Infidelity to Truth: Education Malpractices in American Public Education: Chapter Three

By Duane Swacker

About Duane

Chapter 3

Justice Concerns and Educational Malpractices

‘Injustice anywhere is a threat to justice everywhere.’ Martin Luther King, Jr.

Historically in Western thought justice along with fortitude, prudence and temperance has been considered one of the four cardinal virtues. Comte-Sponville considers it the only cardinal virtue “that is an absolute good in itself.” The other virtues can be considered good only in certain contexts; for where is the prudence in being so cautious as to not venture forth in the world for fear of calamity, in being courageous (fortitude) in a cause that is evil such as a suicide bomber who kills innocent people, or in temperance in being so ascetic with satisfying bodily desires–eating, drinking, making love so as to deny ourselves those simple pleasures?

The two components or types of justice are: justice as agreement and compliance with the law and justice as equity and fairness. I concur only with justice being a “good in itself” when it is concerned with fairness and equity (a difficult state to determine) but not when the justice of what we are dealing with is the law and the law is itself unjust in fairness and equity. Aristotle said “At his best, man is the noblest of all animals; separated from law and justice he is the worst.” For ancient Greeks like Aristotle and Socrates whatever the law dictated was what was just, so much so that Socrates refused help to escape his sentence to death for impiety and corrupting the youth of Athens. He believed that fulfilling the social contract, the law of the time in carrying out the death sentence was the only course of justice. Was justice really served by his legal execution, even if self-inflicted? I leave the answer to others as it is beyond the scope of this book to delve into all the justice concerns involved with Socrates death.

Ideally laws would satisfy and ensure equity and fairness concerns obtain. But it doesn’t take much to realize that many laws are not just in equity and fairness concerns. Mankind, as noble as Aristotle may have wished, can indeed be less than noble than animals in the application of laws. But we humans do judge, especially in regards to issues of educational practices.

Aristotle also said “The just, then is the lawful and fair, the unjust the unlawful and unfair.” True justice therefore consists of laws, rules, policies and practices that promote the most equity and highest degree of fairness. Aristotle’s definition serves well as a starting point in analyzing, and in judging whether an educational practice is just with the caveat that, as Comte-Sponville notes, “morality and justice come before legality, at least where the essentials are concerned. . . . And what is essential? Freedom for all, the dignity of the individual and the rights of others.”

Combining our justice concerns with the fundamental purposes of education as described above we can establish a guiding principle with which to judge educational practices and outcomes: An educational policy and/or practice is just when it promotes the welfare of the individual so that each person may savor the right to life, liberty, the pursuit of happiness, and the fruits of their own industry.

Furthermore we must keep in mind as Comte-Sponville notes that “justice is superior to and more valuable than well-being or efficiency; it cannot be sacrificed to them, not even for the happiness of the greatest number.” For example educational practices such as grading, the testing and selection criterion for entry to “magnet schools” or select public schools, or standardized tests like the ACT when mandated as compulsory by the state and whose results are used by post-secondary institutions to sort and separate and therefore reward and punish students either through selection or denial of admittance should be rejected as being unjust due to the inherent discriminatory nature of those practices even if they are valuable for efficiency in selection for various institutions.

Continuing with Comte-Sponville’s thoughts in his chapter on justice: “without justice there would be no legitimacy or illegitimacy. . . without justice, values would be nothing more than interests or motives; they would cease to be values or would become values without worth.” In other words there can be no promoting of the welfare of, the well-being of the student as outlined in our fundamental purpose of public education without the entirety of justice being considered. Without justice considerations public education quickly devolves into a “what’s best for me” scenario in a Spencerian atmosphere of dog eat dog rule of the jungle.

Although both types of justice, as law and as equity and fairness are important in this study of educational malpractices it is the latter that are more applicable and important. The blind and uncompromising application of the law, of educational directives of federal, state or local origin can be viewed as a corruption of justice. Aristotle states that “the equitable is just” while also stating that equitable justice is “but a correction of legal justice.” Or as Comte-Sponville makes clear “Let us say that equity, which is not different from justice but a form of it, is applied justice, living justice, concrete justice—true justice. . . Justice does not make just people, people make justice.”

