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Education = Economic Opportunity = Freedom

January 22, 2014 2 comments

The number one factor in economic opportunity is Education. There is no opportunity out of poverty without education. According to Janet Yellen, our new Fed Chairwoman, there is a 12% unemployment rate. According to a prominent Wall Street adviser, David John Marotta, the actual unemployment rate of those not working is actually 37.2%. He defines unemployment in its truest sense as those who want to work but do not have a job.

If you are uneducated what are your opportunities? For the uneducated your opportunities are part time, minimum wage work or government subsidy programs for as long as they last. Automation and out sourcing are making US companies more profitable at the expense of US employment. Jobs are decreasing for the uneducated. Government regulations and Obamacare, which punishes large US companies for each full-time employee and offers strong incentives for small companies to stay below 50 employees, are actually decreasing job opportunities for the uneducated. The future is automation and this requires skills and education. When jobs become available the educated will be hired first. The uneducated will be left behind in poverty.

We have entered a time where the only growth sector in our economy is poverty. It is the poor who pay more for car loans. They buy low quality, high cost food in neighborhoods that have only one corner store and no competition. They cannot maintain the required minimum amounts in a bank account and are forced to resort to check cashing stores where interest rates are high. A  lack of capital makes it difficult for the poor to make security deposits on apartments. Those who are able to rent or buy a home often furnish their dwellings with Rent-To-Own which charges high interest rates. The poor, especially the uneducated poor, pay more for everything they buy and most of what they buy is of poor quality. These circumstances keep the uneducated in poverty and dependent. They never experience the feeling of freedom to know and to grow.

There exists a huge gulf between salaried employees and hourly employees. Any time taken by an hourly employee to see a doctor, apply for benefits, or do the many things that contribute to their health and security is time taken away from their earnings. The uneducated employee is unlikely to advance without the skills that an education provides for them to rise out of poverty.

Perhaps the most debilitating factor for the uneducated is the lack of broadband experience in poverty households. The biggest disadvantage of this fundamental necessity is that much of education is done online, even in public schools, i.e. homework, teacher/student exchanges, course outlines, assignment notes, etc. Further, broadband access and social networks enable those who have it to exchange vital information. The power of these networks is lost to those who need it the most and without this access it is unlikely that the uneducated will rise above their dependence and poverty.

There is no valid argument or excuse for any child not to be educated in a country where it is free and available. It is the responsibility of every parent to insure the success of their children in a world that is increasingly complex, automated, and highly competitive. It is chilling to doom an innocent child to deprivation, ignorance, and dominance by others. The uneducated are tomorrow’s slaves today.

  “He who opens a school door closes a prison.”

Victor Hugo

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American Education on the Decline – so Goes the Nation

January 20, 2014 1 comment

Parents make the rules and set the boundaries for their children. They set them up for success or failure.

All children are required to attend school in the USA. Our schools are the recipients of the children who these parents raise. They enter our classrooms either prepared to Launch into the Future or Dead on Arrival. I could go on about the teachers and their unions; the ways in which they block innovation and change, the ways in which they game the system for their benefit with the children left in their care losing ground internationally. But this is a rehashing of the obvious. What is important to know is that the American public educational system is now ranked 37 in the PISA (The Program for International Student Assessment). More than half a million 15-year-olds around the world took the PISA in 2012. The test, which is administered every three years and focuses largely on math, but includes minor sections in science and reading, is often used as a snapshot of the global state of education. The results, published in December, 2013, show the U.S. trailing behind educational powerhouses like Korea and Finland.

It is useless to ask, “Who is to blame?” All are to blame; Parents for their irresponsible parenting and inability to have a vision for their children who are undisciplined and chaotic; Teachers for their unique capacity to remain mediocre in times that demand innovative change and diversity of thought; Unions who force every American teacher to pay dues to an organization that enslaves their members to an ethic of unexceptional performance; and Politicians who squander the promise of the youth of this nation as they waste time and opportunities to transform and revolutionize our educational practices in America. ALL are to blame.

Not much has changed since 2000, when the U.S. scored along the OECD (Organization for Co-operation and Development) average in every subject: This year, the U.S. scores below average in math and ranks 17th among the 34 OECD countries. It scores close to the OECD average in science and reading, ranks 21st in science, and 17th in reading. The U.S. scored below the PISA math mean and ranks 26th out of the 34 OECD countries. Fifty-five percent of students in Shanghai-China were considered top performers, while only nine percent of American students were.

