Last night we watched the 2008 Presidential Democratic Debate taking place in Las Vegas, Nevada. Even though I am not a Democrat (am not sure what I am at this point!), there were some important lessons to be learned.
Lesson #1: The candidates stayed focused on the issues and refused to be caught up in the media frenzy that seems to be determined to be divisive. For instance, Hillary Clinton and Barak Obama had worked out between them, before the debate, the accusations flying back and forth about a comment of Senator Clinton's concerning Martin Luther King. Another example, was Senator Barak Obama's response to lies about him that were being spread on the internet. Another example was when Obama refused to blame race for his New Hampshire loss to Clinton.
Lesson #2: Even though they had differing views on how to address a variety of issues they focused on the views and didn't resort to personal attacks. (Have to admit, though, that they weren't that kind when talking about President Bush). They recognized that in spite of their differences, they all were committed to the same goal--serving the American people.
Lesson #3: When asked to share a personal strength and a weakness, each was honest about both which indicated they knew themselves.
Lesson #4: Clinton and Edwards admitted mistakes they had made concerning a vote they had cast that later turned out not to be a wise choice. They did this with no excuses.
Lesson #5: When asked when and why they chose to run for president, each shared a tender moment.
Lesson #6: They complimented each other for the good things they had done and commented that they knew that the American people had three very competent and capable candidates to choose from. Once the American people made their final choice known, they would support that choice.
Lesson #7: Clinton asked for Obama's help with an issue she wanted to address.
Lesson #8: All three candidates were extremely knowledgeable about the topics. They weren't responding to questions with an emotional gut reaction although "heart" definitely played an important role in their opinions and decisions.
As educators contemplate each of these lessons they will see that there are definite applications as to how it might be in the best interest of our diverse students to address education issues in the same manner.
Wednesday, January 16, 2008
Tuesday, January 15, 2008
Two Important Questions
Yesterday I attended a panel presentation at the University of Utah. It was one of its Martin Luther King celebration events.
One person on the panel, Dr. Takuya Minami, suggested that we ask ourselves two questions:
One person on the panel, Dr. Takuya Minami, suggested that we ask ourselves two questions:
- Do I feel like a member of the community?
- Am I comfortable inviting others to the community?
A yes answer to the second question relies upon a yes answer to the first question. The struggles of others won't become my struggles until I can answer, "Yes," to both of these questions.
Pondering the first question caused me to reflect upon the work of Dr. Robert Putnam concerning social capital. To feel like a member of the community I must expand my circle of influence beyond my own small world--I must become actively involved. Although voting is important, actively involved requires more than casting a vote. It demands stepping out of a comfort zone and getting into the arena. It means speaking up and doing about what's right even when it is unpopular.
Monday, January 14, 2008
Education Savings Account and Books
By helping our diverse students open an education savings account and then contribute to it we are not only telling them that we believe in them, but we are also helping them to focus on education goals.
Some things we can to encourage this: (The focus is going on the Hispanic student population because that is where my experience is but could definitely be adapted to other diverse student populations)
Some things we can to encourage this: (The focus is going on the Hispanic student population because that is where my experience is but could definitely be adapted to other diverse student populations)
- In schools with a high Hispanic population when you find out some family is going to have a baby, give the family a book with a $1 (or more) check made out to a bank to open an education savings account. Sixth grade Hispanic students could tape record the books, and they could be given a small amount of money for their education savings account for doing this. A business partner (or grant) could be involved in paying for the cost of this project.
- For the state Spanish Spelling Bee, have the reward be money for an education savings account and a book.
- Encourage service and civic organizations to sponsor a variety of contests such as essay contests with the reward being money for the education savings account and books.
- School and classroom rewards could be money for the education savings account and books rather than other treats.
- Family members, friends, and neighbors could be encouraged to give money for the education savings account and/or books for such celebrations as holidays, births, birthdays, graduations, quinceañeras and other special occasions. Fellow church members could be encouraged to do the same for special occasions the child or youth experiences in the church setting such as baptisms.
- Encourage the student to put at least 10% of any earnings from an allowance or job into his/her educations savings account.
- Hold events such as yard sales where all the profit is divided amongst the participating students for their education savings account.
- Find someone who will match the amount of money in the education savings account each year. If needs be, set a minimum and/or a maximum the student has to accumulate.
In Utah (and a few other states) Zions Bank can help with setting up this education savings account. It can be opened with the minimum amount of $1 and the interest is greater than it is for other accounts. An added plus: Zions has Spanish banks where everyone in the bank speaks Spanish. For more information about this, contact Sylvia Haro at sylvia.haro@zionsbank.com. Other banks may have similar programs, but I am most familiar with Zions because I have worked with them.
Sunday, January 13, 2008
Hope and Change
It would be hard for anyone (Democrat, Republican, Independent) to listen to Barak Obama's speech mantra of "hope and change" and not be inspired. Yet, Shelby Steele on Bill Moyers Now last Friday evening expressed the following:
"But if you listen to his -- speeches 'change,' 'hope.' I mean, it's a kind of-- it's an empty mantra. I mean a surprising degree of emptiness, of lack of specificity. What change? Change from what to what? What direction do you want to take the country? What do you mean by hope? There's never any specificity there because specificity is dangerous to a bargainer."
Earlier in the interview Shelby defined and explained a bargainer as " a black who enters the American, the white American mainstream by saying to whites in effect, in some code form, I'm going to give you the benefit of the doubt. I'm not going to rub the shame of American history in your face if you will not hold my race against me. Whites then respond with enormous gratitude. And bargainers are usually extremely popular people." Shelby goes onto explain that the bad side of this is that no one ends up telling the truth about what one really feels and thus in a way becomes invisible.
All of this has great application to education issues especially as it relates to the education of our diverse learners. It could very well explain why the achievement gap (s) continues to persist despite all the rhetoric. People have entered into some kind of bargain so no one is offended by speaking the truth---being specific about what needs to be changed and who needs to do the changing. Policy makers enter into the bargain agreement to keep their jobs and/or to be reelected. Result: Nothing changes and the achievement gap (s) continue to exist.
If the achievement gap (s) scenario is ever going to change we need people who because they are more concerned about the next generation than the next "election" will challenge the status quo by telling the truth--with hope.
"But if you listen to his -- speeches 'change,' 'hope.' I mean, it's a kind of-- it's an empty mantra. I mean a surprising degree of emptiness, of lack of specificity. What change? Change from what to what? What direction do you want to take the country? What do you mean by hope? There's never any specificity there because specificity is dangerous to a bargainer."
Earlier in the interview Shelby defined and explained a bargainer as " a black who enters the American, the white American mainstream by saying to whites in effect, in some code form, I'm going to give you the benefit of the doubt. I'm not going to rub the shame of American history in your face if you will not hold my race against me. Whites then respond with enormous gratitude. And bargainers are usually extremely popular people." Shelby goes onto explain that the bad side of this is that no one ends up telling the truth about what one really feels and thus in a way becomes invisible.
All of this has great application to education issues especially as it relates to the education of our diverse learners. It could very well explain why the achievement gap (s) continues to persist despite all the rhetoric. People have entered into some kind of bargain so no one is offended by speaking the truth---being specific about what needs to be changed and who needs to do the changing. Policy makers enter into the bargain agreement to keep their jobs and/or to be reelected. Result: Nothing changes and the achievement gap (s) continue to exist.
If the achievement gap (s) scenario is ever going to change we need people who because they are more concerned about the next generation than the next "election" will challenge the status quo by telling the truth--with hope.
Saturday, January 12, 2008
Ponderings on Law
This Thursday I attended my first Education and Law class with Dr. Scott Ferrin at BYU. As we discussed the definition and role of law, I reflected on the December 22nd "blog post" about the "rule of law."
During class some new thoughts came to mind that expand upon that "blog post."
During class some new thoughts came to mind that expand upon that "blog post."
- The purpose of law should have a benefit component. The perfect law giver, God, gave us laws that if obeyed, He in His infinite wisdom knew would bring blessings. We have man made laws such as speed limits for our safety and to protect us. Yet, man is not a perfect law giver. Therefore, he will make laws that are not perfect....and that at times can even be extremely unwise and unjust causing much harm. This should cause us to be leery of focusing only on the "rule of law."
- Throughout history we have honored people who have "broken the law"--our Founding Fathers, Rosa Parks, Corrie Ten Boom, Schindler, all the people who protected and helped slaves during our history's slavery era, even people from scriptures like the Good Samaritan, and many others.
- In my religion--Church of Jesus Christ of Latter Saints--our 12th Article of Faith states: We believe in being subject to kings, presidents, rulers, and magistrates, in obeying, honoring, and sustaining the law.
QUESTIONS: When these pondering thoughts from December 22 and today seem to be contradictory, what is the answer? How does one be a law abiding citizen and at the same time not become such a slave to the rule of law that one ends up hurting rather than helping?
Friday, January 11, 2008
The Fight Goes On
The 2008 edition of Education Week's Quality Counts was released a couple of days ago. It presents a new framework for strengthening the teaching profession, based on a yearlong analysis of the best thinking and current practices in the field.
Quality Counts grades the states across six areas of education performance and policy. While the U.S. posted a grade of C overall, the average state earned a D-plus on public school achievement, the poorest showing of any graded category.
In response to this report and articles in two of our Utah newspapers about the findings, I wrote the following "Letter to the Editor":
The findings of new education reports indicating a persistent achievement gap (s) between Whites and Latinos are quite disconcerting. A 50%-60% Latino drop out rate and up to a 30 pt. achievement gap in some academic areas are inexcusable. Obviously collecting and analyzing data are not sufficient.
Nor will identifying lack of resources as the culprit be an effective answer to the lingering dilemma, especially if it is used as an excuse not to do anything. Plus, there are questions to be asked about resources if they are to be used effectively such as:1) What is meant by resources--money, books, qualified and culturally response educators, technology, opportunities, the students themselves?, 2) Which resources are linked to which learning outcomes for Latinos?, 3) Which combination of resources are most effective?, 4) Which type of classrooms need which resources?, 5) What is meant by sufficient resources?, 6) How do we make resources equitable and not just equal?, and 7) How can Latinos learn to take greater advantage of the resources that are already available?
It's also important to remember that resources are not self-activating? In other words, just providing resources without the proper use of them will not bring the long desired results.
There is no question that most educators are working extremely hard to address this achievement gap (s) issue. Therefore, working harder isn't the answer but maybe working smarter is. Working smarter might include encouraging a closer connection and collaboration between researchers and practitioners and policy makers concerning the most effective use of resources.
Quality Counts grades the states across six areas of education performance and policy. While the U.S. posted a grade of C overall, the average state earned a D-plus on public school achievement, the poorest showing of any graded category.
In response to this report and articles in two of our Utah newspapers about the findings, I wrote the following "Letter to the Editor":
The findings of new education reports indicating a persistent achievement gap (s) between Whites and Latinos are quite disconcerting. A 50%-60% Latino drop out rate and up to a 30 pt. achievement gap in some academic areas are inexcusable. Obviously collecting and analyzing data are not sufficient.
Nor will identifying lack of resources as the culprit be an effective answer to the lingering dilemma, especially if it is used as an excuse not to do anything. Plus, there are questions to be asked about resources if they are to be used effectively such as:1) What is meant by resources--money, books, qualified and culturally response educators, technology, opportunities, the students themselves?, 2) Which resources are linked to which learning outcomes for Latinos?, 3) Which combination of resources are most effective?, 4) Which type of classrooms need which resources?, 5) What is meant by sufficient resources?, 6) How do we make resources equitable and not just equal?, and 7) How can Latinos learn to take greater advantage of the resources that are already available?
It's also important to remember that resources are not self-activating? In other words, just providing resources without the proper use of them will not bring the long desired results.
There is no question that most educators are working extremely hard to address this achievement gap (s) issue. Therefore, working harder isn't the answer but maybe working smarter is. Working smarter might include encouraging a closer connection and collaboration between researchers and practitioners and policy makers concerning the most effective use of resources.
Thursday, January 10, 2008
Fernando's Graduation
I repeatedly reminded my class of 4th, 5th, and 6th grade English Language Learning Hispanic students that I wanted to be invited to each of their graduations--middle school, high school, and college. There aren't words to express the joy I felt when Fernando took me at my word and called me a couple of days ago to tell me that he would be sending me an invitation to his high school graduation.
This experience was a reminder that our diverse learners need to know that we believe in them and that we have high expectations for them. This is a much different approach than having a huge 6th grade graduation celebration for them because you believe it will be the only graduation they will ever experience. Sadly, the latter is what I heard teachers express.
Providing opportunities for our diverse learners to dream about, envision, and vocalize their possible futures and then helping them develop the knowledge and skills they need to achieve their dreams is one of the greatest gifts we can give them.
This experience was a reminder that our diverse learners need to know that we believe in them and that we have high expectations for them. This is a much different approach than having a huge 6th grade graduation celebration for them because you believe it will be the only graduation they will ever experience. Sadly, the latter is what I heard teachers express.
Providing opportunities for our diverse learners to dream about, envision, and vocalize their possible futures and then helping them develop the knowledge and skills they need to achieve their dreams is one of the greatest gifts we can give them.
Wednesday, January 9, 2008
Influence Change
One of the reason I like Kevin Eikenberry so much is because he goes the extra mile. He followed up his conference call message with more resources that could benefit us in our change effort.
One resource included 5 ways to influence change in others:
One resource included 5 ways to influence change in others:
- "Get" their perspective: It's the other person's perspective about the change that really matters. Valuing that perspective will help the other person feel part of the conversation, not that feel that one is being given a sales pitch.
- Acknowledge their perspective: Let the person feel that you recognize that the view is valid even if may be different than yours.
- Speak to their interests: Talk with the person about the differences in your perspectives, explaining how the change has personal benefits for him or her.
- Recognize natural tendencies: Recognize that not everyone moves at the same rate in regards to change.
- Be patient: Give a person time to reflect on what you have shared. This could help "save face" for a person who is moving from opposition to a change to being an advocate for the change.
Kevin has more information about change at his website, http://www.kevineikenberry.com/
Tuesday, January 8, 2008
Serendipity Strikes Again
Another serendipitous experience has touched my life. While in the midst of organizing a group that is going to be educating and advocating for change in regards to Hispanic learners, I received an email from Kevin Eikenberry, the author of Remarkable Leadership, who was conducting a conference call on change.
I had the opportunity to participate in that call yesterday with Kevin. The insights he offered truly are remarkable, and they couldn't have come at a more opportune time.
Kevin strongly recommended that we share with a colleague what we learned --and the sooner the better--as that will help cement the ideas. Stephen Covey has offered the same advice. I felt my "blog" may be the best place to share and record what I learned.
Below are some of the points I learned and want to apply:
I had the opportunity to participate in that call yesterday with Kevin. The insights he offered truly are remarkable, and they couldn't have come at a more opportune time.
Kevin strongly recommended that we share with a colleague what we learned --and the sooner the better--as that will help cement the ideas. Stephen Covey has offered the same advice. I felt my "blog" may be the best place to share and record what I learned.