So where does that leave us when educational practices are found to be conceptually error filled resulting in invalid outcomes that by definition are unjust, that end up discriminating against many students? Lamentably, the vast majority of educators choose expediency-legal justice over justice as equity and slough off justice as equity concerns. A brave few though have challenged the unjust malpractices of the status quo usually paying a heavy price in personal health, welfare in family and professional life. Those brave souls have followed a perhaps not well known American tradition, that of civil disobedience. Let us finish up our discussion of justice with the words of an American author and philosopher who knew well the deprivations (time spent in prison) of civil disobedience:

“The mass of men [and women] serves the state [education powers that be] thus, not as men mainly, but as machines, with their bodies. They are the standing army, and the militia, jailors, constables, posse comitatus, [bureaucrats, administrators and teachers], etc. In most cases there is no free exercise whatever of the judgment or of the moral sense; but they put themselves on a level with wood and earth and stones; and wooden men can perhaps be manufactured that will serve the purpose as well. Such command no more respect than men of straw or a lump of dirt.”– Henry David Thoreau [my additions]

And one last thought from Mahatma Gandhi “There is a higher court than courts of justice and that is the court of conscience. It supersedes all other courts.” Mahatma Gandhi.


For a complete discussion of Justice see Comte-Sponville’s “A Small Treatise on the Great Virtues” Chapter 6 Justice.

Education Readings July 21st

By Allan Alach

I welcome suggested articles, so if you come across a gem, email it to me at allanalach@inspire.net.nz

Ivan Snook: Assessing teachers – a plea for caution

‘In recent discussion of teaching in New Zealand it has been assumed that the achievement of students and schools can be directly attributed to the work of teachers. In its most naïve form, the claim is made that “good teachers” (that is those whose students achieve good grades) should be singled out (and somehow rewarded) and those who do not should be identified (and somehow punished). The report points out how wrong-headed this proposal is since it takes no account of the nature of the students or the progress they may make over a period of time.’

http://bit.ly/2tEFI1Z

Lifelong teachers require slow-burn training

‘New modern learning environments, increasing diversity and the ever-changing world of technology demand new skills and knowledge from teachers. How should we prepare teachers in times like these?

Well that depends on the teachers we want.’

http://bit.ly/2tEQLrL

Learning vs Education

‘Life is always teaching us things, whether we notice it or not. It teaches us lessons by giving us experiences. We cannot not learn at all. For the education system, this is when the school system programs your mind by indoctrinating you with often, false ideas and beliefs, while the average person denies or even defends this.’

http://bit.ly/2uAVI9i

How to Design a School That Prioritizes Kindness and Caring

‘Abri Weissman, a senior who heads up the Making Character Count Committee, has seen a ripple effect of kindness spreading through the school, especially during the second semester. Without prompting, friends have told her stories about sweet gestures coming from classmates, none of which originated in her committee. She sees students from different grades opening up to each other, and being friendlier—a result, she believes, of the mix-it-up exercises. The morning music and enthusiastic greetings have had a positive effect, she added.’

http://bit.ly/2tgWZ1S

Brain-training games ‘do not boost cognition’

Debunking of yet another fad…

‘The past decade has seen a rise in popularity of brain-training games that claim to improve a range of mental skills. However, a recent study that measured brain activity, decision-making, and cognitive ability found that playing commercial brain games offered no benefits above those of playing online video games.’

http://bit.ly/2uB74uf

Factors Contributing to School Success by Disadvantaged Students

‘A new US study contributes to this by examining disadvantaged students’ own perceptions of what it takes to succeed at school. It found that strong peer relationships, caring supportive teachers, family and community support, and strong motivations all contribute significantly to school success by disadvantaged students.’

http://bit.ly/2gLL7mH

Contributed by Bruce Hammonds:

Policies root of school failures

‘New Zealand’s education system is failing due to poor policy-making decisions based on skimpy scientific analysis, some of the country’s leading education experts say. A new report released by the Education Policy Response Group slams the Treasury’s agenda for education, saying it is fundamentally flawed.’

http://bit.ly/2u8EG1z

Difference Between Knowing and Understanding

‘Finding the difference between knowing and understanding can be difficult. It is hard to find a distinction between the two because they are both abstract processes of the mind and the brain. Being able to know their differences can lead us to a better awareness of ourselves, who we are, and what we want.’