One in four U.S. students did not reach the PISA baseline level 2 of mathematics proficiency. At this level, “students begin to demonstrate the skills that will enable them to participate effectively and productively in life,” according to the PISA report. Even the top students in the United States are behind: This year, the PISA report offered regional scores for Massachusetts, Connecticut, and Florida. Massachusetts, which is a high-achieving U.S. state and which averaged above the national PISA score, is still two years of formal schooling behind Shanghai.

Why is this important and why should we pay attention to this? Because, as parents, educators, and politicians we should be extremely concerned about how well our children are learning and retaining knowledge; how well they transfer their  knowledge to their life experiences; and how well they implement their dreams and visions using their knowledge. It is statistical fact that a rising PISA score for a country is a good indicator that the economy of that country will grow as well.

“Education is the most powerful weapon which you can use to change the world.”

Nelson Mandela

Why do Babies Cry and How Does Our Response Impact Their Lives?

July 18, 2013 2 comments

Let’s think about this, “Why do babies cry?”

I propose they cry for 4 reasons: They cry when they are wet and uncomfortable; They cry when they are ill; They cry when they are hungry; They cry when they are tired. What happens when we don’t pick them up to cure their small problems? They cry louder and they cry longer. They cannot tell us what they want. They can only cry louder and longer until we stop and make them comfortable again.

I have heard some say, “Let them cry. If you pick them up every time they cry they will get used to it and not stop until you pick them up.” I am an adult and I cry sometimes.  When I cry I want someone to hold me in their arms, to soothe me, to let me know it’s going to be OK. I want to be comforted. That’s what babies want to know, “It’s going to be OK.” Babies must have their basic needs met; they must feel safe; and they must feel valued in order to develop and learn.They want to be held in someone’s arms. They want to be comforted. Uncomforted babies grow restless, insecure, and angry.

Attachments between parents and their babies begin developing at birth. These positive early attachments of holding, hugging, loving, and caring shape the wiring in the infant brain and establish patterns for how a baby will develop relationships as they grow older. The baby’s brain develops rapidly during the first year of birth and secure parental attachments supports wiring in the brain which enables the ongoing ability of the child to form healthy relationships. Children whose earliest attachments are negative or insecure experience continuing difficulty in developing healthy peer relationships.

Parental consistency is important to the social, emotional and cognitive development of babies and young children. Regularity, predictability, routines, orderliness, and establishing and enforcing limits contribute to a positive consistent environment. Repeated experiences in a consistent environment help strengthen networks of  connections in the brain. These connections form the foundation for the development of trust in others, self-esteem, behavior regulation, and many other abilities.

Go to the Mall on any afternoon, or walk the halls of any school, or look in your own social group and identify the ones who were left to cry louder and longer.

Parents, Education and Our Children; Who is to blame for our national student failures?

January 14, 2013 3 comments

We live in a culture where “Good” parenting, “Responsible” parenting is not a serious part of our national discussion. We do not make the connection between Parenting and Education. We think they are disconnected and we rarely discuss how they are intricately woven together and inseparable. When our school systems fail our children we blame the teachers, the teacher unions, the bureaucracy, the school districts, the lack of money, the political parties, anything that points the finger outside of parenting. Is this because we are a culture that is unable to accept responsibility for our decisions and actions, or the blame for our national failure as Parents?

We rarely look into the classroom to see what it is that brings disorder and distraction into the educational lives of our students. If we look inside these hallowed rooms we will see children who suffer from various, or all forms of the following: emotionally impoverished, intellectually neglected, physically undernourished, desperate for acceptance within their peer group, and because of  low self-esteem they follow; they do not lead.

Who has birthed and raised these children? What do they see when their children dress like vagabonds, speak illiterately, live slovenly lives, lack basic civilizing manners and respect for authority, their peers, and their parents? Or, are these children the mirror of their own lives? What is it about parenting that so many do it so badly?

It is done badly by so many because of repetitive life cycles preceding birthing that few transcend and break. My parents did, as so many of their generation. As a culture we have failed to address how we help those, who are trapped in these cycles, to understand the seriousness of birthing and parenting. When we abandon the real causes of dilapidated and non functioning educational systems, we abandon the children in them. There is a memorial to the Holocaust Jews in Boston. It reads something like this (paraphrasing)…“First they came for the Gypsies and I did nothing; then they came for the Jews and I did nothing, then they came for the Christians and I did nothing, then they came for me and there was no one to do something…” Who in our culture is serious about doing something?

