eduwonkette posted this on Sol Stern’s article about Bill Ayers. While I think Ayers is now and has always been a terrorist and while I believe that he is being coddled by academia, that was not the subject of her post.
Indeed, she asks two things:
1) whether controversial social issues have a rightful place in K-12 classrooms,
and 2) what general guidelines we might endorse for these projects.
First, a few general observations. I am not an educator. My wife, however, is an elementary music teacher with Prince George’s County Public Schools, so I do try to keep up with the teaching trends. I am also a father of two wonderful boys and so, as a parent, I have strongly held opinions about what, if anything, I want my children to be taught.
Secondly, for my purposes, I would like to separate out the notion of social justice as a motivating factor that drives people to teach (i.e., Teach for America, KIPP, etc.) and the idea of inculcating impressionable young minds with certain ideas that progressives believe constitutes a proper understanding of social justice (i.e., discussions of homosexuality in grade schools, etc.).
I would certainly hope that anyone who entered the teaching profession was driven by a desire to help young people prepare for adulthood. Unfortunately, most of us have different ideas of what this means. Many educators (and education schools, from my admittedly limited experience) seem to believe that it is less important to teach a student how to learn and more important what to learn. Our mandatory testing regime tends to reinforce this notion. The social justice aspects of many college education curriculums is designed specifically to provide the “correct” ideas that teachers are supposed to pass along to their pupils.
There is a deeper notion that we, as educators, parents, and taxpayers, never really question. That notion is the purpose of education. Is it merely to instill basic knowledge? To instruct you in such a way that you can continue to learn for yourself? Or to become a model citizen?
We accept all of these ideas as our conception of the purpose of education. However, the last notion: creating a model citizenry is so accepted by both sides that we do not even question it anymore. In fact, as Jonah Goldberg has noted in his book Liberal Fascism, this concept of education is a relatively recent development. Its genesis is found in the Progressive movement of the late 19th century that spawned modern liberalism, communism, and fascism.
I don’t mean to suggest that this is wrong or somehow immoral, but it is important to realize that social justice in education is a very recent idea and it was a brainchild of the far left in this country. That being said, it is generally accepted and we’re not seeing any signs of turning back the clock. Nor am I entirely convinced that would be a good idea.
So, do controversial social issues have a rightful place in the classroom? Yes. I don’t know that, as a society, we do our kids any favors by ignoring the problem. However, I do feel that the most educators should do is to introduce the issue, acknowledge that there is considerable debate about it and leave it there, especially with grade, and possibly even middle, school-aged children.
High school is probably the right time to have a more in-depth discussion of many complex social issues. Here I think that it is important for the educator to act as facilitator, not lecturer. Lead them toward resources and provide open-ended assignments where there is no one answer. Not will the students be more engaged, but they might actually learn something.
In closing, I have to note that I laughed out loud at the notion that teachers in general are conservative. Does eduwonkette mean politically? If so, that is simply not true. Not in any school district I have ever seen. The simplest test to prove is to ask a teacher who the last Republican that was endorsed by the union was. 99 times out of 100, the answer will be: I don’t think I can remember it ever happening.
