This is about more than just saving money: when the internet is a place where anyone, anywhere, can set up a website to talk about their passion and interact with like-minded people, and where anyone with an internet connection can find them, self-directed learning can take us anywhere … If we can't save net neutrality, young people who want to take charge of their own education will find that the internet has been turned into just another place where someone else decides what they can read, watch, and listen to …Read More
This collection of Gene Burkart's writing from his newspaper column and speeches is a moving and powerful testament to the need for people to create and sustain love and friendship in a world of over-reaching institutions that erode those values . . .Read More
Many educators grasp the importance of letting children learn through their own joy and passions, but almost none recommend that unschooling can be a sound way to do so. Even fewer dare to be education heretics and question why we need to box children into schools and how else they might learn and grow in today's world . . .Read More
Education and Consumerism: Have schools confused being a consumer with being a citizen? Ivan Illich wrote, "The existence of schools produces the demand for schooling. Once we have learned to need school, all our activities tend to take the shape of client relationships to other specialized institutions . . ."
Carol Black, an Emmy-Award-winning writer/director/producer of both entertainment and documentary television and film, co-creator with her husband Neal Marlens of the television series The Wonder Years, noted for its portrayal of the American public school experience. She studied education and literature at Swarthmore College and UCLA, and after the birth of her children, withdrew from a successful career in the entertainment industry to become involved in the alternative education movement. Schooling the World was the culmination of many years of research into cross-cultural perspectives on education.Read More
Back in 2004, the National Council of La Raza received grants to support the creation of Early College High Schools across the country and determined that some of them would be in Wisconsin. A press conference was held at the Milwaukee Area Technical College to announce the initiative. I was invited to attend.
When I arrived, crews from several local television stations were setting up their cameras and microphones. A group of young people enrolled in the alternative high schools that had been selected to participate in the project were sitting in the back of the room waiting for the dignitaries to show up and the press conference to begin.
I mingled with the students and chatted with some of them. I got to know a young man named Ben who was seventeen. After talking with him for a while, I made a prediction:
In a few minutes, you and your friends will be asked to stand behind the podium and listen to the speakers. At some point, one of them will say something like: “This is a great day for Milwaukee because our children are our future.” When that happens, go over and grab the microphone away from whoever is speaking and tell him: “I’m here right now.”
The press conference began. The students were herded behind the podium. The president of the technical college welcomed everyone and introduced a representative from the National Council of La Raza who described the initiative. Then, he invited the superintendent of the Milwaukee Public Schools up to the microphones. The superintendent said: “This is a great day for Milwaukee because our children are our future.”
Standing behind the cameras, I made eye contact with Ben and gestured to him to do what I had suggested. He smiled shyly, looked down at his shoes, and shook his head. The press conference droned on to its conclusion. When it was over and the media people were packing up their equipment, Ben found me in the crowd.
“How did you know someone would say that?” he asked.
“Because,” I answered, “most of the people in the adult world don’t believe you’re here. They think you are somewhere else they call The Future.”
There are some practical reasons why educators should abandon their “obsessive speculations about the future.” My conversation with Ben points to one of them.
For too long, in modern, industrial societies, adolescents have been given mixed messages. Fashion designers and advertisers treat them as mini-adults and bombard them with seductive images intended to persuade them that they can be sexy at thirteen; while in schools, they are often infantilized. They are told over and over again in subtle, and sometimes in not so subtle, ways that they cannot be expected to make real, useful contributions to their communities until some nebulous “future.” No wonder so many young people feel they are “growing up absurd.”
. . . A second drawback of educators’ obsession with the future is that it is actually a hindrance to parental involvement in the education of their children. Parents, of necessity, must live in the present. They have mortgages to pay, homes to care for, neighbors they are obliged to love as they love themselves, communities to which to contribute. If children are being educated for The Future, then schools are separating, in a fundamental way, children from their parents. And Wendell Berry has pointed out this separation inevitably leads to the undermining of communities:
Neither teachers nor students feel themselves answerable to the community, for the school does not exist to serve the community. It exists to aid and abet the student’s escape from the community into ‘tomorrow’s world,’ in which community standards, it goes without saying, will not apply.
This obsession with The Future is, by definition, irresponsible. To be responsible is “to be able to respond” to someone or something. Since the future has yet to happen, one cannot possibly respond to it. The consequences of the obsession, both for individuals and for communities, are almost entirely negative.
. . . I think our future-obsessed educators misunderstand the true purpose of education. Education is the process by which people become responsibly mature members of their communities. If young people develop character, become familiar with their cultural inheritance and the wisdom of the past, and acquire the habits of mind that will help them think critically, they will find their way to productive adulthood.
By placing the use of the energy and talents of our youth in abeyance, by separating children from their parents and thereby undermining communities, and by irresponsibly presuming to know the future, educators participate in folly, the proportions of which resemble a modern form of idolatry . . .
. . . C. Douglas Lummis, a former professor of International and Cultural Studies who taught in Japan, once asked Ivan Illich in an interview to speculate about a “possible future.” Illich responded sharply: “To hell with the future! It’s a man-eating idol. Institutions have a future…but people have no future. People have only hope.”
It has not always been this way. In the past, in most cultures, people had the sense to know that the future was in the hands of the gods. The classics scholar, Bernard Knox, wrote:
The early Greek imagination envisaged the past and the present as in front of us – we can see them. The future, invisible, is behind us. Only a few very wise men can see what is behind them; some of these men, like the blind prophet Tiresias, have been given this privilege by the gods. The rest of us, though we have our eyes, are walking blind, backward into the future.
The story of how human beings abandoned this understanding and began to believe that the future was ours to design and control is long and has been told a number of times.