Public education in the U.S. has featured state control of human development since Horace Mann and other educational “reformers” within the New England Protestant elite brought this novel approach of Prussian state-run universal compulsory schooling to America in the 1830s. Canadian educational policy followed a similar “melting pot” social engineering of immigrants path while accepting a greater role for Protestant and Catholic education in the mix with secular public schools. Today in both countries the bulk of public schools chart their course in sync with (or under the yoke of) continuing state efforts at high-stakes OSFA (one size fits all) standardization, though more so in the U.S. than in Canada.

I find this top-down “command and control” approach to public education at best boring and at worst very depressing, based on how I believe it diminishes the human imagination in particular and the human spirit in general. So as an advocate for what I call “many educational paths”, I celebrate and take heart from those rare educational alternatives that manage to find a way to exist within the leviathan of standardized public education. Sure there are a fair amount of private schools (for the more economically privileged among us) that follow these more human development supporting educational models, but I take my hat off to a community that can conceive and support a public school that challenges the hegemony of conventional standardization.

One such school that I recently read about in an online discussion on the AERO (Alternative Education Resource Organization) listserv is the Alpha II school in Toronto Ontario. It is the more recent incarnation of the original Alpha school, set up in 1972 in the heyday of the progressive education movement in Canada and the U.S. A movement that produced alternative public schools in many communities, including two – Earthworks and Community High School – begun a year earlier in my own hometown of Ann Arbor Michigan. FYI… Earthworks eventually merged with Community High and the latter is still going strong, but many of these unorthodox public schools have been forced to close due to the increasing standardization of education over the past twenty years.

The story of Alpha and Alpha II in particular I find fascinating, an insight into a chapter of education history and highlighting perhaps a somewhat more open-minded approach to public education in Canada. The story is courtesy of AERO members Carol Nash, a co-founder of the unorthodox school, and Deb O’Rourke, the school’s current volunteer coordinator.

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For nearly 200,000 years our human species (homo sapiens) lived on this bountiful planet in what most anthropologists now believe were mostly small egalitarian bands or tribes of hunter-gatherers, less than a million people scattered about Earth’s various habitable environs living for the most part peacefully with each other and within the larger web of nature. Each autonomous group might be as few as 10 to as many as 100 people generally woven together by a web of kinship with a basic equality among members including between men and women. It is generally believed today that all told, these people lived good lives in harmony with nature and were anything but the conventional pejorative notion of “savages”.

Unlike the tribal “chiefs” we are familiar with in contemporary indigenous societies, most bands of hunter-gatherers are believed to have operated without permanent leaders, with various community members taking initiative based on their expertise in the particular task being performed. Think more the informal organization of a contemporary large extended family or a group of people on a field or camping trip rather than a highly stratified hierarchy of decision making. The fact that this organization of our species evolved naturally and continued for nearly 200,000 years mostly unchanged speaks to its efficacy and compatibility with innate human nature.

What I’m really wrestling with these days is the most recent 5000 to 10,000 years of our history, specifically our experiment with “civilization”, which seems to have been quite a mixed bag. In an effort to see what lies beyond and maybe even evolve beyond our nature, we created complex human societies where we all participate (some willingly but many coerced) as a sort of super-organism that has been able to explore and take control of virtually all of our planet’s territory and natural resources, compile an edifice of knowledge now almost universally available through the Internet, and take at least the first baby steps to explore beyond the friendly confines of our planet. A super-organism mimicking a purely biological organism which has a certain small portion of that organism dedicated to its control and executive function.

At its best this experiment with civilization has created a world that currently allows seven billion unique souls to inhabit it at the same time, share an incarnation on a beautiful planet, and share ever more connectedness with (through diminishing degrees of separation from) each other.

But the downside is that we have created complex societies and institutions within those societies which as designed require a controlling elite executing that executive function in a way that generally favors that subset of people at the expense of the rest of us participating in the super-organism. This privilege of a controlling elite may or may not have been an aspect of previous human hunter-gatherer societies, but it continues to be a foundational cog of our “civilization” approach to human society.

What’s a species to do?

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As much as formal standardized education tries to turn it into a science, life, and the continuing human development which in my opinion is one of life’s most compelling narratives, is really more of an artistic endeavor. It is at its best the creation of a compelling narrative based on the uniqueness of a person’s soul and the life’s context that soul is unfolding and evolving in. It is not so much about following a procedure developed and “perfected” by others, or emulating another’s life successfully lived. It is more like a mural, ballad, novel, television series or other story told, reflecting the unique voice of the artist and their unique playing of the hand they are dealt.

According to Wikipedia, “science” is…

A systematic enterprise that builds and organizes knowledge in the form of testable explanations and predictions about the universe.

Whereas “art” is defined as…

A diverse range of human activities and the products of those activities.

Modern society has been all about science and its organization of knowledge in the form of technology, industrial practice and social engineering. We identify experts who develop the best practice and then we create an institution to share that expertly designed practice with others. If the governing bodies of a society think a best practice is particularly compelling and effective, we may attempt to apply it universally, even possibly mandating that everyone follow it for their own good, or at least for the common good.

