Tread Softly On My Dreams: The Education Crisis Revolution

I'm currently reading a book by Maya Frost titled The New Global Student: Skip the SAT, Save Thousands on Tuition and Get a Truly International Education. In it, she describes the nature of the adolescent mind, how in our teen years our brains open to growth potential that is left largely ignored by the current education system in the United States.

The following paragraph resonated particularly strongly with me on many levels.

Our kid's brains are ravenous for content that will lend itself to analysis, and yet we're sticking them into a world that is so limited they are reduced to examining hairstyles and hook-ups instead of more challenging fare. Instead of analyzing culture, politics or world affairs on a daily basis, they're prognosticating about prom dates. They zero in on the fit of their jeans rather than on the fit of a cultural identity within a larger population,and they devote hours to enhancing the clarity of their skin instead of the clarity of their thinking. They are digging into a plate of pettiness because that is precisely what we've served them. They deserve -- and are ready for -- so much more.

It struck me when I read this that the image of the typical obnoxious teen who lives only to text her friends and meet at the mall is something we take for granted. We assume it is the case, because that is what we see around us. In fact, it is entirely possible we amplify that image because we expect it.

But it is not a given.

Following on that little piece of food for thought, I want to share with you a recent TED talk by Sir Ken Robinson about education. In it he calls for the complete revolution of our international education system, now based on a "fast food module." By that, he refers to the standardization and structuring of most systems of education that overlook the needs of the individual.

It starts with the pressure we feel as parents to make sure our children place well into pre-school and goes from there.

That pressure is one of the reasons I wanted to leave New York City. I couldn't see putting LIla through interviews, essays and evaluation play dates, all for the pleasure of paying $20K for a 2-year-old to go to school. It is too painful.

We take for granted that our model is one we must adhere to because it is what we know, and while that model has served us well in many aspects, we must still continue to evaluate and re-evaluate. It's on us as parents, educators and students to identify that which is no longer working and prune the excess.

The pain we experience while pushing our toddlers into pre-school and again when encouraging them to take AP courses and to ace the SAT is a sign something isn't quite right. Embracing a new system is never easy, though. It is another form of letting go.

Photo by HVX Silverstar

Comments

[rowena]

This is very interesting. Let me tell you, as a teacher who tried to give my students valuable content and the ability to analyze the world around them, question the status quo and become passionate about life... the system is not set up for us. Any of us, teachers or students interested in a profound education. My kids are still young, but I am always wondering about where and how a progressive, liberatory education can be found.

[Heather]

Excellent piece Leigh. I often thought about this when I was teaching middle school. I felt I was struggling to try and "sneak" interesting things into my curriculum while still trying to check off all the boxes and prep for the standardized tests. Rowena is right "the system is not set up" for teachers who strive to do this in most cases. I prefer the IB curriculum, which puts more emphasis on language learning, cultural analysis and community involvement, to the American system.

[Rebecca]

interesting to read your thoughts Leigh. I have the same views about the Australian system and living in England now I can see that the education system here is continually being evaluated but no changes are ever made. I guess that comes back to being comfortable with what we know and a strong resistance to change

[Leigh Shulman]

What did you teach? And do you ever think of going back to teaching?

I think this has been more on my radar now because I miss being in the classroom and (maybe) am about to return. But the main reason I quit in the first place is the limiting methods of education.

Even if you are the type of teacher who seems to expand the horizon, there are so many state and federal rules (in the US for sure) that must be met before you can work toward teaching how to think.

How to find a more liberatory education? Homeschooling is an option, but I'm not sure it's an answer. Seems like the system (perhaps worldwide?) is ripe for revolution. Because it seems to be breaking down now.

[Leigh Shulman]

Did you teach in IB schools? Or attend one?

I know a limited amount about the IB curriculum but it does seem to work well. I wonder if it's possible to expand it to an entire system.

And yes, I also agree with Rowena. The system is not set up for teachers who want to go as far beyond teaching for the test as possible (and I think there are many teachers who do want that).

[Leigh Shulman]

It's frustrating to see how much time and energy goes into evaluation with no actual change.

I'm not quite sure how to address it. My way until now has been to actually be in the classroom and work toward something different. It's an exhausting way to teach, I think, particularly when personalized attention and deviation from the norm is not supported by the system as a whole.

That means one teacher must provide all input and reflection for 30 or more students.

I'm not yet sure how to address it, but I do know I want to go back to teach. Working on that now.