http://bit.ly/2tExpTU

Educational doping: how our school system encourages fake achievement

Think of a place where doping is both prevalent and systemic in a public institution and you’re probably thinking sports in Russia or East Germany, right? I’m going to argue that such doping occurs right here in New Zealand – in our education system. I don’t, of course, mean that schools are secretly feeding students speed before exams.  Rather, it’s what happens when learners are helped to achieve assessment results that exceed their actual levels of capability.’

http://bit.ly/2toevoS

Digital Technologies and Research

‘While the potential of technology to support teaching and learning is well established, an understanding of how to integrate technology in ways that are pedagogically sound and enriching for both young people and educators is less certain.’

http://bit.ly/2u6BVfr

From Bruce’s ‘goldie oldies’ file:

Henry Pluckrose – creative educator

“‘Henry Pluckrose, who has just died at the age of 79, was one of the most inspiring teachers of his generation. He believed that children have intellectual, emotional and aesthetic capacities that few adults realise and too few schools exploit’. From Guardian Newspaper obituary. As a teacher ‘his classroom resembled an artist’s studio, buzzing with activity and creative energy. Arts in the broadest sense formed the basis of his curriculum; not just art and craft, but also drama, music , poetry and dance. He gave particular emphasis to direct personal experience, taking children to museums, art galleries, churches, historic buildings, woods, fields and parks.’”

http://bit.ly/17FbdHV

At last – a book by an inspirational teacher.

“’Welcome to the Aquarium’ is a compelling personal account of teaching full of wise advice on how to set up and maintain an effective and caring classroom. I can’t think of any recent book which talks about teaching through the eyes of a teacher. It is wonderful change from the dry academic books on education that are more commonly available; books that develop their ‘wisdom’ from a safe academic distance.”

http://bit.ly/2uHem00

Education Readings July 14th

By Allan Alach

I welcome suggested articles, so if you come across a gem, email it to me at allanalach@inspire.net.nz

Teachers Don’t Want All This Useless Data

‘One of the most frustrating things I’ve ever been forced to do as a teacher is to ignore my students and concentrate instead on the data.’

http://bit.ly/2u7mXZl

Is teacher burnout contagious?

‘Burnout among young teachers appears to be contagious, indicates a new study. It found a significant link between burnout among early-career teachers and exposure to both a school-wide culture of burnout and burnout among the young teachers’ closest circle of colleagues.’

http://bit.ly/2uPihF1

Making Cyberschool Creepier

Looking forward to the ‘digital curriculum’? Maybe you should read this.

‘Do you think that cyber-education is just kind of creepy, with students sitting alone in the glow of a computer screen, navigating hundreds of little standardized quizlets and activities, their every keystroke and answer compiled in an undying data file that will follow those students around forever. Do you find it hard to imagine how it could be worse? Well, a company called LCA Learning has found a way.’

http://bit.ly/2tHkT9h

Reading With Your Children: Proper Books Vs Tablets

‘Increasing screen use is a reality, but does it contribute to a loss of interest in reading, and does reading from a screen provide the same experience as the feel of reading on paper?

We looked at this in our research on shared reading. This has been a neglected topic even though it is clearly a common context for children when they read at home. It might be their regular homework reading of a book from school, or a parent reading them a favourite bedtime story.’

http://bit.ly/2ufWdp5

Being Busy Is Killing Our Ability to Think Creatively

This article is targeted at adults but is easily adapted to the classroom situation.

‘Little good comes from being distracted yet we seem incapable of focusing our attention. Among many qualities that suffer, recent research shows creativity takes a hit when you’re constantly busy. Being able to switch between focus and daydreaming is an important skill that’s reduced by insufferable business.’ 

http://bit.ly/2tcPDvk

Some unpopular thoughts on teacher evaluation

‘I’ve been working on teacher evaluation for most of my career as a teacher, administrator, and teacher educator; first being evaluated, then doing the evaluation as an assistant principal and subject area coordinator, then helping design a state-wide beginning teacher evaluation initiative. After nearly 40 years in education, all I can say is that the current system is the worst I’ve ever seen.’

