing of Russell Ackoff, while we have been struggling to improve the effectiveness of schools, we have done so, almost exclusively, by focusing on their efficiency.  What we have not done is look deeply at their purpose.  What we have not done is look deeply atwhat learning meansat this time in our development. I wanted to explore these ideas further, primarily for those like-minded readers who, while seeing a need to refocus our efforts, have been unable to find just the right words or approach to generate support for such discussions.

This morning as I was revisiting a number of articles related to this that I had archived previously as possible blog topics, I was about to open one entitled “29 Ways American Schools Fail Students” when I noted on the same cover page of the Medium email another article, School and the Tomato – Education Is No Longer a Monopoly”.

I ask you, how could you not open that?

The author, Bernie Bleske, offers a interesting description of what is happening/should happen now that our school no longer have the same monopoly on education that they had prior to the current technology revolution.   Most of my “work” now is centered around the problems attendant to continuing school and schooling as we have experienced it and as we now know it.  I’m interested in how you read his descriptions and conclusions.  So I’m calling in a favor (as if I have any to call in).

Medium has shared that Bleske’s article is a 10 minutes read.   I’d like to read it and add another 10 minutes to that by asking that you respond to the following questions in the comment section (or using my email address if that’s more convenient for you).

  • Do you agree/disagree with Bleske’s description of schooling? 
  • What in his writing struck you as important in reaching your conclusion?
  • What pieces of Bleske’s description do you feel that parents would accept/challenge?
  • Any other thoughts?

Requiem for a Dying Story

 

testing Joe Brown Stop Educating

I want to try to connect some dots.

How would you answer the question, “What is the purpose of education?”  Would your answer be different depending on your country of residence? Would the purpose change if the context changed?

How did I get so philosophical? Well, I was reading a post by one of my favorite bloggers, Jan Resseger.  Jan begins her blogs with this quote:

“That all citizens will be given an equal start through a sound education is one of the most basic, promised rights of our democracy. Our chronic refusal as a nation to guarantee that right for all children…. is rooted in a kind of moral blindness, or at least a failure of moral imagination…. It is a failure which threatens our future as a nation of citizens called to a common purpose… tied to one another by a common bond.”

—Senator Paul Wellstone — March 31, 2000

Jan’s page banner reflects her clarity of purpose.  She writes to highlight instances where we continue to fall short of Senator Wellstone’s commitment to “…an equal right through a sound education…”. She writes to hold such instances up to the light of day. She writes to challenge us to refuse to accept the continued failure to make this right equally available to all children, regardless of race, income or zip code.

As I was reading her most  recent post in which Jan explores the purpose and impact of the recent teacher strikes, I wandered into a reflection on the notion of my first dot, clarity of purpose.  I can’t “blame” Jan exclusively for this reflection.  I’ve been participating in a virtual learning community, Modern Learners, for the past year or so.  Recently, I expanded that participation to join a cohort-based learning experience called Change School.  This experience brings together educators from around the world in weekly discussions and largely self-directed learning experiences designed to encourage and support a change away from our focus on “schooling” to one in which student and adult learning is center.

Both Jan and the Modern Learners team place a great value on the development of commonly understood meaning.  Hence my focus on purpose and what we mean by it.  Want to see how far we are from such common understanding?  Define what you mean by learning?  Better still, ask a couple of friends/colleagues to join you.  Can you recall something you’ve learned recently?  How did you go about it?

thinker-28741_1280

Credit – Whoops, another senior moment

Now spend a minute or two (or ten) and write down the purpose of education.  Is it an enlightened citizenry? Is it good citizens? Is it literate adults?   Is it caring, kind graduates? Whatever you picked, try now to define what that is.  What is “an enlightened citizenry”? What’s “a good citizen”? What does literate look like?  What is “caring”, “kind”?

In my time teaching, many of us informally and quite privately determined “our” purpose and tried to make that a reality. I changed my purpose more than once in the years I taught. Based on my observations (we never actually talked about it), so did many of my friends.  I’m tempted to thrash this into insignificance but you get the idea.

What we mostly accepted as our public and dominate purpose was to keep on doing school… to do a bit better what others had done before us.  In 20 plus years as a classroom teacher, I never had the opportunity to participate in a discussion of why we were doing what we were doing.  So my second dot…We just did what was always done.

If you recognize this as somewhat accurate, imagine now for a bit how the general public (parents, community members, politicians, etc.) see the purpose of school.  What do you think might be the major factors in how such folks reach their conclusion/definition? I suspect a fair number of these factors are a result of looking in the rearview mirror… at how they remember school, what worked for them, what the economy needed at the time, etc… a form of “marching backwards into the future”.

Continuing a growing trend,  while the majority of community members see their schools in a positive light, this same majority has accepted the notion that our schools are largely failing – i.e., not doing things as well as they remembered.  Paradoxically enough, this same majority (with the help of Grover Norquist and the Freedom Caucus) has also accepted the notion that all forms of taxation are bad… money given to the government is wasted and, therefore, money given to school is a waste… and the result?  Oakland, Los Angeles, West Virginia, the charter school and voucher movement, etc.

As I have written elsewhere, we are in a time of a story that is dying.  The story of school as the path to prosperity and security is foundering, if not already dead! A purpose for school that is based on this story, regardless of how efficient it might seem, can no longer be used as the driving force for school change.  My third dot…Doing schooling better is a terrible purpose.

What? But wait… am I  saying that we shouldn’t be sending our kids to school? No. Am I saying we should have lots of empty school buildings crumbling in disrepair while kids wander aimlessly through the community or sit comatose in front of their electronic devices? No.

What I am saying is that we need to spend some serious time looking at and deciding exactly what the purpose of our schools must be in the context of our current time… not the context that existed in the 1890’s when the current curriculum for our schools was developed. What I’m asking is that next time a district begins the seemingly never-ending process of strategic plan development, why not begin with a discussion of the purpose of school?  Why not begin with why kids should attend school? Couldn’t we at least begin with a discussion about what learning is? What we are doing to enhance the possibility of learning?  Maybe even expolore what are we doing that actually gets in the way?

Richardson conditions

This one’s easy… all presenters should be so considerate

Years ago, I encountered a book edited by Art Costa, If Minds Mattered.  The contributors asked the question, “If minds really mattered, would school like it does?”  Taking license with that notion, I wonder why we organize our schools and student learning the way we do? I wonder what our schools would look like if learningreally mattered?   Would we group our kids by age? Would we judge them and their teachers by a once a year, large-scale assessment?  Would we continue to use grades as the measure of learning?

fwbrfu4vduqvib4hrqifegSo, for now, a final dot.  What matters to us?  What would happen if we decided that a drop of student engagement from almost 80% in 3rdgrade to something less than 45% by 11thgrade mattered to us? Could we ask kids in our school if this is their experience and why?

What would happen if we recognized that the growth in student anxiety, depression, and suicide is growing dramatically as kids move through school?  Could we look at policies and practices we have in our schools that might contribute to this? What would happen if the way we and kids learn is dramatically different from how we do school?  Could we look at increasing student agency, increasing the control they have over their learning… the how when and with whom part?

What would happen if you asked two “I wonder what would happen if..?” questions?
What would happen if you asked two “Could we at least try…?” questions?

What would happen if we committed to creating a space where such questions were encouraged and valued?

Be well