Eliminating the Federal Department of Education: Strange Bedfellows

As a follow-up to my blog piece, “Left-Libertarianism and a Broader Political Spectrum”, I’m seeing an interesting common ground of sorts emerging between some more libertarian thinkers on both the right and the left sides of that political paradigm in regards to educational policy. As an example, you have both a (right) libertarian like Ron Paul and a progressive educational group like The Forum for Education and Democracy calling for an end to the Federal Department of Education. (Of course Paul’s newly elected Senator son Rand throws a bone to his more homophobic right-wing supporters by arguing for elimination of DOE to prevent lesbian parenting from being promoted in schools.)

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Left-Libertarianism and a Broader Political Spectrum

George Will’s piece, “A Recoil Against Liberalism”, from the November 4 Washington Post seems to me mostly an attempt to add insult to injury to progressives, now that conservatives are in political ascendancy (at least for the moment) based on our recent election. But when Will gets beyond his own “your mother wears army boots” rant and quotes maybe a more thoughtful conservative, now we’re talking some real ideas worth wrestling with. Will quotes George Mason University economist Don Boudreaux who is reacting to Obama’s quote that progressives failed to successfully communicate their ideas in the recent election… Continue reading →

Fully Embracing Democracy

The last five hundred years of Western history have been all about championing the worth, dignity, rights and responsibilities of individual human beings in the context of increasingly egalitarian institutions. Not that it hasn’t been three steps forward and two steps back at times. I just hope that as we settle into this new century, this third millennium of the “common era”, that we try to take a breath, relax, find our balance and our internal compass, and continue to “move the needle” in our egalitarian embrace of “all of us” rather than the millennia of hierarchical “us and them” thinking that we are coming out of.

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Shopped ’til we Dropped

I can’t say I was one of those prescient people who saw the Great Recession coming, but I will tell you that ever since the 1980s, whenever I walked into a mall or shared the freeway with a zillion other cars with just a driver in them (and no passengers), I felt like our culture (at least the urban version in Los Angeles) was profoundly out of balance. It seemed like in the mall ninety percent of the money being spent was for stuff that the buyers did not really need, and on the freeway the same percentage of the gasoline being consumed was beyond what was needed to move all these people from their points A to points B. We were like addicts trying to maintain a high, taking yet another dose at the expense of our health, ever pushing back and even attempting to deny any day of reckoning.

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Can a Hierarchical Public Education System Survive?

In his October 14 piece for the Economic Policy Institute titled “How to fix our schools”, Richard Rothstein quotes President Obama as saying…

I always have to remind people that the biggest ingredient in school performance is the teacher. That’s the biggest ingredient within a school. But the single biggest ingredient is the parent.

I agree teachers and parents are two key players in an educational environment, and I think there is way too much money and focus spent building a huge educational bureaucracy above and beyond this nexus. Also, I think Obama here is guilty of getting caught up in the prevailing hierarchical thinking and leaving out the most important player in this actualization model… the student.

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Critical Pedagogy: One of Many Educational Paths

I was introduced to the educational path known as “Critical Pedagogy” by my fellow Alternative Education Resource Organization member John Harris Loflin, an activist for educational alternatives, particularly for urban, at-risk minority communities. John argues persuasively that a mostly white, privileged, middle-class alternative education movement would be benefited by finding common ground and allying with efforts in urban minority communities to challenge the conventional approach to schooling in those communities. The focus of that challenge is a curriculum, plus methods for teaching and learning known as “Critical Pedagogy”, that is designed to deconstruct the inferior position of the minority community relative to the dominant culture and identify ways to take action to change that power differential.

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Summerhill: Fully Engaging Youth in their Education

The Summerhill school in England was one of the world’s first, and along with the Sudbury Valley School in Massachusetts, one of the world’s most successful and enduring “democratic-free” schools. “Free” in that the students are completely in charge of what, when, where, how and from whom they learn. “Democratic” in that the students and the staff jointly participate in school governance through use of the democratic process, with youth and adults having an equal voice and vote in most matters.

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My Schooling Versus My Job Skills Provenance

I keep grinding my ax in my blog pieces on the efficacy of “unschooling” and informal learning versus what a person learns in more formal educational settings. Though I acknowledge the primacy of formal education and training in some fields – like science, engineering, medicine and law – I also strongly believe (based on my own experience) that a person can develop technical and professional skills (for many types and aspects of business) mostly outside of formal schooling.

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Summerhill and a Truly Egalitarian Childhood

I’m in the midst of reading Matthew Appleton’s book, A Free Range Childhood, about his experience in the 1990s being a “houseparent” at the Summerhill independent boarding school in Leiston, Suffolk in England. It is a fascinating glimpse into a more egalitarian (I would argue more evolved) way of adults, children and youth interacting with each other in a living and educational setting. It is also the world’s most iconic, long-lasting and successful democratic free-school that has inspired other such schools around the world. And finally, the account of life and learning at Summerhill recalls similar experiences I have had in my own life, as a youth and later as a parent, that confirm the efficacy and vitality of this unorthodox approach to childhood and education.

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Liberty and Real Learning

Saw a piece today in Education Week magazine, “Panel Says Ed. Schools Overlook Developmental Science”, commenting on a report released this morning by a panel convened by the National Council for Accreditation of Teacher Education. As the title suggests, the panel calls out a disconnect between educational practice and what we have learned about the nature of how human beings develop.

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