http://bit.ly/2uaV0Qd

Contributed by Bruce Hammonds:

Here’s Einstein’s Advice to His Son on How to Accelerate Learning

‘Geniuses might be distinguished by their ability to grasp incredible complexity, but that doesn’t mean if you somehow managed to corner one the greatest minds in history for a chat you’d be perplexed by what they had to say. According to Nobel Laureate Richard Feynman, the true hallmark of genius is the ability to explain things simply.’

http://bit.ly/2t2zzRw

Why ‘Unlearning’ Old Habits Is An Essential Step For Innovation

‘Teachers are increasingly being asked to embrace new ideas and styles of teaching, but schools don’t always give their educators time or the mental space to absorb and apply those concepts. That’s why the idea of “unlearning” was worth exploring for Beaver Country Day School, a private 6-12 school in Massachusetts, which serves as something of a lab for unlearning in practice.’

http://bit.ly/2ugAbDr

No classrooms, lessons or homework: New Zealand school where children are free to roam

‘Deep among the streams and Kauri trees of rural south Auckland, New Zealand’s newest and most alternative school is in session. The weather is fine so a bout of fishing is in order, followed by lunch cooked on an open fire. Homework and classes? Indefinitely dismissed.“We are called a school but we look nothing like any school out there,” says Joey Moncarz, co-founder and head teacher at Deep Green Bush School, which is in term two of its inaugural year.“We don’t do things like telling kids it is time to write or learn maths. When they are interested in doing it, they do it.”’

http://bit.ly/2t2haoe

From Bruce’s ‘goldie oldies’ file:

Messages about education.

What messages are students getting from their schooling?

‘I have been reading an article on the web about the pressures being placed on young children and their teachers in the United States to achieve expectations set by standardized tests. In the process teachers have had to narrow their curriculum to ensure their school does well when results are published.  Another article described a young student who has been held back twice and now is three years older than her classmates because she obviously hadn’t passed appropriate tests. This is what happens when politicians impose simplistic solutions to complex problems.What ‘messages’ about learning, and American culture, are being given by such an education?’

http://bit.ly/1KWBtml

On Knowing – Jerome Bruner 

“The themes Jerome Bruner covers in his book concern the process of knowing, how knowing is shaped and how it in turn gives form to language science, literature and art. The symbolism of the left hand is that of the dreamer – the right that of the practical doer.The areas of hunches and intuition, Bruner writes, has been all too often overwhelmed by an ‘imposed fetish of objectivity’…’The lock step of learning theory in this country has been broken, though it is still the standard village dance’. Today we still have those ( usually politicians) who wish to test for learning ignoring, according to Bruner, that ‘it is difficult to catch and record, no less understand, the swift flight of man’s mind operating at its best.’”

http://bit.ly/Vn6Str

Fundamentals in education 

‘If we are concerned with the education the full potential of all students then how we ‘see’ the mind, how we imagine we learn, is important. We are, hopefully, well past the ‘blank slate’ or the ‘filling the jug’ metaphors, long the basis of traditional ‘one size fits all’ schooling.’

http://bit.ly/13b5vRO

Education Readings July 7th

By Allan Alach

I welcome suggested articles, so if you come across a gem, email it to me at allanalach@inspire.net.nz

What’s Going on Inside the Brain Of A Curious Child?

Thanks to Michael Fawcett for this one.

‘Blackwell, like many others teachers, understands that when kids are curious, they’re much more likely to stay engaged. But why? What, exactly, is curiosity and how does it work? A study published in the October issue of the journal Neuron, suggests that the brain’s chemistry changes when we become curious, helping us better learn and retain information.’

http://bit.ly/2trl1YV

8 Ways The Internet Has Changed Learning A Language

Thanks to John Hawthorne.

‘It’s no secret that the internet has changed everything, from shopping to friendship to entertainment to music. The internet is also revolutionizing the process of learning a new language. It’s opening many options that never existed twenty years ago.

