Ellington

Those of us who understand educational theory can clearly see the foundations on which Lynn Stoddard's "Educating for Human Greatness" (Peppertree Press, 2010, $18.50) is based. None of the ideas are new; they are synthesized from many great thinkers of the past, but who listens to great thinkers these days? People either write them off as eccentric (if they're rich) or crazy (if they're poor).

Stoddard weaves seven priorities—identity, inquiry, interaction, initiative, imagination, intuition and integrity—into six principles: supporting human diversity; drawing forth potential; respecting autonomy; inviting inquiry; supporting professionalism; and community action. He tells us that we should work through the current system to create schools that are inviting to our youth, schools that are meaningful, relevant and exciting to them. He encourages parents and teachers to stand for what is good and right for our children.

Pie in the sky!

Mr. Stoddard told me that he wants to put this book into the hands of every teacher, school administrator, parent and legislator. I don't blame him. He has some really good ideas. He collaborated with world-renowned educators. The book even includes plans to put the ideas into action. If you are over 40, you probably went through the traditional pre-80's school system. We hold on to our traditions. Heck! We went to those schools, and we turned out OK. Right?

But since the early 1980s, business leaders blamed the schools for our economic downturns. Shortly after 1983, when the National Commission on Excellence in Education made public its report, "A Nation at Risk: The Imperative for Educational Reform," things began to change dramatically. Business interests began to focus on the school.

We no longer developed citizens; we began developing workers. Big business used modern promotional tools to condition the American people to believe that schools are the cause of our nation's woes, and argued for more rigorous curricula, more accountability, and a return to the basics to build a solid foundation for our children. Our children need to know the things that are important for business and future employment: to be able to read on grade level (whatever that means) and perform complex math functions.

So where did that take us?

The '90s were the beginning of the "standards movement" in our schools. With it, we saw increased emphasis on reading and math skills to increase our children's performance on standardized tests. Also in that decade, we witnessed the highest juvenile arrest rate for violent crimes. Heroin and cocaine use among youth climbed almost 300 percent when compared to rates in the 1970s and 1980s; drug abuse for the American youth jumped to 13 times the rate of 20 years before. Certainly this information is evidence about how our "back to the basics" emphasis did not work for our children. It sounds like rebellion to me; the harder we pushed our children into the mold, the more they rebelled.

Stoddard has created a plan. Having been an administrator, he speaks "administrivia" (administrator talk). Maybe he can convince them. He also knows that our children desperately need to find their identity when they are young. Overemphasis on academics in preschool and kindergarten is robbing our children of initiative, inquiry and imagination. Developmental theorists Erik Erickson and Jean Piaget told us that these attributes develop early in a child's life. Do you think that the business interests are trying to kill these instincts before they bud, thinking that the people will be more docile and trainable if they are all alike? A fellow named Adolph Hitler tried that, and it almost worked.

Social psychologist Lev Vygotsky taught that children learn though interaction with each other and with grown-ups. Through guided play, children learn academics but they also learn caring communication, cooperation and courtesy. As children grow and begin to accept life on life's terms, Lawrence Kohlberg, who studied with Piaget, tells us that they develop a sense of morality and integrity if given the opportunity to discover self-responsibility along with society's limitations. These scientists were not just blowing smoke. These are proven theories. These theories are not limited to children in a few scattered educational research projects used by companies to sell their products or professors to get published for promotion. The theories are universally accepted developmental and learning truths.

So, we know what is good and right for our children.

Slowly, parents, grandparents and teachers will begin to see through the smoke screen created by the quite profitable testing companies. Already, we see that business needs government bailouts to survive. Teachers are being laid-off. Where is their bailout?

Remember, many parents of our youngest citizens are under 40. They, too, are victims of the post-80s standardized educational regime. Grandparents, I ask you to read Mr. Stoddard's book and explain it to your children. It will take a lot of time, but we are protecting our future.

I'm old. I will keep teaching, but I may not live to see the turn-around. One day you'll be walking down the street, and some blueberry filling will land on your head. That will be me eating my pie in the sky.

Dr. B.L. Fish taught young children for more than 23 years. He is an associate professor at Jackson State University in the Department of Elementary and Early Childhood Education, specializing in emotional intelligence. He served as chairman of the Child Care Advisory Board for Mississippi from 2006 to 2010 and plays blues and jazz whenever possible.

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157924

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Okay, it has happened, I have fallen in love with David Watkins all over again! What an incredibly wonderful vision! How perfect the fit for this city. How perfect the fit with downtown Jackson's revitalization. How thoroughly linked such a teaching venue can be with the soul of Mississippi and it's creativity in all ... .............................

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aslanbeyto

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2010-05-22T23:31:28-06:00