Below are some of the points I learned and want to apply:
- If there is no need for change, there is no need for a leader
- Not everyone will be at the same place concerning change, and it's important to be ok with this
- People view change differently, attaching negative, positive, and/neutral emotions to it
- Be a proponent (not an "evangelist") for the change by emphasizing the positive benefits/rewards of the change and minimizing the risks
- People don't resist change as much as they resist being changed
- Acknowledge where people are in regards to the present state as they have been doing what they are doing for a long time
- Build a post-change vision that can be experienced with all the senses
- When talking about change, the conversation and dialogue need to be continually open and ongoing
- "Sell" individuals, not groups --by getting individuals engaged and involved will help build the momentum
- Call the change a journey (a process)
- Ask questions! Ask questions! Ask questions!
- Find language for the change that is not just a hollow slogan
Participating with Kevin in this learning conference call convinced me to personally commit to move from focusing on resistance, opposition, obstacles in relationship to change and focus on exciting, challenge, opportunity instead.
NOTE: For more information about Kevin Eikenberry and his work, including articles that can be downloaded, visit http://www.kevineikenberry.com/
Monday, January 7, 2008
Joan of Arc's Example
One of my heroines from history is Joan of Arc, the illiterate peasant girl who at 17 became the unlikely standard-bearer for the French army in the Dark Ages.
Long years of war had impoverished and divided her country when Joan received promptings that she had a purpose to fulfill which was to help liberate her oppressed country. At first people scoffed at her ideas and felt that she was a little crazy. Nevertheless, she persisted and was eventually able to see the king.
King Charles VII of France was so impressed with the fact that Joan curtsied to him after recognizing him amongst the ranks of the army which he had occupied in order to trick her, that he gave her command over his 12,000 troops. At first the French soldiers didn't want to obey her, but once seeing the success that came from following her orders, they came to look upon her as their leader.
Joan of Arc issued orders that seemed to be those of a military genius, and in spite of being wounded twice, she and her army liberated the besieged city of Orleans in 1429 and defeated the English in four other battles.
She was captured at Compiegne by English allies during the Battle of Paris and sold to the English for 16,000 francs. She was imprisoned, tried as a heretic, and then burned at the stake in 1431.
Despite this sad ending to Joan of Arc's life, it does not take away from her greatness who as a young girl had the courage to follow the promptings that came to her and make a difference.
Lessons to learn from Joan of Arc as we strive to make a difference for diverse learners:
Long years of war had impoverished and divided her country when Joan received promptings that she had a purpose to fulfill which was to help liberate her oppressed country. At first people scoffed at her ideas and felt that she was a little crazy. Nevertheless, she persisted and was eventually able to see the king.
King Charles VII of France was so impressed with the fact that Joan curtsied to him after recognizing him amongst the ranks of the army which he had occupied in order to trick her, that he gave her command over his 12,000 troops. At first the French soldiers didn't want to obey her, but once seeing the success that came from following her orders, they came to look upon her as their leader.
Joan of Arc issued orders that seemed to be those of a military genius, and in spite of being wounded twice, she and her army liberated the besieged city of Orleans in 1429 and defeated the English in four other battles.
She was captured at Compiegne by English allies during the Battle of Paris and sold to the English for 16,000 francs. She was imprisoned, tried as a heretic, and then burned at the stake in 1431.
Despite this sad ending to Joan of Arc's life, it does not take away from her greatness who as a young girl had the courage to follow the promptings that came to her and make a difference.
Lessons to learn from Joan of Arc as we strive to make a difference for diverse learners:
- Listen to promptings and follow them in spite of what others may say or do
- Be willing to be different and not be motivated to do that which wins acceptance
- Muster the courage to be willing to suffer the consequences that may come from following promptings
Sunday, January 6, 2008
"The Fierce Urgency of Now"
"The fierce urgency of now." The 2008 Democratic presidential candidate, Barak Obama, has resurrected this powerful phrase from Dr. Martin Luther King, Jr.'s I Have A Dream speech.
These words are definitely appropriate and applicable to what we are facing in connection with the education of our diverse learners.
Although this pithy phrase is a memorable call to action, I feel it would be helpful to look at the significance of each of the words. To be fierce is to be strenuously active and resolute fueled by intense conviction. Urgency means there is a pressing necessity demanding notice and attention that requires speedy and prompt action. Now means at the present time, without delay or hesitation.
The education of our diverse learners is definitely a pressing issue that demands our immediate and strenously active attention.
These words are definitely appropriate and applicable to what we are facing in connection with the education of our diverse learners.
Although this pithy phrase is a memorable call to action, I feel it would be helpful to look at the significance of each of the words. To be fierce is to be strenuously active and resolute fueled by intense conviction. Urgency means there is a pressing necessity demanding notice and attention that requires speedy and prompt action. Now means at the present time, without delay or hesitation.
The education of our diverse learners is definitely a pressing issue that demands our immediate and strenously active attention.
Saturday, January 5, 2008
Learning From Statistics
It was the hardest class I had ever taken in my whole life--Statistics (or as some have called it--Sadistics).
Our professor, Dr. Sterling Hilton, told us that he had chosen the best textbook he could find. I believed him but even though I knew the words I was reading were English words, they might as well have been Japanese words. Then after reading the chapter 2-3 times I had to face a greater challenge--complete the assignments based on the difficult reading.
As I started to doubt my abilities and considered dropping the class Dr. Hilton gave me some wonderful advice. He said to concentrate on the learning and not the grade. Yet, as I contemplated his advice I realized that I could learn 50% and still fail the class. That was a daunting thought.
The irony to all this was that I truly loved the class. My husband questioned my sanity asking in disbelief, "How can you love a class that is so hard for you?!?" Why did I? One reason was because of the "A-ha" moments--times when the light finally dawned after an uphill struggle to understand. If I let my mind wonder for 2 seconds during class or while reading the textbook, I was lost. Therefore, I had to be continually engaged. As difficult as this was, it was also exhilarating as my mind was stretched to grasp a concept in the foreign language of statistics.
So I continued to love the class and follow Dr. Hilton's advice to focus on learning praying that I would at least pass the class but also being willing to retake it if needed. Well, the semester ended, and I had survived statistics. But had I passed? With trepidation and butterflies in my stomach I finally mustered up the courage to look at my grade. There are no words to describe what I felt as an "A-" stared back at me. No "A-" has ever meant so much to me.
There are so many valuable and life changing lessons I learned from this experience that have nothing to do with statistics, and I'll never be the same.
As we work with diverse learners who face at times challenges that seem to be insurmountable, we must remind them to focus on the learning and not to give up. The very fact that the road wasn't easy will make the eventual success that much sweeter and their character that much stronger.
Our professor, Dr. Sterling Hilton, told us that he had chosen the best textbook he could find. I believed him but even though I knew the words I was reading were English words, they might as well have been Japanese words. Then after reading the chapter 2-3 times I had to face a greater challenge--complete the assignments based on the difficult reading.
As I started to doubt my abilities and considered dropping the class Dr. Hilton gave me some wonderful advice. He said to concentrate on the learning and not the grade. Yet, as I contemplated his advice I realized that I could learn 50% and still fail the class. That was a daunting thought.
The irony to all this was that I truly loved the class. My husband questioned my sanity asking in disbelief, "How can you love a class that is so hard for you?!?" Why did I? One reason was because of the "A-ha" moments--times when the light finally dawned after an uphill struggle to understand. If I let my mind wonder for 2 seconds during class or while reading the textbook, I was lost. Therefore, I had to be continually engaged. As difficult as this was, it was also exhilarating as my mind was stretched to grasp a concept in the foreign language of statistics.
So I continued to love the class and follow Dr. Hilton's advice to focus on learning praying that I would at least pass the class but also being willing to retake it if needed. Well, the semester ended, and I had survived statistics. But had I passed? With trepidation and butterflies in my stomach I finally mustered up the courage to look at my grade. There are no words to describe what I felt as an "A-" stared back at me. No "A-" has ever meant so much to me.
There are so many valuable and life changing lessons I learned from this experience that have nothing to do with statistics, and I'll never be the same.
As we work with diverse learners who face at times challenges that seem to be insurmountable, we must remind them to focus on the learning and not to give up. The very fact that the road wasn't easy will make the eventual success that much sweeter and their character that much stronger.
Friday, January 4, 2008
History and Forgiveness
It is critical that young people (and adults, too!) learn the history of our world and nation for as George Santayana warns, "Those who cannot learn from history are doomed to repeat it."
It is not only critical to learn history, but it's also important that it be observed from different perspectives. After all, as Ralph Waldo Emerson tells us, "All history becomes subjective; in other words there is properly no history, only biography." Seeing American History through the eyes of Native Americans, Blacks, Hispanics, and/or other minorities will paint a different picture. By studying one, we don't dismiss the other. We just acknowledge that history isn't one-sided.
Seeing history from other perspectives can often times be extremely painful, but Maya Angelou
reminds us, "History, despite its wrenching pain, cannot be unlived, but if faced with courage, need not be lived again."
We must exercise extreme caution when sharing painful history. If the result is "white guilt" and/or anger and hatred and revenge and feelings of victimization we have lost site of our goal and ultimate hope to change the present and the future for these kind of responses are paralyzing.
So what is the healthy response to painful history that will allow up to paint a brighter future: FORGIVENESS
It is not only critical to learn history, but it's also important that it be observed from different perspectives. After all, as Ralph Waldo Emerson tells us, "All history becomes subjective; in other words there is properly no history, only biography." Seeing American History through the eyes of Native Americans, Blacks, Hispanics, and/or other minorities will paint a different picture. By studying one, we don't dismiss the other. We just acknowledge that history isn't one-sided.
Seeing history from other perspectives can often times be extremely painful, but Maya Angelou
reminds us, "History, despite its wrenching pain, cannot be unlived, but if faced with courage, need not be lived again."
We must exercise extreme caution when sharing painful history. If the result is "white guilt" and/or anger and hatred and revenge and feelings of victimization we have lost site of our goal and ultimate hope to change the present and the future for these kind of responses are paralyzing.
So what is the healthy response to painful history that will allow up to paint a brighter future: FORGIVENESS
As we ponder the words of Anne Frank, Corrie Ten Boom, Archbishop Desmond Tutu, Ishmael Beah, Coretta Scott King, Mahatma Gandhi, Nelson Mandela, and the Amish people, we can glean the wisdom from them about the power of forgiveness.
Therefore, as we teach young learners painful history, it is crucial that we also teach them the importance of forgiveness, even when the offender doesn't ask for it. It will only be through forgiveness that our nation and we as individuals can heal and be strong. For only then can we be united in working together to fight the evils that hurt us all.
Thursday, January 3, 2008
Forgiveness cont.
Nelson Mandela, an activist and leader who was imprisoned from 1964-1990 for his opposition to South African apartheid: "If you want to make peace with your enemy you have to work with your enemy. Thus he becomes your partner." Mandela stressed the importance of healing a nation through reconciliation and forgiveness instead of retaliation for the injustices that had been done. He himself was equipped to do this because he had learned to hate apartheid without hating South Africans.
Amish, a community in Nickel Mines, PA that in October 2006 after a horrific shooting in an Amish schoolhouse: Goshen College Professor of History, Steve Nolt, describes the forgiveness of the Amish people: "It's not pretending that nothing happened or that the offense wasn't so bad. It's not a pardon or saying that there should be no consequences for actions. It is about giving up: giving up the right to revenge and giving up feelings of resentment, bitterness and hatred...and treating the offender as a fellow human being." Nolt goes onto explain, "Although the Amish never anticipated the horror of Nickel Mines, they were prepared to respond long before they needed to.....Amish forgiveness is not an easily transferable technique because it grows out of a collective life and culture."
Jesus Christ, the innocent and perfect Son of God while dying on a cross pled, "Father, forgive them; for they know not what they do."
Paul Boese sums it all up quite well with his words, "Forgiveness does not change the past, but it does enlarge the future."
Tomorrow we'll see what we can glean from these noble individuals that can benefit our diverse learners.
Amish, a community in Nickel Mines, PA that in October 2006 after a horrific shooting in an Amish schoolhouse: Goshen College Professor of History, Steve Nolt, describes the forgiveness of the Amish people: "It's not pretending that nothing happened or that the offense wasn't so bad. It's not a pardon or saying that there should be no consequences for actions. It is about giving up: giving up the right to revenge and giving up feelings of resentment, bitterness and hatred...and treating the offender as a fellow human being." Nolt goes onto explain, "Although the Amish never anticipated the horror of Nickel Mines, they were prepared to respond long before they needed to.....Amish forgiveness is not an easily transferable technique because it grows out of a collective life and culture."
Jesus Christ, the innocent and perfect Son of God while dying on a cross pled, "Father, forgive them; for they know not what they do."
Paul Boese sums it all up quite well with his words, "Forgiveness does not change the past, but it does enlarge the future."
Tomorrow we'll see what we can glean from these noble individuals that can benefit our diverse learners.
Wednesday, January 2, 2008
Responding to "Man's Inhumanity to Man" with Forgiveness
"Man's inhumanity to man," --the unthinkable--has been witnessed and/or experienced by many human souls throughout the world's history. United States history has not been left untouched by unimaginable atrocities.
There are a variety of ways we can respond. We can seek revenge. We can allow ourselves to live in a state of denial. Or we can choose a different path based on the words and examples of those who have experienced the unspeakable:
Anne Frank, a teenage Jewish girl who died in a Nazi concentration camp: "Despite everything I believe that people are really good at heart."
Corrie Ten Boom, a Nazi concentration camp survivor who had to make a choice when coming face to face with one of her tormentors as to whether to forgive him or not has said: "Forgiveness is an act of the will, and the will can function regardless of the temperature of the heart."
Archbishop Desmond Tutu, a South African cleric, activist, and opponent of apartheid: "When I talk of forgiveness, I mean the belief that you can come out the other side a better person-- A better person than the one being consumed by anger and hatred. Remaining in that state locks you in a state of victimhood, making you almost dependent on the perpetrator. If you can find it in yourself to forgive then you are no longer chained to the perpetrator. You can move on, and you can help the perpetrator to become a better person too."
Ishmael Beah, a young man who at 13 was forced to be a boy soldier in Sierra Leone: "A lot of people, when they say, 'forgive and forget,' they think you completely wash your brain out and forget everything. That is not the concept. What I think is you forgive and you forget so that you can transform your experiences, not necessarily forget them but transform them, so that they don't haunt you or handicap you or kill you. Rather, you transform them so they can remind you, so that this doesn't happen again. They can prevent this kind of thing from happening to other people. You must do things positive with your experience rather than dwell on the negativity of it."
Coretta Scott King, the wife of Martin Luther King, Jr., the man who braved threats, jail and beatings and who ultimately paid the highest price to make democracy a reality for all Americans: "...Every King holiday has been a national 'teach-in' on the values of nonviolence, including unconditional love, tolerance, forgiveness and reconciliation, which are so desperately needed to unify America.....The Holiday provides a unique opportunity to teach young people to fight evil, not people, to get in the habit of asking themselves, 'What is the most loving way I can resolve this conflict?' "
Mahatma Gandhi, the non-violent activist for India's independence who was able to forgive his assassin as he was dying had said: "The weak can never forgive. Forgiveness is the attribute of the strong." and "An eye for an eye ends up making the whole world blind."
