August 28, 2012 § 1 Comment
Yesterday, I asked, what is education for? In order to better understand what education is for, and to make room for some expansive thinking – and really, in order to do anything – I turn to books. Before I know what I think, I need to know what others – experts and scientists and journalists and doctors – think. These are my top five education must-reads for fall; each book addresses a particular vision for education that excites or moves me. I hope you’ll join me in reading (or re-reading) this list of highly regarded education think-books. I’ll begin reading the first book, How Children Succeed, on September 15, 2012, if you’d like to join in. After that, we’ll move on down the line until we finish the list!
1. How Children Succeed: Grit, Curiosity, and the Power of Character, by Paul Tough. In complete defiance of the popular, near-universal belief that intelligence and cognitive skills determine success in life, Tough’s new book argues that character traits are better predictors of future success. Cognitive science journalist Annie Murphy Paul gives a great review in the New York Times that got me interested in the book. She writes, “Tough sets out to replace this assumption with what might be called the character hypothesis: the notion that noncognitive skills, like persistence, self-control, curiosity, conscientiousness, grit and self-confidence, are more crucial than sheer brainpower to achieving success.”
2. Teach Your Children Well: Parenting For Authentic Success, Madeline Levine, Ph.D. Simply put, the jacket copy moved me to tears: “…until we are clearer about our core values and the parenting choices that are most likely to lead to authentic success, we will continue to raise exhausted, externally driven, impaired children who believe that they are ‘only as good as their last performance.’ Real success is always an ‘inside job,’ argues Levine, and is measured not by today’s report card but by the people our children become ten or fifteen years down the line.”
3. How People Learn: Brain, Mind, Experience and School, The National Research Council. Recommended by educator and author Sam Chaltain as required reading for every parent in America, this textbook produced by the National Academies and the National Research Council explains the basic cognitive processes of learning and teaching. While the opening chapters read a bit dry and textbookish, How People Learn is packed with so many fascinating facts about human learning, I can manage to plow through it, for learning’s sake.
4. A New Culture of Learning: Cultivating the Imagination for a World of Constant Change, by Douglas Thomas and John Seely Brown. I read this short, passionate plea to retool how we view learning late last year, but it made such an impact on me I wanted to include it in this list of to-reads. Thomas and Seely Brown see opportunity and energy in the lightening-fast way the world is changing, and invite us to hop on and change education. Their website explains, “By exploring play, innovation, and the cultivation of the imagination as cornerstones of learning, the authors create a vision of learning for the future that is achievable, scalable and one that grows along with the technology that fosters it and the people who engage with it.”
5. Punished by Rewards, by Alfie Kohn. Educator, parenting expert, author and, evidently, education-reform psychic Kohn writes to us from the future in this 1986 book, arguing that our unquenchable thirst for competition produces the exact opposite of desired results (see: entire US education reform). Instead of striving for excellence, Kohn notes, school and work are corrupted by the competition for “number one” status. Using hundreds of studies to show how competition “sabotages self-esteem and ruins relationships”, Kohn’s argument that collaboration is king makes me wonder what would happen if we taught children to value collaboration over winning.
August 27, 2012 § 4 Comments
One morning last August, I met with the segment producers of CBS’ “60 Minutes” at their studio on the West Side of Manhattan to record an interview with Morley Safer on the subject of kindergarten redshirting. I had written about my experience with the subject and had been doing some reading, and talking – lots of talking – about how I thought that most kids (with some notable exceptions) didn’t need to be held back from kindergarten. So, I told the producers as soon as I met them that morning, I had just read about a new study that proved – proved – that holding your mostly normal child back from kindergarten was useless. One of the producers looked me in the eye, deadpan, and said, “Yes, but you can find a study to prove anything.”
This took the wind right out of me, like she’d thrown a medicine ball into my stomach.
I was embarrassed, mostly because, before I’d become so assured of my own rightness on this particular subject, I kind of thought the same thing. Have you? I began guzzling red wine because I read the study that proved resveratrol was excellent for my health; not two weeks later, I read a study that says one glass of wine a day increases chances of breast cancer. Is there a study to prove everything we desire to believe?
