Shifting the Way We See Education’s Purpose

Quote of the day from a recent piece in the Washington Post:

“Forget the Common Core State Standards and high-stakes testing. Forget vouchers, school choice, charters, abolition of teacher tenure, and merit pay. Forget school grades, union busting, academic rigor, new technology, flipped classrooms, and most of what’s being written about educating in the mainstream media. And forget those lists that rank nations according to the purported quality of their educational systems.

Deal successfully with the problem that the above and dozens of other scholars have pointed out (all quotes on the ways fragmented curricula necessarily create a  ‘product’ beneficial to nobody you should take the time to read), and the curriculum that emerges will be so illuminating, so powerful, so relevant, so useful, so easily taught and learned, it will change everything it touches.”

I know that I am late to the game in many ways, but this is where I am mentally, though not in my classroom entirely.  I still wrestle with questions and methods. I still worry about how to best serve my students in a fragmented system.  I still question the path currently laid out before me and how to move the path rather than simply stepping off of it.  There are times that I feel I haven’t done enough, but I do see the problem and I do wrestle and question and worry.  I search for ideas and connections and the courage to do what I know to be right.  It is the last portion of the above quote that drives me.

“…the curriculum that emerges will be so illuminating, so powerful, so relevant, so useful, so easily taught and learned, it will change everything it touches.”

After a lifetime dedicated to the craft of teaching, I really want to be a part of that type of learning landscape.

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