Spiritual Message to America from 1700 elders from 108 tribes across America at a conference in Duluth, Minnesota in the year 2000: "As we stand before the dawn of a new millennium, we pray for America's survival, our survival. We pray that we will be given strength by the Creator to follow the footsteps of our forefathers to share our love, respect and compassion for one another.....We pray for forgiveness for the pain and suffering we have caused one another. We pray that our children will not repeat our mistakes. We pray that we can respect the diversity of America, all life is sacred. Every child born is a precious gift of our Creator...We are all equal, each having our own special gift to contribute."
Continued tomorrow......
There are a variety of ways we can respond. We can seek revenge. We can allow ourselves to live in a state of denial. Or we can choose a different path based on the words and examples of those who have experienced the unspeakable:
Anne Frank, a teenage Jewish girl who died in a Nazi concentration camp: "Despite everything I believe that people are really good at heart."
Corrie Ten Boom, a Nazi concentration camp survivor who had to make a choice when coming face to face with one of her tormentors as to whether to forgive him or not has said: "Forgiveness is an act of the will, and the will can function regardless of the temperature of the heart."
Archbishop Desmond Tutu, a South African cleric, activist, and opponent of apartheid: "When I talk of forgiveness, I mean the belief that you can come out the other side a better person-- A better person than the one being consumed by anger and hatred. Remaining in that state locks you in a state of victimhood, making you almost dependent on the perpetrator. If you can find it in yourself to forgive then you are no longer chained to the perpetrator. You can move on, and you can help the perpetrator to become a better person too."
Ishmael Beah, a young man who at 13 was forced to be a boy soldier in Sierra Leone: "A lot of people, when they say, 'forgive and forget,' they think you completely wash your brain out and forget everything. That is not the concept. What I think is you forgive and you forget so that you can transform your experiences, not necessarily forget them but transform them, so that they don't haunt you or handicap you or kill you. Rather, you transform them so they can remind you, so that this doesn't happen again. They can prevent this kind of thing from happening to other people. You must do things positive with your experience rather than dwell on the negativity of it."
Coretta Scott King, the wife of Martin Luther King, Jr., the man who braved threats, jail and beatings and who ultimately paid the highest price to make democracy a reality for all Americans: "...Every King holiday has been a national 'teach-in' on the values of nonviolence, including unconditional love, tolerance, forgiveness and reconciliation, which are so desperately needed to unify America.....The Holiday provides a unique opportunity to teach young people to fight evil, not people, to get in the habit of asking themselves, 'What is the most loving way I can resolve this conflict?' "
Mahatma Gandhi, the non-violent activist for India's independence who was able to forgive his assassin as he was dying had said: "The weak can never forgive. Forgiveness is the attribute of the strong." and "An eye for an eye ends up making the whole world blind."
Spiritual Message to America from 1700 elders from 108 tribes across America at a conference in Duluth, Minnesota in the year 2000: "As we stand before the dawn of a new millennium, we pray for America's survival, our survival. We pray that we will be given strength by the Creator to follow the footsteps of our forefathers to share our love, respect and compassion for one another.....We pray for forgiveness for the pain and suffering we have caused one another. We pray that our children will not repeat our mistakes. We pray that we can respect the diversity of America, all life is sacred. Every child born is a precious gift of our Creator...We are all equal, each having our own special gift to contribute."
Continued tomorrow......
Tuesday, January 1, 2008
2008 Resolution
A group of 5-8 people (regardless of title or position) committed to improving the academic achievement and life success of Hispanic learners identifies principles as well as research findings as to what works for Hispanic learners and then develops and implements a strategic plan, based on these findings, to:
Educate educators at all levels, policy makers, parents, the community, and other identified stakeholders on what works for Hispanic learners and why it is critical that the issue be addressed.
Advocate for policies, procedures (processes), places, persons, programs that will improve the academic achievement and life success of Hispanic learners.
Execute a method by which policy makers and educators are held accountable to design, implement, evaluate, and refine a plan based on principles and research to specifically improve the academic achievement and life success of Hispanic learners
Monday, December 31, 2007
Talking About God
"Our society has developed a misplaced politeness which says we shouldn't talk about God because it might offend someone. Heaven save the society that's too polite to speak about God," are former Utah Governor Mike Leavitt's words spoken at his Second Inaugural Address on January 6.1997.
Presidential Candidate Mitt Romney emphasized in his Faith In America speech, "The founders proscribed the establishment of a state religion, but they did not countenance the elimination of religion from the public square." In the same speech Romney issued a call for greater religious thought in daily civic life and apposed any ideas of removing the acknowledgements of God from the public square. "We are a nation 'Under God'," insisted Romney, and "We should acknowledge the Creator as did the Founders--in ceremony and word."
I reread the speech by Former Governor Leavitt when it recently came to public light that the speech as well as decisions about policy was influenced by"early morning seminary" classes Leavitt held with his top advisors. These meetings were opened with prayer before delving into the Book of Mormon and Doctrine and Covenants to learn lessons and principles that could be applied to modern government.
The courage of these two political leaders is admirable and encouraging. They understand that there is wisdom greater than their own. How wonderful it would be if educational leaders chose to follow their example.
Presidential Candidate Mitt Romney emphasized in his Faith In America speech, "The founders proscribed the establishment of a state religion, but they did not countenance the elimination of religion from the public square." In the same speech Romney issued a call for greater religious thought in daily civic life and apposed any ideas of removing the acknowledgements of God from the public square. "We are a nation 'Under God'," insisted Romney, and "We should acknowledge the Creator as did the Founders--in ceremony and word."
I reread the speech by Former Governor Leavitt when it recently came to public light that the speech as well as decisions about policy was influenced by"early morning seminary" classes Leavitt held with his top advisors. These meetings were opened with prayer before delving into the Book of Mormon and Doctrine and Covenants to learn lessons and principles that could be applied to modern government.
The courage of these two political leaders is admirable and encouraging. They understand that there is wisdom greater than their own. How wonderful it would be if educational leaders chose to follow their example.
Sunday, December 30, 2007
Let Your Work Speak: Tom Brady
Last night we watched the New England Patriots make history as Tom Brady, the quarterback for the Patriots, lead the team to a 16-0 winning season.
This triumph is even more noteworthy when we learn a little more about Tom Brady. Brady sat on the bench his first two years at the University of Michigan. He was seventh on the depth chart and struggled to get some playing time. At one point, he hired a sports psychologist to help him cope with frustration and anxiety caused by a lack of opportunity.
Brady was selected by the New England Patriots in the 6th round (199th overall), a compensatory pick of the 2000 NFL Draft. Brady served as the backup quarterback for Drew Bledsoe. In the September 23, 2001 game against the New York Jets, Bledsoe suffered internal bleeding from a collision with a Jets player. Soon after, Brady was named the starting quarterback. Although his beginnings as starting quarterback were unspectacular, it would be hard even for those who aren't sports enthusiasts not to have heard of Brady's record breaking victories as well as those of the New England Patriots.
How did Brady go from being virtually unknown to being recognized as the most talented and best NFL quarterback? He kept on learning and improving so that when his opportunity did come he was prepared. Then he did what Festus Obiakor would describe as, "Let your work speak," and how his work has spoken to all of us.
When we get discouraged in our efforts to make a difference for diverse learners, it might be helpful to remember the example of Tom Brady.
This triumph is even more noteworthy when we learn a little more about Tom Brady. Brady sat on the bench his first two years at the University of Michigan. He was seventh on the depth chart and struggled to get some playing time. At one point, he hired a sports psychologist to help him cope with frustration and anxiety caused by a lack of opportunity.
Brady was selected by the New England Patriots in the 6th round (199th overall), a compensatory pick of the 2000 NFL Draft. Brady served as the backup quarterback for Drew Bledsoe. In the September 23, 2001 game against the New York Jets, Bledsoe suffered internal bleeding from a collision with a Jets player. Soon after, Brady was named the starting quarterback. Although his beginnings as starting quarterback were unspectacular, it would be hard even for those who aren't sports enthusiasts not to have heard of Brady's record breaking victories as well as those of the New England Patriots.
How did Brady go from being virtually unknown to being recognized as the most talented and best NFL quarterback? He kept on learning and improving so that when his opportunity did come he was prepared. Then he did what Festus Obiakor would describe as, "Let your work speak," and how his work has spoken to all of us.
When we get discouraged in our efforts to make a difference for diverse learners, it might be helpful to remember the example of Tom Brady.
Saturday, December 29, 2007
"For vs. For"
You would think they would learn. It's always disappointing when political candidates or those advocating for a political issue resort to attacking opponents rather than sticking to one's own platform. It's a sign of weakness. Keeping one's composure and calmly explaining the rationale for one's own platform can win the confidence of American people.
This is extremely difficult to do, especially when recommending change, because most people tend to choose the status quo rather than risk change, even if that change could have positive results.
The voucher debate in Utah is a good example of what can happen when sides resort to an attack tactic. More often than not in a situation such as this, the status quo wins.
There are some lessons to be learned from the Utah voucher debate:
Lesson #1: Rather than making vouchers the focus, it may have been more constructive to focus on the education of diverse learners, parental rights, teacher shortage, improving public schools, saving money, and/or some other issue.
Lesson #2: Rather than having a "for vs against" stance, a "for vs for" stance has a greater chance of a win-win. In other words, all sides of an issue present a solution platform to improve the education of diverse learners. This way, status quo is not an option. People will have to make a decision and not just vote against something because the proposed change is still fuzzy in their minds. Voting against something without having to offer an alternative solution is an easy out and doesn't take much thought.
Lesson #3: Sticking to one's own platform on how to address the issue explaining the rationale rather than attacking the other platform shows respect not only for the opposite side, but also for the American people.
Lesson #4: Trusting the American people to make a wise decision is a respectful manner that appeals to their mind as well as their heart.
These are lessons that all political candidates and those advocating for political issues might want to consider learning if we as American people are to be well served. We as the American people have a responsibility to continue to encourage that these lessons be learned through our example of words and actions.
This is extremely difficult to do, especially when recommending change, because most people tend to choose the status quo rather than risk change, even if that change could have positive results.
The voucher debate in Utah is a good example of what can happen when sides resort to an attack tactic. More often than not in a situation such as this, the status quo wins.
There are some lessons to be learned from the Utah voucher debate:
Lesson #1: Rather than making vouchers the focus, it may have been more constructive to focus on the education of diverse learners, parental rights, teacher shortage, improving public schools, saving money, and/or some other issue.
Lesson #2: Rather than having a "for vs against" stance, a "for vs for" stance has a greater chance of a win-win. In other words, all sides of an issue present a solution platform to improve the education of diverse learners. This way, status quo is not an option. People will have to make a decision and not just vote against something because the proposed change is still fuzzy in their minds. Voting against something without having to offer an alternative solution is an easy out and doesn't take much thought.
Lesson #3: Sticking to one's own platform on how to address the issue explaining the rationale rather than attacking the other platform shows respect not only for the opposite side, but also for the American people.
Lesson #4: Trusting the American people to make a wise decision is a respectful manner that appeals to their mind as well as their heart.
These are lessons that all political candidates and those advocating for political issues might want to consider learning if we as American people are to be well served. We as the American people have a responsibility to continue to encourage that these lessons be learned through our example of words and actions.
Friday, December 28, 2007
The Price of Democracy
The words "These are the times that try men's souls," are as applicable today as they were when Thomas Paine wrote them in his day. Lives are still being sacrificed in behalf of democracy as we were so poignantly reminded yesterday with the assassination of Benazir Bhutto in Pakistan.
The price of democracy has always been high. All fifty-six men, men of means and well-educated, who signed the Declaration of Independence knew full well that the penalty for doing so could be death. Yet, they were willing to pledge their lives, their fortunes, and their sacred honor because of the value they placed on liberty and democracy. Their individual stories during the Revolutionary War reveal the ultimate sacrifices they were called upon to endure because of their commitment to this cause far beyond themselves. 1
This fight for democracy in the U. S., "a nation conceived in liberty and dedicated to the proposition that all men are created equal," must continue as Abraham Lincoln admonishes in the Gettysburg Address during the Civil War. Lincoln continues to say in the Address, "...it is rather for us [the living] to be here dedicated to the great task remaining before us--that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion--that we here highly resolve that these dead shall not have died in vain--that this nation, under God, shall have a new birth of freedom and that government of the people, by the people, for the people, shall not perish from the earth."
We who are reaping the benefits of the sacrifices that have been made in our behalf can only pay the debt we owe by doing all in our power to preserve the freedoms we enjoy. We can do this by living the American Creed which was written by William Tyler Paige in 1917 and accepted by the United States House of Representatives on April 9, 1918:
I believe in the United States of America as a government of the people, by the people, for the people, whose just powers are derived from the consent of the governed, a democracy in a republic, a sovereign Nation of many sovereign States; a perfect union, one and inseparable; established upon those principles of freedom, equality, justice, and humanity for which American patriots sacrificed their lives and fortunes.
I therefore believe it is my duty to my country to love it, to support the Constitution, to obey its laws, to respect its flag, and to defend it against all enemies.
Both those who were born here and those who come here to reap the benefits of this great land have a responsibility to learn what has made this nation what it is, including the sacrifices that have been made, and what is required of them to repay the debt. The road will always be uphill because the ideals of this nation will always be beyond our grasp, but the journey is worth it for us and for those who will follow.
Reference
l. www.bethlehempaonline.com/signers.html
The price of democracy has always been high. All fifty-six men, men of means and well-educated, who signed the Declaration of Independence knew full well that the penalty for doing so could be death. Yet, they were willing to pledge their lives, their fortunes, and their sacred honor because of the value they placed on liberty and democracy. Their individual stories during the Revolutionary War reveal the ultimate sacrifices they were called upon to endure because of their commitment to this cause far beyond themselves. 1
This fight for democracy in the U. S., "a nation conceived in liberty and dedicated to the proposition that all men are created equal," must continue as Abraham Lincoln admonishes in the Gettysburg Address during the Civil War. Lincoln continues to say in the Address, "...it is rather for us [the living] to be here dedicated to the great task remaining before us--that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion--that we here highly resolve that these dead shall not have died in vain--that this nation, under God, shall have a new birth of freedom and that government of the people, by the people, for the people, shall not perish from the earth."
We who are reaping the benefits of the sacrifices that have been made in our behalf can only pay the debt we owe by doing all in our power to preserve the freedoms we enjoy. We can do this by living the American Creed which was written by William Tyler Paige in 1917 and accepted by the United States House of Representatives on April 9, 1918:
I believe in the United States of America as a government of the people, by the people, for the people, whose just powers are derived from the consent of the governed, a democracy in a republic, a sovereign Nation of many sovereign States; a perfect union, one and inseparable; established upon those principles of freedom, equality, justice, and humanity for which American patriots sacrificed their lives and fortunes.