I bring this up because education and learning is only not a numbers game – a group of reliable grades, scores and statistics to prove our kids are getting an education. The American-style “reform” is filled with assessments, accountabilities, scores and evaluations – there seem to be more and more ways to measure every week. While these numbers, along with scholarly studies and scientific research, are more than helpful to get a clearer picture of what’s going on in our schools, and in our children’s brains, to say they are telling the whole story about education is simply missing the entire point of why we show up to school in the first place. If we don’t have eyes to look beyond the numbers, beyond the assessments and accountability, beyond the test scores and the unions and all the other elements of modern education that are being studied, hashed, and re-hashed again, we may forget why school matters, and what our kids’ mission is for being there. A real education, and real learning, is not a numbers game. It is something more.
But, what is it, exactly?
That’s what I intend to find out this fall – with your help, of course. What is education, exactly? What do we use it for? Is it merely a path to a job, a career? Or does it describe something more meaningful, more lasting? When we parents talk about our schools, what are we saying?
Many times, I feel that when parents talk about schools, we don’t keep the big mission (or Big Mission) in mind. We get caught up in things that don’t matter, or things that would be relatively easy to change if we only got together and asked. Yet we have been injected with fear that if we don’t do what we’ve been asked, our child will fall behind. And falling behind is equal to a total and complete failure for our child. Where did we get this idea? Why don’t parents question its intentions more often? If we had a Big Mission in mind for our children, a long-term commitment plan to exactly what education is and what it means, would this affect how we educate? Surely, it would.
How might we apply this single mission idea to schools? What is our understanding of what education is for, and what the results of an education are supposed to be? I spoke to a parent recently who made a highly fearful decision about her child’s schooling because she “desperately wanted him to like school.” In her mind, if he liked school, then he would be a success. While there is probably an element of truth to this, I thought there was an opportunity for some bigger thinking here. I thought of how much I liked playing the flute, but how I quit after a year; I thought of how much I hated diagramming sentences – but how grateful I am that my teachers made me do it (and how they’d wonder if I remembered any of it, considering how I titled this post!). Whether or not our kids like everything they do in school, if we have a mission in mind, an overall goal, we could shape our child’s education, not by fear of what they won’t have, but by the qualities, skills and experiences that fit inside the Big Mission.
Lastly, I wanted to share an essay by developmental psychologist Alison Gopnik, from the book Curious Minds: How a Child Becomes a Scientist, called “A Midcentury Modern Education.” She was considered a genius and a prodigy, but her family’s views on education were entirely different from what infuses our education culture now. Please take a look; I’d love to hear your thoughts on this wonderful, personal piece about education.
Now, finally, what is education for? You can tell us here, below – leave a comment. Let ‘er rip.
August 7, 2012 § 1 Comment
My kids start school in a week. And even though my rising fourth grader has already given us the somewhat desperate why can’t it be summer forever/I like being with you guys/I think I might be done for now/can I quit like Steve Jobs? speech he saves for the last week of summer every year, it’s time that he face the inevitable: another wonderful break has come to a close, and, while it still feels like summer here in Tennessee, it’s time to get ready for school.
My thoughts on schooling and learning have floated all over this summer – and my thoughts on parenting as well. I have been blogging about school issues for over two years now, and I feel like I’m still on top of the artichoke, peeling back the layers of understanding. This school year, I want to put more emphasis on the inner qualities of learning – mindfulness, grit, creativity, empathy, imagination, and kids’ internal views of success – as well as to keep on uncovering the mysteries of why some schools work and some simply don’t. I also want to bring you information from teachers and experts to help us understand what we can do at home – both academically, and maybe not-so-academically – to set up a home environment that is both learning-friendly and a refuge from the pressures of success in school.
I know you are getting ready for school, too - are there any issues that you’d like to discuss? Do you want to hear about how grassroots parent groups are shaping the education landscape? How to get your kids to be more mindful? How to extend your child’s lunch period? What about opposing testing? What about choosing your child’s teachers?
I want to hear it all. Please let me know what is on your mind – I am always looking for new stories to tell and new ways to look at education, learning and of course, the art of parenting.
Happy back to school!