Strong Parenting Is Key to America’s Future

My eye caught the above title in an Education Week magazine on-line teaser and couldn’t resist reading the article, by Joseph Gauld, the founder of the Hyde Schools. I certainly wasn’t comfortable with his Cold War “us and them” framing of the need for good parenting…

Not so long ago, we vigorously opposed Russian Communism’s threat to our American beliefs. Now China is projected to replace us as the world’s economic leader… To reaffirm democratic principles for ourselves and other nations, we must meet China’s economic challenge to our leadership… Today, we need the leadership of American mothers, fathers, and all surrogate parents. We need them to begin to develop a standard of excellence in parenting and family, now and for future generations.

Classic hierarchical patriarchal stuff here, framing everything in terms of a high stakes competition between adversaries to determine superiors and inferiors, good and evil, within the pecking order. That rather than a more egalitarian view of China as a problematic peer and partner.

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Parents and Students as Citizens in their own Schools

Today’s Los Angeles Times piece, “Parents hope to force sweeping changes at Compton school”, highlights a dysfunctional educational venue, McKinley Elementary School in Compton, and a controversial effort by parents to turn it around. Controversial because, without the knowledge of school staff or the school board, parents quietly took the radical action of circulating a petition, based on a new California law, to bring a charter company in to take over running the school. A school dysfunctional perhaps because of a lack of a good governance model that could have kept parents, teachers and even students in touch with each other as school stakeholders to share their concerns.

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Is Education an Obligation or a Right?

So in the United States, is education an obligation or a right? It was in a conversation about education this morning with my brother Peter that he formulated that very basic question. It was synchronistically what I had decided to write about today, but I had not framed the question so crisply.

It is really a poignant question because you can make a compelling argument that it is one, the other or both. I’m really wrestling with what “education” is all about and whose business is it anyway. In Wiktionary the definition is…

1-The process or art of imparting knowledge, skill and judgment
2-Facts, skills and ideas that have been learned, either formally or informally

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This Week in Education: On & Off the Titanic

I just went through the last week or so of on-line featured articles from the on-line EdWeek edition of Education Week magazine and the Public Education Network. Looking at the state of the US institution of public education for youth from a parent’s point of view, it seems like there is still a fair amount of (to use some nautical metaphors) rearranging deck-chairs and still hoping that the water gushing into those holes in the hull being ripped open by that iceberg can be somehow contained to keep the ship afloat.

This is a very long post and kind of goes on and on trying to paint a snapshot of the public education gestalt in the US right now before I try to end on a very hopeful note.

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Two Years of Lefty Parent!

Well its the anniversary of many harvest feasts, but particularly that 1621 event at the site of the Plymouth Plantation in Massachusetts where the English immigrants feasted with the Wampanoag Native Americans who had helped the “pilgrims” cultivate the land and fish, saving them from starvation. For me it is also the two year anniversary of the start of my “Lefty Parent” blog, now more than 250 posts later!

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Learning Long Division

Elaborating in responding to comments to my recent blog piece, “When I Stopped Rewarding My Son for Good Behavior”, I expressed the opinion that most kids could readily learn to read and do basic arithmetic, even mostly on their own, if they were not required to learn at a set externally mandated standard age, but instead undertook the effort on their own internal developmental timetable when they were ready and interested in acquiring that skill set. One of my thoughtful commenters took issue with my position, saying…

You think a kid is going to learn long division on her own? Why would she? How could long division ever be interesting enough to typical children that it would at any moment be the most interesting thing they could be doing with their time?

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Living For Rewards or with a Real Stake?

I continue to ruminate on the whole concept of rewards and the world view surrounding them is such a rich topic to me in examining our society’s three steps forward two steps back transition from a hierarchical to a more egalitarian orientation. As I see it, you reward someone for doing something you want them to do (or think they should do) that you are not confident that they will do based on their own ethical compass and sense of self-direction. You create an incentive (or even a bribe) that you feel will trump their own inner guidance. I see it as part of a paradigm of power-over control rather than power-with partnership.

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When I Stopped Rewarding My Son for Good Behavior

My last blog piece, “Done with Rewards” was a short rant probably triggered by some interchange between a parent and their kid at the coffee place where I was hanging out and writing. As I said…

I know I’m done with rewards. I have come to find the whole concept demeaning and rude and so 20th Century. Behavior modification, extrinsic motivation, gold stars, contests, “races to the top”, it all seems to no longer be useful in the evolution of our species. I think we are finally ready to let motivation be intrinsic and allow everyone to be who they really are and not what the rest of us want them to be instead.

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Done with Rewards!

I know I’m done with rewards. I have come to find the whole concept demeaning and rude and so 20th Century. Behavior modification, extrinsic motivation, gold stars, contests, “races to the top”, it all seems to no longer be useful in the evolution of our species. I think we are finally ready to let motivation be intrinsic and allow everyone to be who they really are and not what the rest of us want them to be instead.

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Jazz and Imagination… Not a Mass of Clerks

John Taylor Gatto
There was a reposting of a 2006 John Taylor Gatto blog piece, “The Richest Man in the World Has Some Advice for Us about College”, on “The Link”, a homeschooling blog. It caught the attention of a friend who is an artist and musician and happens to also be my daughter’s piano and art teacher, so this friend has a real stake in encouraging people’s innate creativity. She shared the link with all her friends.

Gatto (one of my alternative education “gurus”), is often outrageous and is always the provocateur. But underneath his shock talk (delivered in his signature measured tone), there are some really profound outside-the-box contrarian ideas that I don’t always agree with but I find ever worth consideration.

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