I therefore believe it is my duty to my country to love it, to support the Constitution, to obey its laws, to respect its flag, and to defend it against all enemies.
Both those who were born here and those who come here to reap the benefits of this great land have a responsibility to learn what has made this nation what it is, including the sacrifices that have been made, and what is required of them to repay the debt. The road will always be uphill because the ideals of this nation will always be beyond our grasp, but the journey is worth it for us and for those who will follow.
Reference
l. www.bethlehempaonline.com/signers.html
Thursday, December 27, 2007
Responding to Persecution
For Christmas my husband gave me the book Presidents and Prophets by Michael K. Winder. I finished reading it yesterday. It was obviously a book that couldn't be put down!
The word presidents in the title refers to the presidents of the United States and the word prophets refers to the leaders of the Church of Jesus Christ of Latter Day Saints. Winder devotes a chapter to each U.S. president starting with George Washington and ending with George W. Bush revealing through correspondence, diary entries, newspaper articles, speeches, anecdotes, interviews, etc. the relationship between each president and the LDS Church.
Anyone who is familiar with Mormon history will be aware of the horrific persecution Mormons suffered. By mentioning this I am in no way diminishing the persecution others have faced whether religious or racial or any other. Nor am I discounting the argument that Mormons have been guilty of persecuting others. But this is not my point.
With the help of Winder's book I would like to focus on how the Mormon Church and its people responded to the persecution they suffered and how that response allowed the Church to move from persecution to political clout.
Appeals made to U. S. presidents by early LDS Church leaders for help in dealing with the persecution heaped upon them didn't bear much fruit. So how did the Church respond through the years to this lack of concern and support from the government?
The word presidents in the title refers to the presidents of the United States and the word prophets refers to the leaders of the Church of Jesus Christ of Latter Day Saints. Winder devotes a chapter to each U.S. president starting with George Washington and ending with George W. Bush revealing through correspondence, diary entries, newspaper articles, speeches, anecdotes, interviews, etc. the relationship between each president and the LDS Church.
Anyone who is familiar with Mormon history will be aware of the horrific persecution Mormons suffered. By mentioning this I am in no way diminishing the persecution others have faced whether religious or racial or any other. Nor am I discounting the argument that Mormons have been guilty of persecuting others. But this is not my point.
With the help of Winder's book I would like to focus on how the Mormon Church and its people responded to the persecution they suffered and how that response allowed the Church to move from persecution to political clout.
Appeals made to U. S. presidents by early LDS Church leaders for help in dealing with the persecution heaped upon them didn't bear much fruit. So how did the Church respond through the years to this lack of concern and support from the government?
- The Church remained loyal to the U. S. and continued to believe in the principles upon which this country was founded.
- The Church showed respect for government leaders, even those with whom it did not agree.
- The Church shared its resources.
- Most members of the church followed the counsel of church leaders to live their religion, to become educated, to excel in their work, to serve the country, to become exemplary citizens, and to be involved in civic affairs.
Employing this approach rather than wallowing in self-pity and focusing on all the ways they had been wronged, led to LDS people being appointed and elected to federal government positions, having U.S. presidents seek counsel and blessings from LDS church leaders, and even having bestowed upon the current LDS prophet and leader, Gordon B. Hinckley, the Presidential Medal of Freedom.
Needless to say, there is still work to be done on both sides of the aisle. The fact that presidential candidate Mitt Romney is having his LDS faith attacked rather than focusing on the fruits of his life should sadden all of us whether we agree with his political views or not. On the other side of the aisle we have LDS members who still need to learn to follow the counsel of Church leaders on how to be true neighbors to all people.
Wednesday, December 26, 2007
Use Words to Unite
"Democracy is at its best when its practitioners use language to unite and explain rather than to divide and attack," advises Frank Luntz, author of Words That Work.
There is nothing quite so tempting for people on opposite sides of an issue to do than start attacking the opponent with word darts. Yet, this ineffective tactic needs to be avoided at all costs. First, it divides. Second, it inhibits the possibility of an intelligent debate about the issue. Third, it keeps people from working together and coming to a workable agreement. Fourth, the general public will eventually see this pettiness for what it is and withdraw their support.
When using this tactic one must not be deceived by the heads nodding in agreement. Those nodding heads already agree with you. They aren't the ones who need to be convinced.
It's true that the other side may never be convinced, but what is it that we want to achieve? --A win-lose situation or a win-win situation? And we need to ask ourselves, "Who do we want to win?" An example would be bilingual education. After the dust settles, who wins or loses from the debate? The answer is a child and his/her education.
If all debate can start from a bottom line premise, then it is a whole lot easier to arrive at that THIRD SPACE which is a win-win situation for everyone. When we run into problems is when the different sides have different bottom lines. Even in these scenarios it is critical to start the debate from a place of agreement.
More later about "words"
There is nothing quite so tempting for people on opposite sides of an issue to do than start attacking the opponent with word darts. Yet, this ineffective tactic needs to be avoided at all costs. First, it divides. Second, it inhibits the possibility of an intelligent debate about the issue. Third, it keeps people from working together and coming to a workable agreement. Fourth, the general public will eventually see this pettiness for what it is and withdraw their support.
When using this tactic one must not be deceived by the heads nodding in agreement. Those nodding heads already agree with you. They aren't the ones who need to be convinced.
It's true that the other side may never be convinced, but what is it that we want to achieve? --A win-lose situation or a win-win situation? And we need to ask ourselves, "Who do we want to win?" An example would be bilingual education. After the dust settles, who wins or loses from the debate? The answer is a child and his/her education.
If all debate can start from a bottom line premise, then it is a whole lot easier to arrive at that THIRD SPACE which is a win-win situation for everyone. When we run into problems is when the different sides have different bottom lines. Even in these scenarios it is critical to start the debate from a place of agreement.
More later about "words"
Tuesday, December 25, 2007
It's A Wonderful Life"
We have a Christmas tradition at our house, as do many others, to watch It's a Wonderful Life on Christmas Eve or Christmas day each year. I'm always touched by its simple message about the importance of each of us being here and that without us, the world would not be the same.
Not only does the movie itself touch me every time I watch, but its message impacts me even more when I listen to why Frank Capra wrote it as it is reflective of Capra's confirmed belief in the essential goodness of life and the importance of the individual, as well as his importance to the lives of all he touches.
He said that he wrote it "to the weary, the disheartened, the winos, the junkies, the prostitutes, those behind prison walls, and those behind the iron curtain. No man is a failure who is born slow of foot or slow of mind, those older sisters condemned to spinsterhood, and those oldest sons condemned to unschooled toil."
He goes on to say, "Each man's life touches so many other lives and that if he isn't around it would leave an awful hole. It's a film that expresses love to the homeless and the loveless, for the Mary Magdalenes stoned by hypocrites, and the afflicted Lazaruses with only dogs to lick their shoes. I want to shout to all that you are the salt of the earth. It is my memorial to you."
It is my hope that watching It's A Wonderful Life not be our only tradition, but that the application of it's message and Frank Capra's reason for writing it become part of who we are as well.
Not only does the movie itself touch me every time I watch, but its message impacts me even more when I listen to why Frank Capra wrote it as it is reflective of Capra's confirmed belief in the essential goodness of life and the importance of the individual, as well as his importance to the lives of all he touches.
He said that he wrote it "to the weary, the disheartened, the winos, the junkies, the prostitutes, those behind prison walls, and those behind the iron curtain. No man is a failure who is born slow of foot or slow of mind, those older sisters condemned to spinsterhood, and those oldest sons condemned to unschooled toil."
He goes on to say, "Each man's life touches so many other lives and that if he isn't around it would leave an awful hole. It's a film that expresses love to the homeless and the loveless, for the Mary Magdalenes stoned by hypocrites, and the afflicted Lazaruses with only dogs to lick their shoes. I want to shout to all that you are the salt of the earth. It is my memorial to you."
It is my hope that watching It's A Wonderful Life not be our only tradition, but that the application of it's message and Frank Capra's reason for writing it become part of who we are as well.
Monday, December 24, 2007
Jacoby With Answers to the Immigration Challenge
I have to admit that I was somewhat surprised to discover that a strong conservative seemed to offer the most reasonable solutions to our immigration challenge. Yet, that is exactly what I found in Tamar Jacoby, a senior fellow at the Manhattan Institute.
In a bulletin adapted from a transcript of a Manhattan Institute forum held in New York City on May 15, 2007, Jacoby comments that even more important than resolving the technicalities of immigration is the need to address what happens to immigrants once they come to America.
Jacoby reminds us that there are already about 35 million foreign-born people living permanently in the U. S. and another 1.5 million coming every year to settle. If they aren't allowed to "be all they can be," not only will their economic success and social mobility be in jeopardy, but as Jacoby asks, "...what will happen to the United States?'
Jacoby goes onto explain how both the right and the left are getting it wrong as the right fights for a tow the line stance and the left fears that assimilation will force immigrants to give up their identity. "I feel that the right and the left have failed the immigrants, and failed the nation, by not figuring out a way to talk to each other about this," warns Jacoby.
For more information on Tamar Jacoby's suggestions regarding how to address immigration visit:
http://www.manhattan-institute.org/html/jacoby.htm
In a bulletin adapted from a transcript of a Manhattan Institute forum held in New York City on May 15, 2007, Jacoby comments that even more important than resolving the technicalities of immigration is the need to address what happens to immigrants once they come to America.
Jacoby reminds us that there are already about 35 million foreign-born people living permanently in the U. S. and another 1.5 million coming every year to settle. If they aren't allowed to "be all they can be," not only will their economic success and social mobility be in jeopardy, but as Jacoby asks, "...what will happen to the United States?'
Jacoby goes onto explain how both the right and the left are getting it wrong as the right fights for a tow the line stance and the left fears that assimilation will force immigrants to give up their identity. "I feel that the right and the left have failed the immigrants, and failed the nation, by not figuring out a way to talk to each other about this," warns Jacoby.
For more information on Tamar Jacoby's suggestions regarding how to address immigration visit:
http://www.manhattan-institute.org/html/jacoby.htm
Sunday, December 23, 2007
Hispanic Youth Risky Behaviors: Family an Answer
Hispanic adolescents are at higher risk for substance abuse and risky sexual behavior than other ethnic groups, according to the U. S. Centers for Disease Control and Prevention.
According to a study that was published in the December 2007 issue of the Journal of Consulting and Clinical Psychology a family-centered program that improves parent-child dynamics and family functioning is more effective at discouraging Hispanic youth from engaging in risky behaviors than programs that target specific behaviors. The favorable outcomes shown by the findings are even more significant and noteworthy when it is noted that most of the sessions were conducted only with the parents.
One explanation for the success of a program such as this is that a program that involves the family is more consistent with Hispanic culture. The Hispanic culture is a culture that is family-centered and one in which the family is depended upon for emotional support.
According to a study that was published in the December 2007 issue of the Journal of Consulting and Clinical Psychology a family-centered program that improves parent-child dynamics and family functioning is more effective at discouraging Hispanic youth from engaging in risky behaviors than programs that target specific behaviors. The favorable outcomes shown by the findings are even more significant and noteworthy when it is noted that most of the sessions were conducted only with the parents.
One explanation for the success of a program such as this is that a program that involves the family is more consistent with Hispanic culture. The Hispanic culture is a culture that is family-centered and one in which the family is depended upon for emotional support.
Saturday, December 22, 2007
Let Mercy Season Justice
The following is a Co-ed that I submitted to the Salt Lake Tribune on December 21, 2007. Even though it's focus is on immigration, the principle is applicable to many education issues.
Someone said, “You can judge the greatness of a country by the number of people trying to get into it compared to the number trying to get out.” If this statement is true, then the United States is truly great when we consider that we not only have about 12 million illegal immigrants living here, but we also add about one million legal immigrants each year.
Our “spirit of hospitality” as Reverend John Webster, the bishop of the Roman Catholic Diocese of Salt Lake City, would describe it is one contributor to the greatness of the United States. We understand that we have been given much in this land of opportunity, and we have been generous in our willingness to share that bounty.
Another contributor is that in spite of the fact that we have failed miserably throughout our history to live up to our ideals to treat each person with dignity, respect, and equity, the laws of this land still offer the greatest hope to combat the harmful effects of prejudice, discrimination, racism, and every other form of “ism.”
These attributes as well as others that contribute to America’s greatness also make responding to the immigration challenge that much more complex. Many are uncomfortable with proposals such as building longer and higher border fences and/or increasing illegal immigration raids because they are contrary to America’s “spirit of hospitality.”
Yet, this quiet, compassionate “spirit of hospitality”: voice is being drowned out with the deafening shouting words, “We must adhere to the ‘rule of law’.” It has left good and honest United States citizens in a quandary as they question if there is any possible way to reconcile these two conflicting voices. I would argue that not only can the two be reconciled, but they must be if America is to retain its greatness.
For this reconciliation to occur, there are some facts we must understand about the “rule of law.” First, “rule of law” is a principle that subjects the actions of both the government and the citizens to the law. Second, abiding by a “rule of law” prevents the “rule of men” which can lead to tyranny and abuse of power because of capricious whims.
Yet, an understanding of the “rule of law” is not sufficient. It must also be understood that law and justice are not synonyms. Although Abraham Lincoln was a staunch believer in the “rule of law,” it was he who also believed and taught aspiring lawyers that circumstances rather than the letter of the law should dictate the judgments of a case. He expressed this sentiment with the words, “I have always found that mercy bears richer fruits than strict justice.”
While law gives a society a set of important laws or rules to which to govern itself, equity and fairness allows for the subjective but necessary qualities of mercy and tolerance. One without the other is inadequate if justice is to occur. The scale of law and mercy must be balanced.
As we go forth to retain America’s greatness as we resolve the immigration issue, it would behoove all of to remember and employ the words Shakespeare uses in the Merchant of Venice, “And earthly power doth then show likest God’s when mercy seasons justice.”
Someone said, “You can judge the greatness of a country by the number of people trying to get into it compared to the number trying to get out.” If this statement is true, then the United States is truly great when we consider that we not only have about 12 million illegal immigrants living here, but we also add about one million legal immigrants each year.
Our “spirit of hospitality” as Reverend John Webster, the bishop of the Roman Catholic Diocese of Salt Lake City, would describe it is one contributor to the greatness of the United States. We understand that we have been given much in this land of opportunity, and we have been generous in our willingness to share that bounty.
Another contributor is that in spite of the fact that we have failed miserably throughout our history to live up to our ideals to treat each person with dignity, respect, and equity, the laws of this land still offer the greatest hope to combat the harmful effects of prejudice, discrimination, racism, and every other form of “ism.”
These attributes as well as others that contribute to America’s greatness also make responding to the immigration challenge that much more complex. Many are uncomfortable with proposals such as building longer and higher border fences and/or increasing illegal immigration raids because they are contrary to America’s “spirit of hospitality.”
Yet, this quiet, compassionate “spirit of hospitality”: voice is being drowned out with the deafening shouting words, “We must adhere to the ‘rule of law’.” It has left good and honest United States citizens in a quandary as they question if there is any possible way to reconcile these two conflicting voices. I would argue that not only can the two be reconciled, but they must be if America is to retain its greatness.
