Educating the reformers, redux.


Given the zeal with which Saint Daniels and his minions intend to careen us down a highly ideological yet largely ineffectual educational path, this may become a semi-regular feature around here for a while.

For now, just kindly note that while there’s currently a lot of language coming out of Indy about teachers, accountability, and transferring public money to private (including religious) schools, no one thus far has much to say about what’s actually being taught, tested, and measured. In direct terms, that’s because they don’t have a clue themselves. When one takes a broader view, it’s easy to see as an extension of the usual Daniels M.O. in which paper-based accounting methodology takes precedence over any real results in our towns and cities.

Thankfully, others are actually thinking about and working on reframing the education debate rather than relying on “reform” as a meaningless, catch-all term to talk about the only thing that really matters to them: money. If, as Daniels is wont to say, money isn’t the answer to our educational problems, then why is it at the center of nearly every Daniels-led discussion on the topic? Shouldn’t we figure out what we want to accomplish before deciding how much funding is needed? Only if one’s goals involve actual pedagogical improvement, I suppose, rather than a bourgeois takedown of the public commons.

Though I’m not terribly fond of the insinuations that pleasing corporate CEOs has much to do with the success of our educational system, Dr. Tony Wagner, co-director of Harvard’s Change Leadership Group, here presents what he believes are essential skills for students moving forward. I’d suggest they belong in the governor’s office as well.

Thanks to KW for sharing.