We blame our failures in parenting on poverty; I say it is ignorance and the inability to transcend it. I was poor; we lived in poverty. The difference in my life were parents whose vision for their children was rooted in education. They knew then, as we know now, that you cannot succeed if you are undereducated or illiterate. We did not take food stamps, charity, or assistance of any kind. There was the fundamental definition between pride and shame. Shame was repugnant. Their pride eclipsed poverty. They knew it was their responsibility to improve the next generation, their children.

The usual cultural chorus I hear is, “Those times were different from these times”. That is correct; we now live in times where those in poverty are kept in poverty by what we now call ‘Social Services’. However, parenting hasn’t changed in a millennium. When Children reach up they still need the comfort of big arms, the comfort of soft voices when they cry, the comfort of community, and the stability and security of family, which means 2 parents – a Father and a Mother. These things never change, Never!

A generation has failed their children and in doing so have bound them to poverty and degradation. These children come to our schools and to our teachers unprepared in the most basic life skills; positive self esteem, good health, early cognitive skills, and intellectual and creative curiosity. BUT, more importantly, these hapless children are not provided a home, no matter how diminished in material things, that is stable, secure, with 2 parents working together to bring the generation they birthed into a greater vision from which they came. The educational statistics for minority communities are horrific. There will be no recovery in our life time if we fail to do something. The solutions are not about money or political programs.

Teachers are not baby sitters and they do not teach values. They teach Mathematics, English, Science. Teachers are not disciplinarians or policemen. Educational facilities should not be places where parentally abandoned children are dumped to cause chaos.

“If we don’t stand for something we are apt to fall for nothing.”

No Child Left Behind – The Basketball Version

September 6, 2012 2 comments

My friend Rob, who is a retired special education teacher, knows my passion for educating children to be skilled and knowledgeable participants in the emerging highly competitive global economy. He handed me an envelope. I read the contents. What follows is a summary of …

No Child Left Behind – The Basketball Version:

  1. All teams must advance to the Sweet 16, and all will win the championship. If a team does not win the championship, they will be on probation until they are the champions, and coaches will be held accountable.
  2. All kids will be expected to have the same basketball skills at the same time and in the same conditions.
  3. No exceptions will be made for interest in basketball, a desire to perform athletically, or genetic abilities, or disabilities.

All Kids Will Play Basketball at a Proficient Level:

  1. Talented players will be asked to practice on their own, without instruction. This is because the coaches will be using all their instructional time with athletes who aren’t interested in basketball, have limited athletic ability, or whose parents don’t like basketball.
  2. Games will be played year round, but statistics will only be kept in the 4th, 8th and 11th games.
  3. This will create a New Age of sports where every school is expected to have the same level of talent and all teams will reach the same minimal goals.
  4. If no child gets ahead, then no child will be left behind. They will be issued vouchers for moving closer to the successful team’s area.
  5. Any children who do not show immediate promise, or who show serious basketball visual-motor deficiencies in early grades will be given the “Dribbles Test of Early Basketball Behavior”, even if the child has one leg  or came from a country that has never played or supported basketball.
  6. Even if there is plenty of evidence supplied by sports psychologists that there are hundreds of other conditions that can cause bad dribbling, the child will play successfully.
  7. The administration may consider not requiring them to dribble since it actually is not required in order to be successful at basketball, but it sure helps.
  8. A reasonable accommodation for students under a 504 plan would be to allow them extra distance when being guarded so they can pass the ball more proficiently.
  9. Elevator shoes should also be allowed for students of below average height and any players over 6’2″ may have to have jump restrictions to make this fair to those who are vertically challenged.
  10. The parents of the tall students might also be required to pay extra for the coaching of the short students since they obviously come from a genetically-advantaged background for basketball.

Is this humorous parody, yes it is. I did laugh for about a second.

More importantly, is this how government asserts their vast store of knowledge and insight into how our teachers should be educating their students? It seems the more the government interferes in the classroom the lower the standards become. Government does not understand that this isn’t about money; it’s about teacher talent and passion.

The United States is now experiencing dismal world wide rankings against 34 countries in spite of billions of dollars spent in government programs. The three-yearly OECD Programme for International Student Assessment (PISA) report, which compares the knowledge and skills of 15-year-olds in 70 countries around the world, ranked the United States 14th out of 34 OECD countries for reading skills, 17th for science and a below-average 25th for mathematics.

We can safely assume that not one child was left behind, but that all were left behind!