For this reconciliation to occur, there are some facts we must understand about the “rule of law.” First, “rule of law” is a principle that subjects the actions of both the government and the citizens to the law. Second, abiding by a “rule of law” prevents the “rule of men” which can lead to tyranny and abuse of power because of capricious whims.
Yet, an understanding of the “rule of law” is not sufficient. It must also be understood that law and justice are not synonyms. Although Abraham Lincoln was a staunch believer in the “rule of law,” it was he who also believed and taught aspiring lawyers that circumstances rather than the letter of the law should dictate the judgments of a case. He expressed this sentiment with the words, “I have always found that mercy bears richer fruits than strict justice.”
While law gives a society a set of important laws or rules to which to govern itself, equity and fairness allows for the subjective but necessary qualities of mercy and tolerance. One without the other is inadequate if justice is to occur. The scale of law and mercy must be balanced.
As we go forth to retain America’s greatness as we resolve the immigration issue, it would behoove all of to remember and employ the words Shakespeare uses in the Merchant of Venice, “And earthly power doth then show likest God’s when mercy seasons justice.”
Friday, December 21, 2007
The Civic Knowledge Divide
"We are in danger of losing a generation of citizens schooled in the foundations of democracy--and of producing high school graduates who are not broadly educated human beings," warns Dr. Judith L. Pace in her commentary at Education Week on December 18, 2007.
Pace goes on in this commentary to make comments that reinforce what has been mentioned in other "blog postings" at this site and that is that squeezing out social studies occurs disproportionately in low-performing schools with large minority and low-income populations. Yet, these are the very students who could benefit the most from a rich curriculum that encourages civic participation. By not providing them with this opportunity, another inequality divide is created between the haves and the have nots. As Pace indicates, studies point to a glaring gap in civic knowledge based on test scores correlated with socioeconomic background and race or ethnicity.
Although diverse opinions are crucial to a democracy, opinions formed without the proper background civic knowledge will lead to unwise decisions and thus, pave the way for "potentially dire consequences for our democracy."
Pace ends her commentary with a reminder from Linda Darling-Hammond that we who are practitioners and scholars must educate our government about what all our children need in order to be well educated.
Reference
Pace, J. L.(2007). Why we need to save (and strengthen) social studies. Education Week. Retrieved on December 19, 2007 from the World Wide Web: www.edweek.org/ew/articles/2007/12/19/16pace.h27.html?print=1
Pace goes on in this commentary to make comments that reinforce what has been mentioned in other "blog postings" at this site and that is that squeezing out social studies occurs disproportionately in low-performing schools with large minority and low-income populations. Yet, these are the very students who could benefit the most from a rich curriculum that encourages civic participation. By not providing them with this opportunity, another inequality divide is created between the haves and the have nots. As Pace indicates, studies point to a glaring gap in civic knowledge based on test scores correlated with socioeconomic background and race or ethnicity.
Although diverse opinions are crucial to a democracy, opinions formed without the proper background civic knowledge will lead to unwise decisions and thus, pave the way for "potentially dire consequences for our democracy."
Pace ends her commentary with a reminder from Linda Darling-Hammond that we who are practitioners and scholars must educate our government about what all our children need in order to be well educated.
Reference
Pace, J. L.(2007). Why we need to save (and strengthen) social studies. Education Week. Retrieved on December 19, 2007 from the World Wide Web: www.edweek.org/ew/articles/2007/12/19/16pace.h27.html?print=1
Thursday, December 20, 2007
Financially Compensating the "Best" Educators
As a taxpayer and educator I am responding to "Paying better teachers better" published [in Utah County's Daily Herald] on December 16th, 2007.
I concur with John Morefield, an educator from Seattle, Washington who said: "I have come to believe that a school designed to work for children of color, works for white children. The reverse, however, is not true. Consequently, if we design our schools to work for children of color they will work for all children."
As someone who taught mostly white mainstream students and then diverse learners, mostly English language learning Hispanics, I know first hand that doing what we've always done that works for white mainstream learners isn't sufficient for diverse learners.
As Utah's student demographics continue to become more diverse, the "best" principals and teachers will be those who change what they have always done. This will obviously require humility, sacrifice, commitment, and willingness to step out of one's comfort zone to learn what it takes to design the kind of school Morefield suggests.
This opportunity and challenge to become effective with diverse learners can be exhilarating, and thus, a reward in itself. Yet, because of the extra time, energy, and expertise required, Governor Huntsman and other policy makers would do well to consider financially compensating educators who willingly accept this challenge.
I concur with John Morefield, an educator from Seattle, Washington who said: "I have come to believe that a school designed to work for children of color, works for white children. The reverse, however, is not true. Consequently, if we design our schools to work for children of color they will work for all children."
As someone who taught mostly white mainstream students and then diverse learners, mostly English language learning Hispanics, I know first hand that doing what we've always done that works for white mainstream learners isn't sufficient for diverse learners.
As Utah's student demographics continue to become more diverse, the "best" principals and teachers will be those who change what they have always done. This will obviously require humility, sacrifice, commitment, and willingness to step out of one's comfort zone to learn what it takes to design the kind of school Morefield suggests.
This opportunity and challenge to become effective with diverse learners can be exhilarating, and thus, a reward in itself. Yet, because of the extra time, energy, and expertise required, Governor Huntsman and other policy makers would do well to consider financially compensating educators who willingly accept this challenge.
Wednesday, December 19, 2007
Religion: Not the Enemy
Throughout history in all parts of the world religion, more often than not, has been at the center of wars and conflicts as well as persecution, bigotry, and discrimination. Yet, identifying religion as the root cause may be identifying the wrong culprit.
There has been nothing in the teachings of my Christian LDS (Church of Jesus Christ of Latter-Day Saints) experience that would encourage or condone this type of behavior. From my understanding of other religions, the same could be said for them.
In fact, the teachings from my Christian LDS experience have always been to love and care for my "neighbor." The story of the Good Samaritan teaches that neighbor is "anyone in need," transcending any social-cultural predicament. As Chang (2007) so aptly describes, this would include others of similarity, others of difference, and others of opposition. In Matthew 5:43-44, 46-47 of the New Testament Jesus teaches: "Ye have heard that it hath been said, Thou shalt love thy neighbor, and hate thine enemy. But I say unto you, Love your enemies, bless them that curse you, do good to them that hate you and pray for them which despitefully use you, and persecute you; For if ye love them which love you, what reward have ye? do not even the publicans the same? And if ye salute your brethren only, what do ye more than others? do not even the publicans so?"
The counsel that LDS members have repeatedly and consistently received from our LDS church leaders is to be respectful of others and their beliefs. The 11th Article of Faith of my LDS faith states: "We claim the privilege of worshiping Almighty God according to the dictates of our own conscience, and allow all men the same privilege, let them worship how, where, or what they may."
If these, or ones similar, are our religious teachings, why is religious bigotry--defined as intolerance, fear, and hatred of those different from ourselves-- such a common occurrence and so prevalent throughout the world, including the United States? I would venture to say that the real culprit is not religion, but people, especially people who excuse or condone their hateful and oppressive behavior in the name of religion.
Reference
Chang, H. (2007). Self-narratives for Christian multicultural educators: A pathway to understanding self and others. Retrieved October 15, 2007 from the World Wide Web
http://www.icctejournal.org/ICCTEJournal/past-issues/volume-1-issue-1/self-narratives-for-christian-multicultural-educators-a-pathway-to-understanding-self-and-others/?searchterm=chang
There has been nothing in the teachings of my Christian LDS (Church of Jesus Christ of Latter-Day Saints) experience that would encourage or condone this type of behavior. From my understanding of other religions, the same could be said for them.
In fact, the teachings from my Christian LDS experience have always been to love and care for my "neighbor." The story of the Good Samaritan teaches that neighbor is "anyone in need," transcending any social-cultural predicament. As Chang (2007) so aptly describes, this would include others of similarity, others of difference, and others of opposition. In Matthew 5:43-44, 46-47 of the New Testament Jesus teaches: "Ye have heard that it hath been said, Thou shalt love thy neighbor, and hate thine enemy. But I say unto you, Love your enemies, bless them that curse you, do good to them that hate you and pray for them which despitefully use you, and persecute you; For if ye love them which love you, what reward have ye? do not even the publicans the same? And if ye salute your brethren only, what do ye more than others? do not even the publicans so?"
The counsel that LDS members have repeatedly and consistently received from our LDS church leaders is to be respectful of others and their beliefs. The 11th Article of Faith of my LDS faith states: "We claim the privilege of worshiping Almighty God according to the dictates of our own conscience, and allow all men the same privilege, let them worship how, where, or what they may."
If these, or ones similar, are our religious teachings, why is religious bigotry--defined as intolerance, fear, and hatred of those different from ourselves-- such a common occurrence and so prevalent throughout the world, including the United States? I would venture to say that the real culprit is not religion, but people, especially people who excuse or condone their hateful and oppressive behavior in the name of religion.
Reference
Chang, H. (2007). Self-narratives for Christian multicultural educators: A pathway to understanding self and others. Retrieved October 15, 2007 from the World Wide Web
http://www.icctejournal.org/ICCTEJournal/past-issues/volume-1-issue-1/self-narratives-for-christian-multicultural-educators-a-pathway-to-understanding-self-and-others/?searchterm=chang
Tuesday, December 18, 2007
Religion and Multicultural Education Are Intertwined
It is important to mention that much of the critical multicultural education movement was an outgrowth of the civil rights movement under the leadership of such people as Martin Luther King, Jr. and Malcolm X whose work was grounded in spirituality. And as we study the world of African Americans we hear a voice that says, “We are a spiritual people!” It is the same with the Latino/Hispanic culture. Thus, it only stands to reason that we allow spirituality to play a critical role in culturally responsive education.
Monday, December 17, 2007
Teaching About Religion Is Critical to Multicultural Education
Teaching about religion is especially critical to multicultural education.
In 1988, a broad coalition of 17 religious and educational organizations published guidelines that distinguish between teaching about religion and religious indoctrination. The guidelines state, in part:
- The school's approach to religion is academic, not devotional.
- The school sponsors study about religion, not the practice of religion.
- The school educates about all religions; it does not promote or denigrate any religion nor does it press for student acceptance of any one religion.
In addition to these religious-liberty clauses, there are also three guiding principles that Charles Haynes calls the civic values at the heart of American citizenship. They are:
RIGHTS: The rights guaranteed by the Constitution are for citizens of all faiths and none.
RESPONSIBILITIES: Religious liberty depends upon a universal responsibility to respect that right or religious liberty for others.
RESPECT: Living with our differences, including religious difference, in a democracy requires a strong commitment to the civic values that enable people with diverse perspectives to treat each other with respect and civility.
When we teach about the many cultures and religions of our nation and the world, we must also simultaneously emphasize our common ground which is the values and responsibilities we share as American citizens.
Reference
Haynes, C. C. (2007). To advance religious freedom, teach about religion. Retrieved from the World Wide web http://www.firstamendmentcenter.org/commentary.aspx?id=19421 on December 17, 2007.
Sunday, December 16, 2007
Role of Religion
"Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof." These words of the First Amendment of the U. S. Constitution prohibit government from establishing a religion and protects each person's right to practice (or not practice) any faith without government interference.
It is important for educators to have an thorough understanding of the meaning of the First Amendment in relationship to religion and public schools. The law concurs with Noddings (1998/1999) that the First Amendment does not prevent teaching about religion.
There are three main reasons why religion needs to be part of a public school education:
Reference
Halford, J. M. (1998/1999). Longing for the sacred in schools: A conversation
with Nel Noddings. Educational Leadership, 56, 28-32.
It is important for educators to have an thorough understanding of the meaning of the First Amendment in relationship to religion and public schools. The law concurs with Noddings (1998/1999) that the First Amendment does not prevent teaching about religion.
There are three main reasons why religion needs to be part of a public school education:
- Religion and spirituality are part of who we are, not only as a country, but as a world, and have influenced both our public and private lives.
- Ignorance about religion in religiously diverse societies, especially in the U. S. which is the most religiously diverse society on earth, is a root cause of intolerance, discrimination, prejudice, and stereotyping.
- Teaching about religion is important and necessary if public schools are to provide students with a complete education. Much of history, art, music, literature and contemporary life is unintelligible without an understanding of the major religious ideas and influences that have shaped history and culture throughout the world.
In Abington v. Schempp (1963), the court stated: "[I]t might well be said that one's education is not complete without a study of comparative religion or the history of religion and its relationship to the advancement of civilization. It certainly may be said that the Bible is worthy of study for its literary and historic qualities. Nothing we have said here indicates that such study of the Bible or of religion, when presented objectively as part of a secular program of education, may not be affected consistently with the First Amendment."
Justice Tom Clark wrote for the Supreme Court concerning this same case saying: " A person cannot be fully educated without understanding the role of religion in history, culture, and politics...The law, constitutional or otherwise, is no impediment to the realization of this aim."
The question is no longer whether schools should teach about religion. That answer is a resounding "Yes"--In fact, it is a duty to do so.
Reference
Halford, J. M. (1998/1999). Longing for the sacred in schools: A conversation
with Nel Noddings. Educational Leadership, 56, 28-32.
Saturday, December 15, 2007
Democracy and Moral Character
As Rep. LaVar Christensen reminds us, "Education's original aim was not simply to convey knowledge but to forge character." He is not the only one who expressed these sentiments. We can go as far back as Aristotle who told us that the aim of education is "to make men both smart and good." Thomas Jefferson insisted that democracy could not survive without a virtuous citizenry. President Theodore Roosevelt said, "To educate a man in mind and not in morals is to educate a menace to society." The English philosopher John Locke wrote, "Tis virtue...which is the hard and valuable part to be aimed at in education." Samuel Adams described the mission of educators as nurturing the "moral sense" of children. "Great learning and superior abilities, should you ever possess them," Abigail Adams told her son John Quincy, "will be of little value and small estimation unless virtue, honor, truth, and integrity are added to them." John Adams said, "Our constitution was made only for a moral and religious people." Benjamin Franklin stressed that "only a virtuous people are capable of freedom."
William Bennett reminds us "The highest values of education in a democracy are more than the competitive advantage of an increasingly productive labor force....Education is "more than the acquisition of skills; it had [has] to do with the architecture of the soul."
From the summit conference hosted by the Josephson Institute of Ethics in Aspen, Colorado in July 1992 came the following declarations: The well-being of our society requires an involved, caring citizenry with good moral character. The ethical values of respect, responsibility, trustworthiness, justice and fairness, caring, civic virtue and citizenship are core ethical values that are rooted in a democratic society and that transcend cultural, religious, and socioeconomic differences.
We have an inspiring heritage and legacy, a democracy based on moral principles, that all must understand and appreciate if we are to carry the torch forward as we strive to narrow the gap between our country's ideals and realities. "Posterity--you will never know how much it has cost my generation to preserve your freedom. I hope you will make good use of it," quoting John Quincy Adams.
Because a country can only be as good and moral as its citizenry, it is imperative that each of us strives to develop a moral character and help our young people to do the same through our example and teachings.