This isn’t to say that it’s less challenging to understand and speak a foreign language, but the process has changed dramatically.’

http://bit.ly/2sIlFUD

Learners Should Be Developing Their Own Essential Questions

‘Although essential questions are powerful advance organizers and curriculum drivers, the problem is that the essential questions are typically developed by the educator not the learners.  The educator may find these questions interesting and engaging, but that does not insure that students will find them as such.’

http://bit.ly/2uMmU1G

The Diminishing Role of Art in Children’s Lives

‘But according to new research conducted in the Netherlands by the Dutch school inspectorate, the amount of time children spend drawing by hand both in and out of school has been reduced over the last 20 years; the study also found that their artwork has declined significantly in quality and complexity since a similar study was conducted two decades ago.’

http://theatln.tc/2sO9QHR

The danger of students doing what they’re told

‘The more teachers continue to issue instructions to learners about what to do and how to do it, the more we develop completely the wrong mindsets and dispositions for the world in 2025. The world is now exponential and schools need exponential change to happen now. There is no longer time for the traditional analog and linear systems that school use when planning for change. It’s time to wake up and smell the coffee! it’s time for school administrators to reconsider how planning and decisions are made and acknowledge that within the new context, the industrial education model is now damaging our children’s future opportunities.’

http://bit.ly/2tOgUrM

Summer Break: The Least Understood And Most Maligned Aspect Of A Teacher’s Life

‘Imagine just two normal people – they seem nice enough – standing in line having a friendly conversation. It’s hot outside, so you might hear the usual topics discussed: the weather, the best place to buy ice cream, which public pool has the best prices – that an oh I don’t know, how easy teachers have it with their summers off.’

http://bit.ly/2sOAFeU

Contributed by Bruce Hammonds:

Shifting Needs in a Digital World

‘With a shifting world, comes shifting needs. And along with shifting needs comes a shifting role that schools must take on in order to best prepare students moving forward. We must revisit the graphic above to explore and best support students with their changing needs in our digital world.’

http://bit.ly/2s3Qejh

Why ‘Personalized Learning’ Can Feel So Impersonal

‘Personalized learning, in its broadest application, suggests tailoring instruction to meet the needs, strengths and interests of each learner. Great teachers already do that everyday—with or without technology. It should be a goal both broad and laudable enough to unite teachers and technologists, parents and policymakers.Yet there is clearly a gap between how educators and entrepreneurs perceive “personalized learning” and many other technology-infused terms in education.’

http://bit.ly/2uM6Ay4

Does Zuck Want To Be The Next Gates with Personalized Learning

‘Pediatrician Priscilla Chan and Facebook founder and CEO Mark Zuckerberg are gearing up to invest hundreds of millions of dollars a year in a new vision of “whole-child personalized learning,” with the aim of dramatically expanding the scope and scale of efforts to provide every student with a customized education. The power couple’s Big Initiative has announced its intent to “support the development of software that might help teachers better recognize and respond to each student’s academic needs—while also supporting a holistic approach to nurturing children’s social, emotional, and physical development.” So, slap the child in front of a screen, but somehow have the child turn out physically and emotionally well-rounded.’

http://bit.ly/2tj6sIj

Liberal Arts in the Data Age

‘From Silicon Valley to the Pentagon, people are beginning to realize that to effectively tackle today’s biggest social and technological challenges, we need to think critically about their human context—something humanities graduates happen to be well trained to do. Call it the revenge of the film, history, and philosophy nerds.’

http://bit.ly/2tKtXLp

From Bruce’s ‘goldie oldies’ file:

Developing a democratic curriculum.

Developing democratic schools – James Beane

‘Relating back to the ideas of John Dewey  James Beane  believes that if people are to live democratic lives they must have the opportunity to learn what that way of life means. His ideas are based on the ability of students to participate in their own education. Democratic schools share a child centred approach but their larger goal is to change the undemocratic conditions of school themselves and in turn to reach out to the wider community.’

http://bit.ly/1JglCA9

On Knowing – Jerome Bruner

“The themes Jerome Bruner covers in his book concern the process of knowing, how knowing is shaped and how it in turn gives form to language science, literature and art. The symbolism of the left hand is that of the dreamer – the right that of the practical doer.The areas of hunches and intuition, Bruner writes, has been all too often overwhelmed by an ‘imposed fetish of objectivity’…’The lock step of learning theory in this country has been broken, though it is still the standard village dance’. Today we still have those ( usually politicians) who wish to test for learning ignoring, according to Bruner, that ‘it is difficult to catch and record, no less understand, the swift flight of man’s mind operating at its best.’”