Education, e-ducare, A leading Out and Leading into the Light…

September 1, 2012 1 comment

Why do we educate?

We educate for a change in the human mind, like a birth is to a newborn. It is to change the student and bring him from darkness into light, from small mind to large mind, from ignorance to knowledge, but most importantly from Stupidity to Wisdom. It is not primarily, as most think, for a job, for making money, for a change in class status, for a veneer of culture, or for success.

Education’s principal foundation is for making humans more human and for making them larger inside. Education is the only vehicle we have in any society that allows us to elevate humans from shouting, screaming, primitive creatures, who are unable to reason and think, to enlightened humans with differing life views who participate in a discourse of civility.

The goal is to have the student arrive at a moment in time where they experience in their life a flourishing power of the mind. In this intellectual maturity they reach their exhilarating human power where they see clearly, are not influenced by deceivers or influenced by power. They are the ones who are filled with the power that only knowledge brings. They arrive at decisions of value for their lives. Their power affords them the ability to spurn the false ones and move into the light of clarity with vision. This is what Teachers do. This is the goal of e-ducare.

The primary end in education is the student. The teacher’s function is to bring to life for the student the historical scientific, literary and mystical knowledge that history has left in our timeless records. The teacher is the link to this human power for each student that crosses his path. If teachers are to “raise the dead” for their students, then it should not be the “dead” who are changed. It should be the students who are changed by experiencing these authors, sages, mathematicians, scientists, and inventors from our past and present knowledge. The student is then able to ask the right questions.

The student develops a discourse based upon logic, not emotion; a discourse of reason supported by knowledge. The student becomes the power in his life. He is not dependent upon outside false prophets. The student is free because he thinks and reasons.

  “It is easier to build strong children than it is to repair broken men.”   Fredrick Douglass

What is Classical Education?

I was preparing to write a post on Classical Education when I went back and looked at “The Well Trained Mind”, published first edition in 1999. I then went to the Word Press blog called “The Well Trained Mind“, and read a piece by Susan Wise Bauer. I have copied it in its entirety for my readers as it is the most thought provoking discussion available on the subject of What is Classical Education?

This will alter the way you perceive education in our American public school systems. It will stop you in your tracks, make you turn and reflect upon your education and that of your children. It will bring an understanding of where we went wrong and why American schools are failing to produce literate, articulate, creative, lateral thinkers in this highly competitive global economy.

BEHOLD THIS ENLIGHTENING SUMMARY BY SUSAN WISE BAUER:
Classical education depends on a three-part process of training the mind. The early years of school are spent in absorbing facts, systematically laying the foundations for advanced study. In the middle grades, students learn to think through arguments. In the high school years, they learn to express themselves. This classical pattern is called the trivium.

The first years of schooling are called the “grammar stage” — not because you spend four years doing English, but because these are the years in which the building blocks for all other learning are laid, just as grammar is the foundation for language. In the elementary school years — what we commonly think of as grades one through four — the mind is ready to absorb information. Children at this age actually find memorization fun. So during this period, education involves not self-expression and self-discovery, but rather the learning of facts. Rules of phonics and spelling, rules of grammar, poems, the vocabulary of foreign languages, the stories of history and literature, descriptions of plants and animals and the human body, the facts of mathematics — the list goes on. This information makes up the “grammar,” or the basic building blocks, for the second stage of education.

By fifth grade, a child’s mind begins to think more analytically. Middle-school students are less interested in finding out facts than in asking “Why?” The second phase of the classical education, the “Logic Stage,” is a time when the child begins to pay attention to cause and effect, to the relationships between different fields of knowledge relate, to the way facts fit together into a logical framework.

A student is ready for the Logic Stage when the capacity for abstract thought begins to mature. During these years, the student begins algebra and the study of logic, and begins to apply logic to all academic subjects. The logic of writing, for example, includes paragraph construction and learning to support a thesis; the logic of reading involves the criticism and analysis of texts, not simple absorption of information; the logic of history demands that the student find out why the War of 1812 was fought, rather than simply reading its story; the logic of science requires that the child learn the scientific method.

The final phase of a classical education, the “Rhetoric Stage,” builds on the first two. At this point, the high school student learns to write and speak with force and originality. The student of rhetoric applies the rules of logic learned in middle school to the foundational information learned in the early grades and expresses his conclusions in clear, forceful, elegant language. Students also begin to specialize in whatever branch of knowledge attracts them; these are the years for art camps, college courses, foreign travel, apprenticeships, and other forms of specialized training.

