Given what Jerry Stark said in the guest bog I posted recently about the birth of a new morality in this country, our democracy would appear to be in serious difficulty. This is especially true with the president determined to deconstruct the nation and build it anew in his own image. Thus, as I noted in this blog posted many years ago, education remans the key to the survival of this Republic — especially with a vital election on the horizon.
In the 40s of the last century H.G. Wells told us that “Human history becomes more and more a race between education and catastrophe.” Since that time, education has been weighed down in this country by the burden of low regard, and it is not clear, given today’s political climate, that it can win the race.
Victor Scheffer, a marine biologist of international reputation worried about the battle that is going on in public education and suggested that “Education may now be entering a feedback loop in which ill-informed voters are continually creating administrations that blindly deny the value of education.” Indeed. Given the hostility in Wisconsin a few years ago toward the audacious attempt on the part of teachers and other public employees to make a decent living, one suspects that this ship has sailed. And this is just the beginning, as taxpayers in other states seem to be following Wisconsin’s lead in their mania to save a few dollars at any cost. Sad to say, part of the fault for this reaction on the part of the voters must lie with educators themselves. But only part.
I have argued in print for some time now that education has lost its way. It suffers from a lack of a clearly articulated purpose. Instead of concentrating on the essential role of putting young people in possession of their own minds, educators have gotten side-tracked and bought into the myth that education is really about building self-esteem, or, worse yet, training the young to get a job. Further, those who fund education are married to a business paradigm that requires that all “outcomes” be quantified and the bottom line be black, which is absurd. This is part of the explanation of how we could have come to the point where people like Dr. Scheffer rightly worry about the “feed-back loop.” The schools have built an immense bureaucracy that towers over them and dictates educational policy; they are overseen by shortsighted managers who hold teachers to inapplicable standards; and the teachers themselves stumble about in the dark trying to teach out-of-control kids who are ill-prepared for school in the first place. The result is that the schools simply are not turning out the kinds of graduates who can see beyond their own immediate, short-term demands — much less the “common good” that is supposed to be the focus of a democracy.
It was widely understood by our Founders that in order to work a democracy must presuppose educated citizens. This is why, given the uneducated masses, they restricted suffrage well into the Jackson years. And this is why as suffrage was extended the nation opted for universal, public education. As Dr. Scheffer suggests, education is the key. But if so, it is a key that doesn’t seem to be turning in the lock.
In Brave New World Revisited, Aldous Huxley predicted that America would eventually elect an actor to the Presidency. We not only did that, we also elected the village idiot to that highest of offices. Twice. Huxley saw what was coming. But my home state has no room to crow: we elected a former professional wrestler to the governorship. In any event, we should know better: education does seem to be failing to play the key role it must play in a Democracy. And if this is to turn around, parents must spend more time with their children, and those who would teach the young must learn to put their students’ needs first — not their “wants,” but their needs. They must realize that they themselves know what is best for the students in their charge, or there is no reason whatever for those students to be there in the first place. Education must stop being a mirror, as Robert Hutchins said many years ago, reflecting the demands of unknowing, spoiled young people, and become the beacon it was supposed to be in the first place.
If and when educators put their house in order, those who graduate from the schools and go to the polls must be willing to spend money on education and recognize that education requires more than the measly 2.1 % of the national budget (contrasted with the military’s 42%); they must be willing to allocate sufficient funds at both the state and national levels to pay those who teach a living wage and make teaching an attractive vocation for the best and brightest minds in the country. As Dr. Scheffer said, “I wish that we Americans would respect, value, and compensate our teachers — caretakers of the mind — as we now do our physicians — caretakers of the body.” Until we do, we will continue to lose the race, and while “catastrophe” is a strong word, if Wells’s dichotomy is viable the fact that we are in a “feedback loop” does not bode well for a democratic system that seems to be faltering, led as it is by weak men and women who are subject to corporate pressure and unable to rise above self interest and party politics to envision what is best for the country.
Bottom line in all of this and more is greed. Greed for power, control and ultimately money and all done by controlling the masses and keeping them stupid and apathetic. I don’t know if this can ever be turned around. I am losing hope and I’m glad I’m old.
This is strictly a personal opinion but I think that when education became a national institution that its purpose was turned upside down. I have some very radical ideas on how to put education back on its feet but ‘like that’s gonna happen’! Bottom line is, people. People have to want it, and want it bad enough to sacrifice for it. Then they have to care enough to understand what “it” is all about!
With the advent of mass media and the Internet it was a foregone conclusion that “education” would become another pointless government institution. No government institution can long sustain any sort of “life” within itself – that gets sucked out really quick with abysmally ignorant bureaucratic meddling and covert agendas. The intended recipients of supportive government programming become its first victims. Don’t give me a schoolroom in the spring, give me a book to read, a trail in the woods, a river, a pond, a flower strewn stream bank. Let me hear the birds sing near their nests and let me learn the things that really matter.
How about you on one end of the log and Socrates on the other?
… and see who topples in the pond first? I’d have to learn a lot more about Socrates to know which way he’d roll the log… Do you think he’d disagree with me?
The log would be on dry land. So that eliminates that problem! He would ask you many, many questions. He was a very wise, even brilliant man.
So, we’re sitting on the log, perhaps straddling it, facing each other and having a discussion. I love questions. I like answering them and asking them also. What do you think of the idea that the answer is always in the question?
Well, it’s what I was taught (non-earth teachers), to analyze the question, like you would a walnut shell. Eventually you break through the shell and find the meat inside. When you ask the question, “Is it?” I thought about it a bit, realized it had two possible answers and I knew which was the correct one: “Yes.”