http://bit.ly/Vn6Str

Education Readings June 30th

By Allan Alach

I welcome suggested articles, so if you come across a gem, email it to me at allanalach@inspire.net.nz

Shifting Needs in a Digital World

‘Our kids need to learn the responsible and safe use of digital devices. They need to learn not only balance but also boundaries. And as parents and educators that means modeling limits and responsible use. What message do we send our kids when we ourselves are not present but instead distracted by the device in our hands, instead of focusing on them? Technology is a tool, and with it comes a means to powerful connectivity and knowledge, but in the end, it does not replace the importance of human interaction, face to face conversations and personal relationships.’

http://bit.ly/2s3Qejh

Thirty Minutes Tops

A nice little satire.

‘As a parent, I really cannot cover everything I want my kids to learn from me in the four hours I have them at home. I really like my kids teachers and I really appreciate all the work they do during the day, but due to the short amount of time I have my kids at home, I’m going to have to send some work back to school with my kids to complete during the seven hours they spend in the classroom. I apologize for the negative impact this work might have on the teachers and the rest of the class.’

http://bit.ly/2tqLvwd

Preaching the Value of Social Studies, in a Second Career

‘While spending anywhere from several weeks to half a year on a topic might seem excessive, she said, students are really learning not just about that particular topic, but about how to study something. They’re learning that, when studying a culture, they need to look at a variety of features, like religious beliefs, economy and gender roles. When studying a system or an organization, they need to look, as Ms. Switzer often says, at “the tools, the rules, the consumers, and the workers.”’

http://nyti.ms/2sT5our

Is it okay for children to count on their fingers?

‘Is it OK for children to count on their fingers? Generations of pupils have been discouraged by their teachers from using their hands when learning maths. But a new research article shows using fingers may be a much more important part of maths learning than previously thought.’

http://bit.ly/2tmNXDp

7 reasons why ‘marking’ sucks

‘Inside the Black Box by Black &Wiliam, should be compulsory reading for all teachers, trainers and lecturer, so it was a delight to see him give a masterclass in assessment with solid, evidence-based advice that you can apply straight from the hip in teaching. Marking may do more damage than most educators realise. It is a summative assessment technique, all too often wrongly used in formative assessment.’

http://bit.ly/2s3GXHR

Contributed by Bruce Hammonds:

The need to place creativity central to all learning.

Bruce’s latest article.

‘Existing research has recognised that successful/creative people in any discipline use creativity to enhance their thinking but until now this has not been applied to exemplary teachers.  The study focussed on how exceptional teachers use creativity in the classroom and was based on in-depth interviews with highly accomplished teachers.’

http://bit.ly/2s4Ie1v

Sir Ken Robinson: How to Create a Culture For Valuable Learning

‘“If you design a system to do something, don’t be surprised if it does it,” Robinson said at the annual Big Picture Learning conference called Big Bang. He went on to describe the two pillars of the current system — conformity and compliance — which undermine the sincere efforts of educators and parents to equip children with the confidence to enter the world on their own terms.’

http://bit.ly/2jEkts6

How Silicon Valley Pushed Coding Into American Classrooms

Not just an American issue:

‘Last year, Microsoft and Code.org helped push for a career-education bill that, education researchers warned, could prioritize industry demands over students’ interests. Among other things, they said, it could sway schools to teach specific computer programming languages that certain companies needed, rather than broader problem-solving approaches that students might use throughout their lives.“It gets very problematic when industry is deciding the content and direction of public education,” said Jane Margolis, a senior researcher at the Graduate School of Education and Information Studies at the University of California, Los Angeles.’

http://nyti.ms/2t2jHvk

There’s an essential skill not being taught enough in classrooms today

‘That skill is thinking. “Most teachers never really ask students to think very deeply…. Most of what is assigned and tested are things we ask students…“Most teachers never really ask students to think very deeply…. Most of what is assigned and tested are things we ask students to memorize,” ., a common underlying problem is this “dearth of critical thinking skills.”’

http://bit.ly/2u00fzr

Personalized Learning Is NOT Inclusion!