William Bennett reminds us "The highest values of education in a democracy are more than the competitive advantage of an increasingly productive labor force....Education is "more than the acquisition of skills; it had [has] to do with the architecture of the soul."
From the summit conference hosted by the Josephson Institute of Ethics in Aspen, Colorado in July 1992 came the following declarations: The well-being of our society requires an involved, caring citizenry with good moral character. The ethical values of respect, responsibility, trustworthiness, justice and fairness, caring, civic virtue and citizenship are core ethical values that are rooted in a democratic society and that transcend cultural, religious, and socioeconomic differences.
We have an inspiring heritage and legacy, a democracy based on moral principles, that all must understand and appreciate if we are to carry the torch forward as we strive to narrow the gap between our country's ideals and realities. "Posterity--you will never know how much it has cost my generation to preserve your freedom. I hope you will make good use of it," quoting John Quincy Adams.
Because a country can only be as good and moral as its citizenry, it is imperative that each of us strives to develop a moral character and help our young people to do the same through our example and teachings.
Friday, December 14, 2007
Civic Education Is An Answer
Representative LaVar Christensen in his 2006 publication for the Annual Journal of Utah's Hinckley Institute of Politics quotes Frederick J. Ryan, Jr.: "Freedom is a fragile thing and never more than a generation away from extinction...It must be fought for and defended constantly by each generation."
Schools are an important part of this process. "Producing better citizens" was the original justification for creating America's public schools. Christensen states in his document that education's original aim was not simply to convey knowledge but rather to forge character. Therefore, when a school's focus is exclusively on reading, math, and other academics to improve one's personal economic prosperity, something very important is lost. This is exactly what is happening in our schools, especially for our diverse learners. Yet, they are the ones who have the most to gain from civic education--the purpose of which is to develop good citizens.
According to David E. Campbell's article Bowling Together, the characteristics of an education that develops good citizens are:
Schools are an important part of this process. "Producing better citizens" was the original justification for creating America's public schools. Christensen states in his document that education's original aim was not simply to convey knowledge but rather to forge character. Therefore, when a school's focus is exclusively on reading, math, and other academics to improve one's personal economic prosperity, something very important is lost. This is exactly what is happening in our schools, especially for our diverse learners. Yet, they are the ones who have the most to gain from civic education--the purpose of which is to develop good citizens.
According to David E. Campbell's article Bowling Together, the characteristics of an education that develops good citizens are:
- Equip the nation's future with the capacity to be engaged in the political process
- Have citizens not only participating in democratic institutions, but also doing so knowledgeably
- Impart the "ability to deliberate" in a context of "mutual respect among persons" which stems from political philosopher Amy Gutmann's defining characteristic of democratic education
Of course our diverse learners need to know the academics, but focusing exclusively on academic and leaving civic education to chance is not providing them an equitable education.
Considering the recent published findings of Dr. Robert Putnam's research study that he revealed in the 2006 Johan Skytte Price Lecture called E Pluribus Unum: Diversity and Community in the Twenty-first Century, it is even more critical that all learners have the knowledge and skills to be involved. Putnam's study found that in diverse communities, there is a greater distrust of neighbors, not only between groups, but even among members of the same group. Everyone seems to "hunker down"--pull in like a turtle. They expect the worst from their community, they volunteer less, they vote less, and have less faith that their cries for social reform will make a difference. All of which results in less social capital for everyone.
Rather than responding negatively to these findings, we can look at them as a challenging opportunity. After all, it is inevitable that diversity is only going to increase in America.
So what is the answer to this challenging opportunity? Although diversity can ultimately be valuable and enriching, we also need something that will unite us. I would propose that the characteristics of an excellent civic education as they have been described have the potential to do just that.
Thursday, December 13, 2007
Willing to Dialogue With Those With Whom We Disagree
The work of my good friend, Izzy Kalman, the author of Bullies to Buddies, has done it once again!
I was disturbed by a conversation I had yesterday with a friend. This friend had just been involved in a very hot debate in Utah over vouchers. He shared with me that when he had reached out, more that once, to dialogue with those who had not only attacked his ideas because of their opposing views, but also had attacked his character, his offer to dialogue was either rejected or ignored.
This disturbed me greatly for various reasons, one being that if we as adults can't be role models on how to dialogue with those who disagree with us, how can we expect our young people to learn how to deal with conflict in a civil manner? Looking for answers I went to Izzy's website--www.bullies2buddies.org-- for some counsel. I wasn't disappointed.
At Izzy's website there was a link to another website--www.freedomforum.org. At this site I found "A Statement of Principles" called Religious Liberty, Public Education, and the Future of American Democracy. Although there are seven principles all of which are excellent, there was one, the 7th that particularly fit this situation with my friend.
The 7th principle: CONDUCT OF PUBLIC DISPUTES
Civil debate, the cornerstone of a true democracy, is vital to the success of any effort to improve and reform America's public schools.
Personal attacks, name-calling, ridicule, and similar tactics destroy the fabric of our society and undermine the educational mission of our schools.....Through constructive dialogue we have much to learn from one another.
There are still some lingering questions I am facing this morning: How can we have this happen--especially when efforts to dialogue are rejected and/or ignored? Where do we start?
It could very well be that the answers to these questions lie within the principles of spiritual leadership.
I was disturbed by a conversation I had yesterday with a friend. This friend had just been involved in a very hot debate in Utah over vouchers. He shared with me that when he had reached out, more that once, to dialogue with those who had not only attacked his ideas because of their opposing views, but also had attacked his character, his offer to dialogue was either rejected or ignored.
This disturbed me greatly for various reasons, one being that if we as adults can't be role models on how to dialogue with those who disagree with us, how can we expect our young people to learn how to deal with conflict in a civil manner? Looking for answers I went to Izzy's website--www.bullies2buddies.org-- for some counsel. I wasn't disappointed.
At Izzy's website there was a link to another website--www.freedomforum.org. At this site I found "A Statement of Principles" called Religious Liberty, Public Education, and the Future of American Democracy. Although there are seven principles all of which are excellent, there was one, the 7th that particularly fit this situation with my friend.
The 7th principle: CONDUCT OF PUBLIC DISPUTES
Civil debate, the cornerstone of a true democracy, is vital to the success of any effort to improve and reform America's public schools.
Personal attacks, name-calling, ridicule, and similar tactics destroy the fabric of our society and undermine the educational mission of our schools.....Through constructive dialogue we have much to learn from one another.
There are still some lingering questions I am facing this morning: How can we have this happen--especially when efforts to dialogue are rejected and/or ignored? Where do we start?
It could very well be that the answers to these questions lie within the principles of spiritual leadership.
Wednesday, December 12, 2007
DOING What Parker Palmer Suggests
After I bought a GEO Tracker some years ago, I started seeing Trackers everywhere. They had always been there. I just hadn't seen them until a Tracker became part of my world. I've since learned that this phenomenon is not unique to me. It happens to almost everyone.
While writing and now that I have finished my research paper for Dr. Julie Hite's class titled Principals As Spiritual Leaders Improve the Academic Achievement of Diverse Learners I am experiencing something similar as to what I experienced with the Tracker. My eyes and ears catch things like articles, books, speeches, comments, etc. that might have gone unnoticed in the past. For instance, yesterday I ran across an article by Jeffrey L. Lewis & Eunhee Kim entitled A desire to learn: African American children's positive attitudes toward learning within school cultures of low expectations. Then this morning I accessed from Education Week a commentary by M. Christine DeVita entitled Getting serious about leadership. Not only was this an enlightening commentary, but also in this commentary was a link to the study released this year on preparing school leaders by Linda Darling-Hammond and a team of researchers from Stanford University. Obviously all this has led me to meet some incredible people.
Just like people who own Trackers feel a connection to each other, people who are committed to the principles of spiritual leadership feel a connection. It would be my hope that these people could follow the counsel of Parker Palmer that was posted on my "blog" yesterday and that is: Join with others in a community of support to buoy each other up by honoring the best within each other.
As we do so we will be better able to follow the other recommendation from Parker Palmer which was: Join in the politics around education protesting injustice and proposing paths toward justice because educating the young is far too important to leave their fate in the hands of politicians.
While writing and now that I have finished my research paper for Dr. Julie Hite's class titled Principals As Spiritual Leaders Improve the Academic Achievement of Diverse Learners I am experiencing something similar as to what I experienced with the Tracker. My eyes and ears catch things like articles, books, speeches, comments, etc. that might have gone unnoticed in the past. For instance, yesterday I ran across an article by Jeffrey L. Lewis & Eunhee Kim entitled A desire to learn: African American children's positive attitudes toward learning within school cultures of low expectations. Then this morning I accessed from Education Week a commentary by M. Christine DeVita entitled Getting serious about leadership. Not only was this an enlightening commentary, but also in this commentary was a link to the study released this year on preparing school leaders by Linda Darling-Hammond and a team of researchers from Stanford University. Obviously all this has led me to meet some incredible people.
Just like people who own Trackers feel a connection to each other, people who are committed to the principles of spiritual leadership feel a connection. It would be my hope that these people could follow the counsel of Parker Palmer that was posted on my "blog" yesterday and that is: Join with others in a community of support to buoy each other up by honoring the best within each other.
As we do so we will be better able to follow the other recommendation from Parker Palmer which was: Join in the politics around education protesting injustice and proposing paths toward justice because educating the young is far too important to leave their fate in the hands of politicians.
Tuesday, December 11, 2007
Parker Palmer Wisdom
While searching the internet for a quote by Parker Palmer (that I already ended up having!), I found a copy of his Commencement Address at the Bank Street College of Education in New York City on May 24, 2007.
Palmer offers some wisdom in that address that fits into what we have been discussing. He gives three suggestions to these educators that will help give them longevity in the vital work of education in spite of the discouragements that come from the working conditions of education:
1. Attend to your own inner life. Good teaching comes from the soul, not from techniques. Therefore, it's important for educators to stay close to the passions of the soul that took them into education in the first place. By attending to one's own inner life an educator will be better able to open up to helping the young people in their care to reach their potential.
2. Join with others in a community of support. The people in this community will be people who can buoy each other up by honoring the best within each other. This is very different purpose than a gripe-group or pity-party.
3. Join in the politics around education protesting injustice and proposing paths toward justice. Educating the young is far too important to leave their fate in the hands of politicians.
My response: As those of us who are attending to our inner life by striving to become spiritual leaders form a community of support, we can be much more effective in the political arena protesting injustices and advocating for what works for diverse learners.
Palmer offers some wisdom in that address that fits into what we have been discussing. He gives three suggestions to these educators that will help give them longevity in the vital work of education in spite of the discouragements that come from the working conditions of education:
1. Attend to your own inner life. Good teaching comes from the soul, not from techniques. Therefore, it's important for educators to stay close to the passions of the soul that took them into education in the first place. By attending to one's own inner life an educator will be better able to open up to helping the young people in their care to reach their potential.
2. Join with others in a community of support. The people in this community will be people who can buoy each other up by honoring the best within each other. This is very different purpose than a gripe-group or pity-party.
3. Join in the politics around education protesting injustice and proposing paths toward justice. Educating the young is far too important to leave their fate in the hands of politicians.
My response: As those of us who are attending to our inner life by striving to become spiritual leaders form a community of support, we can be much more effective in the political arena protesting injustices and advocating for what works for diverse learners.
Monday, December 10, 2007
Why Haven't We?
"We can, whenever and wherever we choose, successfully teach all 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 that we haven't so far" (Edmonds, 1979, p.23).
The hard question is, "Why haven't we?" When I proposed this question, quoting Dr. Edmonds, to Linda Darling Hammond when she was in Salt Lake City, Utah for an Education Policy Forum on September 12, 2007, she responded with an enlightening and thought provoking question: "Who are the 'we'?"
I have pondered on her response, and I believe it is a very good point. It could very well be that what Walter Kelly's creation, Pogo said, applies: "We met the enemy and it is us." In other words, educators, and especially education leaders, have a responsibility to become part of the "we" that knows what works for diverse learners and then advocate for the implementation of those programs, policies, procedures, processes, peoples, and places that will support what works.
Although we educators are becoming better at fulfilling the first part of the responsibility--at least to a degree---we are not doing a very good job at fulfilling the second part. Even if we do advocate, nothing much changes. We must go back to Edmonds' quote, and ask why that is.
Referring back to yesterday's "blog post," much is due to how the bureaucracy of schools supports the status quo. It takes a lot of courage to confront a bureaucracy that rewards status quo and conformity.
In my book My Years As A Hispanic Youth Advocate..and The Lessons I Have Learned, I quote Parker Palmer from his book Courage to Teach substituting the word "I."
"Know that as I teach in ways that honor my own values without conforming to the situation, the force of the institution will come down on my head causing me to risk status, security, money, or power. The alternative rewards offered by living according to my values are fragile compared to raises, promotions, and status that organizations bestow on loyalists" (Lovejoy, 2004, p. 267).
If education is going to change for our diverse learners, we need educators who are willing to take the risk to be nonconformists: "Here in America we are descended in spirit from revolutionists and rebels - men and women who dare to dissent from accepted doctrine." ~Dwight D. Eisenhower, address, Columbia University, 31 May 1954
References:
Edmonds, R. R. (1979). "Effective schools for the urban poor." Educational Leadership, 17, 15-27.
Lovejoy, B. L. (2004). My Years As A Hispanic Youth Advocate..and The Lessons I Have Learned. Salt Lake City: Self-published.
The hard question is, "Why haven't we?" When I proposed this question, quoting Dr. Edmonds, to Linda Darling Hammond when she was in Salt Lake City, Utah for an Education Policy Forum on September 12, 2007, she responded with an enlightening and thought provoking question: "Who are the 'we'?"
I have pondered on her response, and I believe it is a very good point. It could very well be that what Walter Kelly's creation, Pogo said, applies: "We met the enemy and it is us." In other words, educators, and especially education leaders, have a responsibility to become part of the "we" that knows what works for diverse learners and then advocate for the implementation of those programs, policies, procedures, processes, peoples, and places that will support what works.
Although we educators are becoming better at fulfilling the first part of the responsibility--at least to a degree---we are not doing a very good job at fulfilling the second part. Even if we do advocate, nothing much changes. We must go back to Edmonds' quote, and ask why that is.
Referring back to yesterday's "blog post," much is due to how the bureaucracy of schools supports the status quo. It takes a lot of courage to confront a bureaucracy that rewards status quo and conformity.
In my book My Years As A Hispanic Youth Advocate..and The Lessons I Have Learned, I quote Parker Palmer from his book Courage to Teach substituting the word "I."
"Know that as I teach in ways that honor my own values without conforming to the situation, the force of the institution will come down on my head causing me to risk status, security, money, or power. The alternative rewards offered by living according to my values are fragile compared to raises, promotions, and status that organizations bestow on loyalists" (Lovejoy, 2004, p. 267).