A classical education is more than simply a pattern of learning, though. Classical education is language-focused; learning is accomplished through words, written and spoken, rather than through images (pictures, videos, and television).

Why is this important? Language-learning and image-learning require very different habits of thought. Language requires the mind to work harder; in reading, the brain is forced to translate a symbol (words on the page) into a concept. Images, such as those on videos and television, allow the mind to be passive. In front of a video screen, the brain can “sit back” and relax; faced with the written page, the mind is required to roll its sleeves up and get back to work.

A classical education, then, has two important aspects. It is language-focused. And it follows a specific three-part pattern: the mind must be first supplied with facts and images, then given the logical tools for organization of facts, and finally equipped to express conclusions.

But that isn’t all. To the classical mind, all knowledge is interrelated. Astronomy (for example) isn’t studied in isolation; it’s learned along with the history of scientific discovery, which leads into the church’s relationship to science and from there to the intricacies of medieval church history. The reading of the Odyssey leads the student into the consideration of Greek history, the nature of heroism, the development of the epic, and man’s understanding of the divine.

This is easier said than done. The world is full of knowledge, and finding the links between fields of study can be a mind-twisting task. A classical education meets this challenge by taking history as its organizing outline — beginning with the ancients and progressing forward to the moderns in history, science, literature, art and music.

We suggest that the twelve years of education consist of three repetitions of the same four-year pattern: Ancients, Middle Ages, Renaissance and Reformation, and Modern Times. The child studies these four time periods at varying levels — simple for grades 1-4, more difficult in grades 5-8 (when the student begins to read original sources), and taking an even more complex approach in grades 9-12, when the student works through these time periods using original sources (from Homer to Hitler) and also has the opportunity to pursue a particular interest (music, dance, technology, medicine, biology, creative writing) in depth.

The other subject areas of the curriculum are linked to history studies. The student who is working on ancient history will read Greek and Roman mythology, the tales of the Iliad and Odyssey, early medieval writings, Chinese and Japanese fairy tales, and (for the older student) the classical texts of Plato, Herodotus, Virgil, Aristotle. She’ll read Beowulf, Dante, Chaucer, Shakespeare the following year, when she’s studying medieval and early Renaissance history. When the eighteenth and nineteenth centuries are studied, she starts with Swift (Gulliver’s Travels) and ends with Dickens; finally, she reads modern literature as she is studying modern history.

The sciences are studied in a four-year pattern that roughly corresponds to the periods of scientific discovery: biology, classification and the human body (subjects known to the ancients); earth science and basic astronomy (which flowered during the early Renaissance); chemistry (which came into its own during the early modern period); and then basic physics and computer science (very modern subjects).

This pattern lends coherence to the study of history, science, and literature — subjects that are too often fragmented and confusing. The pattern widens and deepens as the student progresses in maturity and learning. For example, a first grader listens to you read the story of the Iliad from one of the picture book versions available at any public library. Four years later, the fifth grader reads one of the popular middle-grade adaptations — Olivia Coolidge’s The Trojan War, or Roger Lancelyn Greene’s Tales of Troy. Four more years go by, and the ninth grader — faced with the Iliad itself — plunges right in, undaunted.

The classical education is, above all, systematic — in direct contrast to the scattered, unorganized nature of so much secondary education. This systematic, rigorous study has two purposes.

Rigorous study develops virtue in the student. Aristotle defined virtue as the ability to act in accordance to what one knows to be right. The virtuous man (or woman) can force himself to do what he knows to be right, even when it runs against his inclinations. The classical education continually asks a student to work against his baser inclinations (laziness, or the desire to watch another half hour of TV) in order to reach a goal — mastery of a subject.

Systematic study also allows the student to join what Mortimer Adler calls the “Great Conversation” — the ongoing conversation of great minds down through the ages. Much modern education is so eclectic that the student has little opportunity to make connections between past events and the flood of current information. “The beauty of the classical curriculum,” writes classical schoolmaster David Hicks, “is that it dwells on one problem, one author, or one epoch long enough to allow even the youngest student a chance to exercise his mind in a scholarly way: to make connections and to trace developments, lines of reasoning, patterns of action, recurring symbolism, plots, and motifs.”

Brilliant, thought provoking analysis! I could never had said it better!

And, if you have not seen “Akeelah and the Bee” please rent it for its amazing discourse on the power of language, its origins, and structure.

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