‘Personalized learning must not be mistaken for inclusion. The reality is that it’s student isolation!Inclusion is generally defined as the action or state of including or of being included within a group or structure. Doing schoolwork on a digital device by yourself is not inclusion. It’s ability grouping for one.’

http://bit.ly/2sjgg6o

Alarm raised over principals’ burnout rate

I can really relate to this.

‘Rural school principals are struggling to cope with the demands of their job and the Educational Institute says it wants more help for them. The problem was highlighted at a recent meeting of principals who ran schools so small that they had to teach in the classroom as well as manage the school, the institute said.’

http://bit.ly/2t2xS3u

From Bruce’s ‘goldie oldies’ file:

Guy Claxton – building learning power.

“We need, says Claxton, ‘to provide our students with the emotional and cognitive resources to become the ‘confident, connected, life long learners’; the vision of the NZ Curriculum . To achieve this is all about powerful pedagogy.The important thing, he said, was to infuse the Key competencies into every thing that happens at school and not see them as a ‘bolt on’.”

http://bit.ly/1G23Q2m

Write Now Read Later

‘These days reading, or better still the language arts ( now called by a more technocratic title ‘literacy’) seems to have been taken over by academics who are pushing a phonemic approach onto schools – ‘P’ Pushers! This is an approach that distorts the organic relationship between experience, oral language, writing and reading – all premised on a need to make meaning and to communicate.’

http://bit.ly/1IzS3Vw

‘Infidelity to Truth: Education Malpractices in American Public Education’

Something new on Treehorn Express:

Over coming weeks, the book ‘Infidelity to Truth: Education Malpractices in American Public Education’ by Duane Swacker will be serialised on Treehorn Express:


Duane has provided Treehorn with the following introduction:

 Duane Swacker is a retired public high school Spanish teacher of 21 years, now an education researcher/writer, and public school advocate.  I received a Masters degree in education administration, was certified to be an administrator and also did some doctoral work in education administration but didn’t complete the course of study.  I started teaching at 39 years of age, working many different jobs prior.  Over the years, I’ve worked in inventory control/purchasing, production scheduling and materials management, and customer service management.  I am also a master upholsterer but do not do hardly any upholstery now.  I’ve been an avid outdoorsman and sportsman all my life.  Health issues have curbed those activities greatly, so most of my time is spent doing educational policy research and writing and public school advocacy now.
 
“Infidelity to Truth. . . ” is the culmination of two decades of teaching and of thinking, reading and writing about the teaching and learning process.  That thinking, reading and writing have been greatly influenced by Noel Wilson’s seminal dissertation “Educational Standards and the Problem of Error”.  Much of what is being done currently in education is based on falsehood and error, guaranteeing that assessment practices are invalid and harm students.  I’ve exposed those errors and falsehoods that make up the onto-epistemological foundations of the educational malpractices that are educational standards and testing.  The abuse and misuse of the terms “measure” and “standards” are explored.  I discuss how those errors and falsehoods and the misusage of terminology, in consideration of the fundamental purpose of public education, and issues of truth, justice, and ethics all come together to show that the current mandated inanities of the teaching and learning process are malpractices that result in violations of student being/personhood.

Watch this space…

Education Readings June 22nd

By Allan Alach

I welcome suggested articles, so if you come across a gem, email it to me at allanalach@inspire.net.nz

To Help Students Learn, Engage the Emotions

‘Emotion is essential to learning, Dr. Immordino-Yang said, and should not be underestimated or misunderstood as a trend, or as merely the “E” in “SEL,” or social-emotional learning. Emotion is where learning begins, or, as is often the case, where it ends. Put simply, “It is literally neurobiologically impossible to think deeply about things that you don’t care about,” she said.’

http://nyti.ms/2sX85g0

Let’s Stop With The Worksheets And Create Engaged Readers

‘Picture a classroom full of youngsters. They could be darling, chubby-cheeked kindergartners or swaggering, confident high school seniors – or anything in between. Can you see them? Now, picture this class engrossed in reading. What does being engrossed in reading look like? What does it sound like? What evidence exists that true, engaged reading is taking place?’

