Marion makes quite a number of very valid points.
The 'solution' offered for ed reform is 'back to basics' a solution
guaranteed to fail.
There are lots of committed teachers that are doing a very good job. Some
are using outdated paradigms, but some are using revolutionary paradigms
very effectively. So the question of whether or not we have hit bottom,
or if we are making any progress is confusing.
The traditional curriculum is a big part of the problem. How, for example,
can one even choose a good text book without an effective curriculum or
curriculum framework?
>From my perspective, the problem with initiating educational reform is
that there is no science to education at least the way we do it. In
principle, I believe there is probably a sound foundation for a "science"
or at least a values-driven, effective approach to education. However,
that is not what drives education to change. What drives it are the
social and political pressures. As a consequence, bringing information to
light that contradicts the current theory -- the approved way to change a
science -- will not work in education under the current control systems.
As Marion says, the big problem is that schools are doing what they have
always done, and they are doing that reasonably well. It's just that that
is no longer the need.
Another problem may well be that -- just as in corporations -- new skill
sets and new values will be required in the new educational environment.
This may require a massive change in who educates, or a massive
re-education of existing educators. Think for a minute about the
questions on ambiguity and how teachers tend to feel about it.
--Rol Fessenden LL Bean, Inc. 76234.3636@compuserve.com
Learning-org -- An Internet Dialog on Learning Organizations For info: <rkarash@karash.com> -or- <http://world.std.com/~lo/>