If education is going to change for our diverse learners, we need educators who are willing to take the risk to be nonconformists: "Here in America we are descended in spirit from revolutionists and rebels - men and women who dare to dissent from accepted doctrine." ~Dwight D. Eisenhower, address, Columbia University, 31 May 1954
References:
Edmonds, R. R. (1979). "Effective schools for the urban poor." Educational Leadership, 17, 15-27.
Lovejoy, B. L. (2004). My Years As A Hispanic Youth Advocate..and The Lessons I Have Learned. Salt Lake City: Self-published.
Sunday, December 9, 2007
Liberal Republican or Conservative Democrat?
At his the 2nd Annual Message to Congress on December 1, 1862, Abraham Lincoln said: "The dogmas of the quiet past are inadequate to the stormy present. The occasion is piled high with difficulty, and we must rise with the occasion. As our case is new, we must think anew and act anew."
We could use similar words to describe our education system in our day. What worked in the past is not adequate for today, especially for our diverse learners.
The recent debate and eventual defeat of the private school voucher referendum in Utah has caused me to ponder the following question: Am I a liberal Republican or a conservative Democrat? My husband says there is no such thing, but if not, there is now. I'm just not sure which.
I find that my beliefs, opinions, and feelings are in tune with the Democrat compassionate stance when it comes to education issues, especially as they relate to diverse learners. I strongly support the Dream Act and bilingual education. Yet, expecting bureaucratic agencies, whether they be governmental or social, to solve the issue, is a pipe dream. Bureaucracies by their very nature support, encourage, and foster the status quo and conformity.
If we are going to meet the needs of our diverse learners, a stance that status quo is unacceptable must adamantly be taken. To overcome status quo will take an entrepreneurial spirit and attitude which is a trademark of the Republicans.
The bottom line question still remains after the voucher referendum defeat: How are the children? (Translation of Masai warrior greeting). This refers to all children--not just family related children. That is what the voucher debate and result should have been about.
Dr. William H. Jeynes argues the following which is worth pondering, "... to the extent to which religious schools promote parental involvement, religious commitment, and an overall more disciplined lifestyle, all of which relate to positive academic and social outcomes, it becomes very difficult to argue against allowing choice without sounding insular and self-serving. After all, even with low school choice participation rates, if the participant students of color are benefiting and the academic gap is reduced, it once again appears illogical and potentially racially oppressive and discriminatory to deny minority students the right to more fully reach their potential via a school choice system" (p.15).
How I or anyone else eventually defines one's self really isn't all that important. What is important to remember is: 1) We are facing a new challenge 2) Status quo is not an option and 3) The challenge is going to require us to think and act anew. The question is: Who is going to step forward?
Reference
Jeynes, W. H. (2007). Religion, intact families, and the achievement gap. Interdisciplinary Journal of Research on Religion, 3, 1-22.
We could use similar words to describe our education system in our day. What worked in the past is not adequate for today, especially for our diverse learners.
The recent debate and eventual defeat of the private school voucher referendum in Utah has caused me to ponder the following question: Am I a liberal Republican or a conservative Democrat? My husband says there is no such thing, but if not, there is now. I'm just not sure which.
I find that my beliefs, opinions, and feelings are in tune with the Democrat compassionate stance when it comes to education issues, especially as they relate to diverse learners. I strongly support the Dream Act and bilingual education. Yet, expecting bureaucratic agencies, whether they be governmental or social, to solve the issue, is a pipe dream. Bureaucracies by their very nature support, encourage, and foster the status quo and conformity.
If we are going to meet the needs of our diverse learners, a stance that status quo is unacceptable must adamantly be taken. To overcome status quo will take an entrepreneurial spirit and attitude which is a trademark of the Republicans.
The bottom line question still remains after the voucher referendum defeat: How are the children? (Translation of Masai warrior greeting). This refers to all children--not just family related children. That is what the voucher debate and result should have been about.
Dr. William H. Jeynes argues the following which is worth pondering, "... to the extent to which religious schools promote parental involvement, religious commitment, and an overall more disciplined lifestyle, all of which relate to positive academic and social outcomes, it becomes very difficult to argue against allowing choice without sounding insular and self-serving. After all, even with low school choice participation rates, if the participant students of color are benefiting and the academic gap is reduced, it once again appears illogical and potentially racially oppressive and discriminatory to deny minority students the right to more fully reach their potential via a school choice system" (p.15).
How I or anyone else eventually defines one's self really isn't all that important. What is important to remember is: 1) We are facing a new challenge 2) Status quo is not an option and 3) The challenge is going to require us to think and act anew. The question is: Who is going to step forward?
Reference
Jeynes, W. H. (2007). Religion, intact families, and the achievement gap. Interdisciplinary Journal of Research on Religion, 3, 1-22.
Saturday, December 8, 2007
Listen to The Student Voices
While researching for the research paper for Dr. Hite's class, I ran across this important information about the importance of listening to the voices of diverse learners.
Over 20 years ago the influential English sociologists Hammersely and Woods (1984) commented:"There can be little doubt that pupils' own interpretations of school processes represent a crucial link in the educational chain. Unless we understand how pupils respond to different forms of pedagogy and school organization and why they respond in the ways that they do, our efforts to increase the effectiveness, or to change the impact, of schooling will stand little chance of success" (p. 3).
Cook-Sather (2002) said:"As long as we exclude student perspectives from our conversations about schooling and how it needs to change, our efforts at reform will be based on an incomplete picture of life in classrooms and schools and how that life could be improved" (p. 3).
Seeking out the voice of students and engaging them in issues that face them uphold the values and principles of democracy (Sands, Guzman, Stephens, & Boggs, 2007).As we listen to the voices of diverse students and respond to those voices, we will have schools that work for them.
I concur with what John Morefield said in his work, Recreating Schools for All Children:"I have come to believe that a school designed to work for children of color, works for white children. The reverse, however, is not true. Consequently, if we design our schools to work for children of color they will work for all children."
change in education. Educational Researcher, 31(4), 3.-14.
Hammersley, M., & Woods, P. (Eds.) (1984). Life in school: The sociology of pupil culture.
Milton Keynes, UK: Open University Press.
Morefield, J. (???). Recreating schools for all children. Retrieved December 6, 2007 from
World Wide Web http://www.newhorizons.org/trans/morefield.htm#expectations
Sands, D. L., Guzman, L., Stephens, L., & Boggs, A. (2007). Including student voices in
school reform: Students speak out. Journal of Latinos and Education, 6, 323-345.
Over 20 years ago the influential English sociologists Hammersely and Woods (1984) commented:"There can be little doubt that pupils' own interpretations of school processes represent a crucial link in the educational chain. Unless we understand how pupils respond to different forms of pedagogy and school organization and why they respond in the ways that they do, our efforts to increase the effectiveness, or to change the impact, of schooling will stand little chance of success" (p. 3).
Cook-Sather (2002) said:"As long as we exclude student perspectives from our conversations about schooling and how it needs to change, our efforts at reform will be based on an incomplete picture of life in classrooms and schools and how that life could be improved" (p. 3).
Seeking out the voice of students and engaging them in issues that face them uphold the values and principles of democracy (Sands, Guzman, Stephens, & Boggs, 2007).As we listen to the voices of diverse students and respond to those voices, we will have schools that work for them.
I concur with what John Morefield said in his work, Recreating Schools for All Children:"I have come to believe that a school designed to work for children of color, works for white children. The reverse, however, is not true. Consequently, if we design our schools to work for children of color they will work for all children."
REFERENCES
Cook-Sather, A. (2002). Authorizing students' perspectives: Toward trust, dialogue, andchange in education. Educational Researcher, 31(4), 3.-14.
Hammersley, M., & Woods, P. (Eds.) (1984). Life in school: The sociology of pupil culture.
Milton Keynes, UK: Open University Press.
Morefield, J. (???). Recreating schools for all children. Retrieved December 6, 2007 from
World Wide Web http://www.newhorizons.org/trans/morefield.htm#expectations
Sands, D. L., Guzman, L., Stephens, L., & Boggs, A. (2007). Including student voices in
school reform: Students speak out. Journal of Latinos and Education, 6, 323-345.
Friday, December 7, 2007
Quality work
I had worked literally hundreds of hours on a research paper for my class with Dr. Julie Hite. I was so proud that I had even turned it into her early. Therefore, when she contacted me to say that she strongly recommended that I revise it, I was stunned.
I didn't think I had it in me to give the paper one more ounce of energy, time, or thought. Yet, once the shock subsided, I realized the great opportunity she was giving---to do better.
Through this experience I was reminded of Dr. William Glasser's work and his definition of quality: Quality is constant improvement. There is also another quote that is relevant: Dr Al Mamary has defined quality work as “… the best that a student can do at this time”. This is a useful definition as it suggests there are a number of variables involved and that the pursuit of quality is an ongoing journey.
As soon as I acknowledged that my first submitted paper really was the best I could do at the time because of a variety of variables, it didn't mean that it was the best I would be capable of doing. In other words, once my knowledge was expanded, I would have the tools to improve it.
Thank you, Dr. Hite, for causing me to stretch by:
I didn't think I had it in me to give the paper one more ounce of energy, time, or thought. Yet, once the shock subsided, I realized the great opportunity she was giving---to do better.
Through this experience I was reminded of Dr. William Glasser's work and his definition of quality: Quality is constant improvement. There is also another quote that is relevant: Dr Al Mamary has defined quality work as “… the best that a student can do at this time”. This is a useful definition as it suggests there are a number of variables involved and that the pursuit of quality is an ongoing journey.
As soon as I acknowledged that my first submitted paper really was the best I could do at the time because of a variety of variables, it didn't mean that it was the best I would be capable of doing. In other words, once my knowledge was expanded, I would have the tools to improve it.
Thank you, Dr. Hite, for causing me to stretch by:
- Understanding I was doing the best I could at the time
- Acknowledging the strengths of the paper....and my personal strengths as well
- Giving me suggestions on how to improve
- Being there to guide and support me on the journey
...so that I can constantly improve.
Approaching our diverse learners like a Dr. Julie Hite will be giving them a most valuable gift.... even if they may not realize or appreciate it at first.
Thursday, December 6, 2007
William Glasser Quotes
Quotes by Dr. William Glasser, the founder of Quality Schools:
As long as acquiring knowledge is the educational goal of schools, educational opportunities will be limited, as they are now, to affluent families.
Changing that definition to education is using knowledge and backing that up with all classroom work and tests focused on doing this is the way to upgrade the low grade system we have now.
Changing the system means giving up the way things have always been done that are no longer working.
Every single major push in education has made it worse and right now it's really bad because everything we've done is de-humanizing education. It's destroying the possibility of the teacher and the student having a warm, friendly, intellectual relationship.
I think it is totally wrong and terribly harmful if education is defined as acquiring knowledge.
If students get a real education where they are intellectually involved, where they have to show how they use the knowledge or improve the knowledge, they'll do fine on these tests.
Kids from poor families or poor backgrounds like A's as much as anybody else, but early in their career, by second or third grade, they give up on the idea that they'll ever get them and therefore we are killing them off on something that isn't even important, memorizing facts.
Now schooling, to get back to your question, schooling is basically 98 percent factual knowledge and so schooling is that what you're asked to learn in school and punished for not learning, that no one in the real world would ever ask you to know.
Running a school where the students all succeed, even if some students have to help others to make the grade, is good preparation for democracy.
So, we need to start understanding the difference between what I call factual knowledge and educational knowledge, and we don't focus much on educational knowledge.
There are only two places in the world where time takes precedence over the job to be done: School and prison.
We don't focus as much in schools on educational knowledge which requires thinking and application, as we do on acquiring facts.
As long as acquiring knowledge is the educational goal of schools, educational opportunities will be limited, as they are now, to affluent families.
Changing that definition to education is using knowledge and backing that up with all classroom work and tests focused on doing this is the way to upgrade the low grade system we have now.
Changing the system means giving up the way things have always been done that are no longer working.
Every single major push in education has made it worse and right now it's really bad because everything we've done is de-humanizing education. It's destroying the possibility of the teacher and the student having a warm, friendly, intellectual relationship.
I think it is totally wrong and terribly harmful if education is defined as acquiring knowledge.
If students get a real education where they are intellectually involved, where they have to show how they use the knowledge or improve the knowledge, they'll do fine on these tests.
Kids from poor families or poor backgrounds like A's as much as anybody else, but early in their career, by second or third grade, they give up on the idea that they'll ever get them and therefore we are killing them off on something that isn't even important, memorizing facts.
Now schooling, to get back to your question, schooling is basically 98 percent factual knowledge and so schooling is that what you're asked to learn in school and punished for not learning, that no one in the real world would ever ask you to know.
Running a school where the students all succeed, even if some students have to help others to make the grade, is good preparation for democracy.
So, we need to start understanding the difference between what I call factual knowledge and educational knowledge, and we don't focus much on educational knowledge.
There are only two places in the world where time takes precedence over the job to be done: School and prison.
We don't focus as much in schools on educational knowledge which requires thinking and application, as we do on acquiring facts.
Wednesday, December 5, 2007
Beyond Reading, Writing, and Arithmetic
Much of what I am going to share today comes from a paper published by Richard Rothstein in Phi Delta Kappan December 2006 titled, The Goals of Education.
The current overemphasis on academic skills in our schools is contrary to what leaders in American history have espoused. Benjamin Franklin, George Washington, and Thomas Jefferson all expressed goals for public education that expanded beyond reading and math. They felt there also needed to be political and moral goals.
Franklin thought history particularly important because "questions of right and wrong, justice and injustice, will naturally arise" as students debate historical issues "in conversation and writing." He also felt that physical fitness was as vital as intellectual fitness because "exercise invigorates the soul as well as the body."
There has been a fear throughout American history that public schools for the poor would include only basic reading and math skills and not the more important intellectual development that could empower the working class. As far back as 1830 in Pennsylvania a committee that had been appointed to examine urban public schools denounced urban schools for instruction that "extends [no] further than a tolerable proficiency in reading, writing, and arithmetic." Equality, the committee concluded, is but "an empty shadow" if poor children don't get an "equal education...in the habits, in the manners, and in the feelings of the community."
Horace Mann concluded after visiting Russia in 1837 that basic education in reading and arithmetic did not alone ensure democratic values. Students in Prussia were literate but supported autocracy. For this reason, Mann felt that schools in a democracy could not be held accountable for academics alone but must inculcate democratic moral and political values so that literacy would not be misused.
In 1938 the NEA which at the time was a quasi-governmental group composed of not only educators, but also professionals and policy makers in education, issued a report that proclaimed, "The safety of democracy will not be assured merely by making education universal." Or, in other words, making all Americans literate. The dictatorships [Germany, Italy, Japan, and the Soviet Union] have universal schooling and use this very means to prevent the spread of democratic doctrines and institutions.
Of course we want a literate American people, but we must also consider why that is important. I would conjecture that it is not only so each individual person can increase his or her earning power, but is also so that the principles of democracy that we treasure and value so highly will continue to exist. In order for the latter to occur, we must conclude that being literate for a democracy means more than being able to read, write, and do math.
We'll continue with this discussion tomorrow.