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For many of us the rules of engagement at work are changing, from the traditional approach of being told what to do by “bosses”, to a new more egalitarian approach where a team of colleagues and peers collectively decide what to do. Those traditional “bosses” are being replaced by “managers” who are more facilitative than directive, conveying to us the basic business strategy from the company’s leadership team, making sure we have the time and resources to implement that strategy, and being available to assist when we need their assistance. From all my own experience plus hearsay from other “knowledge workers”, I understand that this has become standard practice in most of the work done in business operations today.

Yet given that new reality, our education system, which increasingly promotes itself as the means for developing our young people into new workers for our businesses, is still operating in the traditional model with teachers and principals as “bosses” and very little if any egalitarian process. This is a disconnect that in my opinion is leading to our young people being increasingly debilitated by their school experience rather than developing the skills to become contributing members of our contemporary business enterprises.

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Republishing a recollection from our son Eric’s own writings about his development, “A Look Back from the Middle”, written in 2009, calling out some of the key developmental threads of his older youth after leaving school at fourteen and pursuing the unschooling path…

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I recently read Michele McNeil’s piece in Education Week, “Rifts Deepen Over Direction of Ed. Policy in U.S.”, and was heartened by what I read. The piece begins with this overview…

In statehouses and cities across the country, battles are raging over the direction of education policy—from the standards that will shape what students learn to how test results will be used to judge a teacher’s performance.

Students and teachers, in passive resistance, are refusing to take and give standardized tests. Protesters have marched to the White House over what they see as the privatization of the nation’s schools. Professional and citizen lobbyists are packing hearings in state capitols to argue that the federal government is trying to dictate curricula through the use of common standards.

New advocacy groups, meanwhile, are taking their fight city to city by pouring record sums of money into school board races.

Not since the battles over school desegregation has the debate about public education been so intense and polarized, observers say, for rarely before has an institution that historically is slow to change been forced to deal with so much change at once.

I take heart in reading this because it appears that there may finally be emerging a profound challenge to the governance model of public education, an institution designed nearly 200 years ago to be governed in a highly centralized structure by a small powerful elite at the top of its hierarchy of control. Parents, teachers and (heaven forbid) students have never really been part of the governance structure of our public school system. Could there be some danger now that this situation could finally begin to change?

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In honor of Mother’s Day this is a reposting of the bio I wrote on my mom, Jane Roberts, who died in 2006 at the age of 83. She had a long life with successes and failures, and became a great mentor and at times even comrade to me. During my teenage years in the early 1970s her struggle to recover from her divorce from my dad led me to finally start seeing her as a person like me, and not some iconic parental figure. That realization transformed my life…

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I was born into a world in the 1950s where gender was a key component of who you were, and was to a large degree your destiny, even growing up in a perhaps more egalitarian and humanistic progressive university town community. Two clear discoveries in this area came out of my youth and young adult life, that have had a profound impact on the person I am evolving into.

The first was that gender was not a significant part of the nature of the individual human soul, just the “sexual plumbing” of the mammalian body our soul inhabits, despite our culture being built in every way around the supposed profound difference between men and women. A culture that seems obsessed with and even fetishizes whether your physical body has a penis, or breasts, vagina and uterus instead; and what that means to who you are and how you should be in the world.

The second was given that profound cultural divide between the genders, I became uncomfortable with the “men are from Mars” cultural expectations of my gender, and as a result increasingly uncomfortable in circles of men. Instead, I have gravitated to the world of women, and their insurgency to leverage the positive relational aspects of “women are from Venus”, while challenging its cultural limitations.

What follows is my best attempt at a narrative of my journey, from childhood to young adulthood, trying to navigate the minefield of gender expectations and find a safe and supportive place for myself in the world.

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Updated Monday April 15: A week ago Sunday at 11pm at night, Emma’s right lung collapsed for a second time, as it had done a couple months ago.  Luckily this time, she knew enough from last time to know exactly what was happening to her, and since her boyfriend Luke was home he could take her to Kaiser hospital.  What followed was a challenging week that looks to all end well tomorrow, with the problem repaired and future incidences or complications highly unlikely.

It is a condition described clinically as a “spontaneous primary pneumothorax”.  It is a rupture of the tissue of the lung that causes it to deflate and allows the chest cavity to fill with air outside the lung making it hard for the lung itself to reinflate.  Such a rupture can be a secondary effect of an illness, or the result of some trauma like sudden or extreme air pressure change.  But in this case there was no illness or trauma, thus the “spontaneous” label.

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My friend, Peter DeWitt, is a public elementary school principal in upstate New York. He is a thoughtful and caring person, and I think probably represents the best of his public school principal profession, and I think any of my teacher friends would be happy to have such a leader for their school.  He writes a daily blog for Education Week magazine online, and his pieces generally wrestle with trying to be a humanistic educational leader within a bureaucratic system of standardization, high-stakes testing, and other mandates and strictures from above.

In his recent blog piece, “Why Would Anyone Want to Be a School Leader?”, Peter writes…

School leadership is hard…especially now. There are point scales to contend with, evaluations based on test scores, and budget cuts that result in the lay-offs of teachers and administrative colleagues. Some leaders who have been in the position for a few years have seen cuts to programs, and have a constant need to find creativity in a very uncreative time… On top of that leaders have students living in extreme poverty, an increase in the students with social-emotional issues, and in some cases are expected to take on the role of parents to students…and their parents…

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