http://bit.ly/2rY8dXv

Children need to be in the right mental state to learn effectively

‘Taking action early enables vulnerable children to rebuild their self-esteem and take responsibility for their emotions, behaviour and learning. The outcome will be that they re-engage with education, perform well and are confident and happy young people.’

http://bit.ly/2sYjTyd

Montessori Was the Original Personalized Learning. Now, 100 Years Later, Wildflower Is Reinventing the Model

‘Students guiding their own learning with minimal teacher direction — it’s a personalized learning dream. But this is a Montessori school, following a century-old model that has been doing personalized learning since before it even had a name. That model was the creation of physician and innovator Maria Montessori, who opened her first school in Rome in 1907 and built educational materials around her belief in children’s natural desire to explore their world.’

http://bit.ly/2sDIKVb

Saying ‘No’ To Best Practices

‘The worst best practice is to adhere to, or go searching for, best practices. I have been in countless rooms with teachers, technologists, instructional designers, and administrators calling for recommendations or a list of tools they should use, strategies that work, practices that cannot fail to produce results in the classroom. But digital tools, strategies, and best practices are a red herring in digital learning.’

http://bit.ly/2sWLUq0

A Brief History of the “Testocracy,” Standardized Testing and Test-Defying

‘Who are these testocrats who would replace teaching with testing? The testocracy, in my view, does not only refer to the testing conglomerates—most notably the multibillion-dollar Pearson testing and textbook corporation—that directly profit from the sale of standardized exams. The testocracy is also the elite stratum of society that finances and promotes competition and privatization in public education rather than collaboration, critical thinking, and the public good.’

http://bit.ly/2sYppAB

Contributed by Bruce Hammonds:

Measuring What Matters: A Framework Review

‘Good habits are at least as important as basic skills when it comes to success in college and work. The ability to self-manage, interact successfully, and make good decisions (often called social emotional learning) pays big life dividends. The ability to apply creative know how in new situations is at least as important as historical and technical knowledge.

This post reviews several whole-student outcome frameworks, particularly those that attempt to describe and measure productive dispositions and habits.’

http://bit.ly/2rXrh8f

On Teaching Well: Five Lessons from Long Experience

‘Today I turned 70 years old. I have no idea how this happened. I was going along, struggling to do the best I could and then suddenly I woke up and this old guy was staring back at me from the mirror. Turning 70  I wanted to celebrate with you, my esteemed readers. And so I share five lessons I have learned from a career in education spanning nearly 50 years.’

http://bit.ly/2rTIC6N

The 5 Biggest Reasons Why Teachers Quit the Profession

‘Recently on our Facebook page, WeAreTeachers posted an infographic from the Learning Policy Institute which addressed many of the frustrations and issues teachers are dealing with in today’s education culture. The infographic illustrated the top reasons cited as to why teachers quit the profession.The topic definitely struck a chord with our readers. We received an overwhelming amount of feedback to the post, with teachers sounding off on issues from challenging physical and emotional work conditions to health and personal reasons.’

http://bit.ly/2tReUfj

‘I wake at 2am worrying about the children’: the headteachers leaving Britain’s schools

Why are head teachers leaving British schools? Coming soon to NZ!

‘On 31 August, after 29 years and 43 days first as a teacher, then a deputy, then a head, Sandell will be standing down in protest at what she sees as a crisis in education. “We are short-changing our children, and by that we are short-changing the nation,” she says.’

 http://bit.ly/2rYDz0c

From Bruce’s ‘goldie oldies’ file:

Straightjackets for creative teachers.

‘It is no fun being a creative teacher in what is essentially a conformist education system – the more so as you move up the levels of schooling. It is to creative teachers however we need to look to if we are ever to change the current focus from achievement to realizing the diverse talents of all students.’

http://bit.ly/2rTs2E3

The da Vinci Code

‘Leonardo  was a man for his time and for our own. Indeed some people call our current era the beginning of the ‘second Renaissance’ – or the ‘new era of ideas and creativity’. We need to follow his example if we are to capitalize on the new understandings about learning and the immense power of information technology we now have available to us. Imagine if we could design schools that could tap into the questing intelligences of the young people who enter our schools today so full of hope and imagination.’

http://bit.ly/2sCL4vA