The current overemphasis on academic skills in our schools is contrary to what leaders in American history have espoused. Benjamin Franklin, George Washington, and Thomas Jefferson all expressed goals for public education that expanded beyond reading and math. They felt there also needed to be political and moral goals.
Franklin thought history particularly important because "questions of right and wrong, justice and injustice, will naturally arise" as students debate historical issues "in conversation and writing." He also felt that physical fitness was as vital as intellectual fitness because "exercise invigorates the soul as well as the body."
There has been a fear throughout American history that public schools for the poor would include only basic reading and math skills and not the more important intellectual development that could empower the working class. As far back as 1830 in Pennsylvania a committee that had been appointed to examine urban public schools denounced urban schools for instruction that "extends [no] further than a tolerable proficiency in reading, writing, and arithmetic." Equality, the committee concluded, is but "an empty shadow" if poor children don't get an "equal education...in the habits, in the manners, and in the feelings of the community."
Horace Mann concluded after visiting Russia in 1837 that basic education in reading and arithmetic did not alone ensure democratic values. Students in Prussia were literate but supported autocracy. For this reason, Mann felt that schools in a democracy could not be held accountable for academics alone but must inculcate democratic moral and political values so that literacy would not be misused.
In 1938 the NEA which at the time was a quasi-governmental group composed of not only educators, but also professionals and policy makers in education, issued a report that proclaimed, "The safety of democracy will not be assured merely by making education universal." Or, in other words, making all Americans literate. The dictatorships [Germany, Italy, Japan, and the Soviet Union] have universal schooling and use this very means to prevent the spread of democratic doctrines and institutions.
Of course we want a literate American people, but we must also consider why that is important. I would conjecture that it is not only so each individual person can increase his or her earning power, but is also so that the principles of democracy that we treasure and value so highly will continue to exist. In order for the latter to occur, we must conclude that being literate for a democracy means more than being able to read, write, and do math.
We'll continue with this discussion tomorrow.
Tuesday, December 4, 2007
Academic Rigor With Heart
I am choosing to take a detour today and save until tomorrow the further conversation about civic learning.
Yesterday for class Dr. Hite took us to BYU's (Brigham Young University) library to meet with Rachel Wadham, the library education specialist. Just being in a library inspires and awes me. Yesterday's experience was no exception as I caught Rachel's contagious enthusiasm for learning and accessing information.
When I first discovered libraries as a young girl, I thought I had died and gone to heaven. I couldn't read enough books or gather enough information fast enough to satisfy my curiosity or desire to learn. The more I learned, the more I knew there was to learn, and I wanted to know it all. This insatiable appetite to learn it all is even harder now to address with the rate at which knowledge is expanding exponentially and when it is so accessible through so many avenues.
In spite of this strong desire to use my mind and to learn from books and other sources of intellectual knowledge, that alone won't quench the thirst or feed the hunger. The heart must be included in the search.
A few quotes to explain the importance of the heart in regards to learning:
Yesterday for class Dr. Hite took us to BYU's (Brigham Young University) library to meet with Rachel Wadham, the library education specialist. Just being in a library inspires and awes me. Yesterday's experience was no exception as I caught Rachel's contagious enthusiasm for learning and accessing information.
When I first discovered libraries as a young girl, I thought I had died and gone to heaven. I couldn't read enough books or gather enough information fast enough to satisfy my curiosity or desire to learn. The more I learned, the more I knew there was to learn, and I wanted to know it all. This insatiable appetite to learn it all is even harder now to address with the rate at which knowledge is expanding exponentially and when it is so accessible through so many avenues.
In spite of this strong desire to use my mind and to learn from books and other sources of intellectual knowledge, that alone won't quench the thirst or feed the hunger. The heart must be included in the search.
A few quotes to explain the importance of the heart in regards to learning:
- "It is only with the heart that one can see rightly; what is essential is invisible to the eye." Antoine de Saint Exupéry from The Little Prince.
- "The heart has eyes which the brain knows nothing of." Charles H. Perkhurst
- The human heart knows things the eyes don't see, and feels things the mind cannot understand."
- "..it came to a time in my life when my heart told me things that my mind did not know...." Harold B. Lee quoting a prominent university professor
- "When we understand more than we know with our minds, when we understand with our hearts, then we know that the Spirit of the Lord is working upon us." Harold B. Lee
- "The heart is wiser than the intellect." J. G. Holland
- "If I create from the heart, nearly everything works; if from the head, almost nothing." Marc Chagall
In order to learn from the heart and allow it to guide our rigorous intellectual and academic pursuits, it is imperative that we take time to be still and to listen. The heart whispers so we have to listen closely.
It is important that as we pursue the getting of intellectual knowledge with academic rigor that we don't look beyond the mark by being past feeling. There will be times our hearts will provide answers to questions such as how to best meet the needs of our diverse learners that all the intellect and all the knowledge in all the libraries of the world won't provide.
Monday, December 3, 2007
Civic Learning For Minorities
"Knowledge about the ideas embodied in the Constitution and the ways in which it shapes our lives is not passed down from one generation to generation through the gene pool. It must be learned anew by each generation," declares Sandra Day O'Connor, former U. S. Supreme Court Judge and now co-chair of Campaign ForThe Civic Mission of Schools.
According to William A. Galston, Saul Stern Professor of Civic Engagement at University of Maryland, College Park, this is even more critical now: "While the importance of civic education is perennial, several needs combine to make it especially urgent today: the U. S. must integrate an unprecedented wave of immigrants into the mainstream of civic life: left un-checked, troubling inequalities in the civic participation of different socioeconomic and ethnic groups could exacerbate undesirable political and policy trends: and civic education is one of the few forces that can resist the rising tide of materialism in U.S. culture that numerous surveys have documented."
The statistics don't look too promising. In the 2001 National Assessment of Educational Progress (NAEP) test of U. S. history, more students scored below "basic" in history than in any other subject tested, including math, science, and reading: 13% in grade 4 scored below basic; 36% in grade 8; and 57% in grade 12. In other words, the longer they are in school, the worse it gets.
The statistics from the last civics assessment in 1998 paint an even bleaker picture, especially for minority students.
As our nation becomes more diverse our schools must step up to the plate to provide, especially for our minority learners, the opportunity to gain the knowledge, develop the skills, and cultivate the attitude needed for civic participation. Yet, the 2003 Council for Basic Education survey found that principals in schools with high proportions of minorities were more likely to have reduced time for history, civics, geography, the arts , and foreign languages so they could devote more time to math and reading.
Tomorrow's "blog post" will explain why a focus on only reading and math is detrimental and how the issue can be addressed so one focus doesn't have to be sacrificed for another.
According to William A. Galston, Saul Stern Professor of Civic Engagement at University of Maryland, College Park, this is even more critical now: "While the importance of civic education is perennial, several needs combine to make it especially urgent today: the U. S. must integrate an unprecedented wave of immigrants into the mainstream of civic life: left un-checked, troubling inequalities in the civic participation of different socioeconomic and ethnic groups could exacerbate undesirable political and policy trends: and civic education is one of the few forces that can resist the rising tide of materialism in U.S. culture that numerous surveys have documented."
The statistics don't look too promising. In the 2001 National Assessment of Educational Progress (NAEP) test of U. S. history, more students scored below "basic" in history than in any other subject tested, including math, science, and reading: 13% in grade 4 scored below basic; 36% in grade 8; and 57% in grade 12. In other words, the longer they are in school, the worse it gets.
The statistics from the last civics assessment in 1998 paint an even bleaker picture, especially for minority students.
As our nation becomes more diverse our schools must step up to the plate to provide, especially for our minority learners, the opportunity to gain the knowledge, develop the skills, and cultivate the attitude needed for civic participation. Yet, the 2003 Council for Basic Education survey found that principals in schools with high proportions of minorities were more likely to have reduced time for history, civics, geography, the arts , and foreign languages so they could devote more time to math and reading.
Tomorrow's "blog post" will explain why a focus on only reading and math is detrimental and how the issue can be addressed so one focus doesn't have to be sacrificed for another.
Sunday, December 2, 2007
Education Vision
Recently a summit on the achievement gap was held in Sacramento, California. What was presented at that summit has stirred up much conversation and debate. One such conversation/debate was between Richard Rothstein and Russlynn Ali which was printed daily for a week in the Los Angeles Times.
A couple of days ago I had the opportunity to access the whole transcript. While reading it, I found myself highlighting, writing "YES!!!" and starring Richard Rothstein's ideas, thoughts, and suggestions. For the next few days I'm going to draw upon his comments for my daily post.
Today I'm going to address an issue that takes us back to former posts centered on David McCullough and the need for history.
Rothstein notes one great harm NCLB (No Child Left Behind) has done to American education, particularly to disadvantaged children, and that is something called curriculum narrowing. At this point in time the law only holds schools accountable for math and reading. Inevitable result?- Something which sociologists have long called "goal displacement"--doing more of what you are accountable for and less of what you are not.
I would add something that I learned in my leadership class with Dr. Julie Hite at BYU--- "goal displacement" can cause an organization to focus on peripheral goals only because they are easy to measure, and not because they have any relationship to the long term vision or mission or goal of education. Thus, the most important educational goals are sacrificed.
Rothstein goes onto say that this is something well known in organizational theory. Management expert W. Edwards Deming urged businesses to "eliminate management by numbers, numerical goals" because they encourage a focus on short, not long-term, results. Peter Druker gave similar advice. What management experts are suggesting today is to use "balanced score cards" to measure success and not rely solely on financial indicators.
According to Rothstein, nobody is suggesting that better math and reading instruction be ignored. Yet, and this is an important "yet," to increase the low-income and minority children's chances for success, we must guarantee them a balanced education that includes more than math and reading instruction.
Rothstein comments that in Senate testimony, historian David McCullough observed, "Because of No Child Left Behind, sadly, history is being put on a back burner or taken off the stove altogether in many of our schools in favor of math or reading."
When schools only focus on reading and math, there is a decreased focus on social studies, history, science, art, music, etc., particularly in schools that serve low-income and minority students because this is where reading and math scores are the lowest. Even if the gap were narrowing in math and reading (which it is not), the gap is widening in other areas that are equally important but may be harder to measure numerically. And I would add that for minority students, especially English Language Learners, participating in subjects such as art, music, science, and history can help build self-confidence that can then translate into greater success with reading and math.
Rothstein quotes Chester Finn and Diane Ravitch, both once prominent NCLB advocates: If NCLB continues they write: "Rich kids will study philosophy and art, music and history, while their poor peers fill in bubbles on test sheets. The lucky few will spawn the next generation of tycoons, political leaders, investors, authors, artists and entrepreneurs. The less lucky masses will see narrower opportunities."
Although NCLB has made us recognize and acknowledge achievement gaps which we must do if we are to better meet the needs of our diverse learners, it is a draft that must be revised or even possibly rewritten altogether. This is true of even the best well laid plans.
And although NCLB's vision may be noble, I would question whether it is a vision. I see it as a goal to achieve a vision. That is part of the problem. We have not, yet, done what needs to be done to clearly articulate an education vision that will identify the purpose of education itself. NCLB may have been putting the cart before the horse, and therefore, we have focused on all kinds of "displaced goals," jeopardizing the realization of the true education vision we haven't yet identified.
Without a proper clear, articulated vision, we may win a battle, but lose the war. The "won battle" may be that we have children who have reading and math skills while we "lose the war" to have a well-educated society because we've neglected and sacrificed other important and critical aspects of education.
One of these important and critical aspects is history and civic learning. Rothstein quotes from the Campaign for the Civic Mission of Schools that Retired Supreme Court Justice Sandra Day O'Connor now co- chairs: "As civic learning has been pushed aside, society has neglected a fundamental purpose of American education, putting the health of our democracy at risk."
A couple of days ago I had the opportunity to access the whole transcript. While reading it, I found myself highlighting, writing "YES!!!" and starring Richard Rothstein's ideas, thoughts, and suggestions. For the next few days I'm going to draw upon his comments for my daily post.
Today I'm going to address an issue that takes us back to former posts centered on David McCullough and the need for history.
Rothstein notes one great harm NCLB (No Child Left Behind) has done to American education, particularly to disadvantaged children, and that is something called curriculum narrowing. At this point in time the law only holds schools accountable for math and reading. Inevitable result?- Something which sociologists have long called "goal displacement"--doing more of what you are accountable for and less of what you are not.
I would add something that I learned in my leadership class with Dr. Julie Hite at BYU--- "goal displacement" can cause an organization to focus on peripheral goals only because they are easy to measure, and not because they have any relationship to the long term vision or mission or goal of education. Thus, the most important educational goals are sacrificed.
Rothstein goes onto say that this is something well known in organizational theory. Management expert W. Edwards Deming urged businesses to "eliminate management by numbers, numerical goals" because they encourage a focus on short, not long-term, results. Peter Druker gave similar advice. What management experts are suggesting today is to use "balanced score cards" to measure success and not rely solely on financial indicators.
According to Rothstein, nobody is suggesting that better math and reading instruction be ignored. Yet, and this is an important "yet," to increase the low-income and minority children's chances for success, we must guarantee them a balanced education that includes more than math and reading instruction.
Rothstein comments that in Senate testimony, historian David McCullough observed, "Because of No Child Left Behind, sadly, history is being put on a back burner or taken off the stove altogether in many of our schools in favor of math or reading."
When schools only focus on reading and math, there is a decreased focus on social studies, history, science, art, music, etc., particularly in schools that serve low-income and minority students because this is where reading and math scores are the lowest. Even if the gap were narrowing in math and reading (which it is not), the gap is widening in other areas that are equally important but may be harder to measure numerically. And I would add that for minority students, especially English Language Learners, participating in subjects such as art, music, science, and history can help build self-confidence that can then translate into greater success with reading and math.
Rothstein quotes Chester Finn and Diane Ravitch, both once prominent NCLB advocates: If NCLB continues they write: "Rich kids will study philosophy and art, music and history, while their poor peers fill in bubbles on test sheets. The lucky few will spawn the next generation of tycoons, political leaders, investors, authors, artists and entrepreneurs. The less lucky masses will see narrower opportunities."
Although NCLB has made us recognize and acknowledge achievement gaps which we must do if we are to better meet the needs of our diverse learners, it is a draft that must be revised or even possibly rewritten altogether. This is true of even the best well laid plans.
And although NCLB's vision may be noble, I would question whether it is a vision. I see it as a goal to achieve a vision. That is part of the problem. We have not, yet, done what needs to be done to clearly articulate an education vision that will identify the purpose of education itself. NCLB may have been putting the cart before the horse, and therefore, we have focused on all kinds of "displaced goals," jeopardizing the realization of the true education vision we haven't yet identified.
Without a proper clear, articulated vision, we may win a battle, but lose the war. The "won battle" may be that we have children who have reading and math skills while we "lose the war" to have a well-educated society because we've neglected and sacrificed other important and critical aspects of education.
One of these important and critical aspects is history and civic learning. Rothstein quotes from the Campaign for the Civic Mission of Schools that Retired Supreme Court Justice Sandra Day O'Connor now co- chairs: "As civic learning has been pushed aside, society has neglected a fundamental purpose of American education, putting the health of our democracy at risk."
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