Posts in Parenting
Slow Homeschooling

"I think children need slowness even more than adults do. It’s in those moments of quiet, of unstructured time, of boredom even, that kids learn how to look into themselves, how to think and be creative, how to socialize. We are doing a great disservice to our children by pushing them so hard to learn things earlier and earlier and by keeping them so busy . . ."

Read More
Parental Involvement with Children's Schoolwork is Overrated

"Most people, asked whether parental involvement benefits children academically, would say, “of course it does.” But evidence from our research suggests otherwise. In fact, most forms of parental involvement, like observing a child’s class, contacting a school about a child’s behavior, helping to decide a child’s high school courses, or helping a child with homework, do not improve student achievement. In some cases, they actually hinder it . . . "

Read More
Do Hunter–Gatherers Spoil Children?

In 1975 The Continuum Concept was published and John Holt was an early, enthusiastic supporter of the book as another reason why parents should trust themselves and their children to learn and grow without constantly referring to experts to be sure they're doing it okay. Today, hunter-gatherer cultures are studied more but, as this exchange shows, what we can learn from them is difficult for many to grasp.

Read More
Don’t Let the Shadow of the Future Cloud Children’s Lives

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.”[1]

 

. . .  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.[2]

 

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.”[3]

 

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.[4]

 

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.[5]

Read More