Doug Johnson

What If Education Really Worked?
LM_Net HIT, June 200 (and subsequent article I don’t remember where published)

At a recent lecture, a speaker as an aside tossed out the question “What would happen if education REALLY worked?” I’ve been a bit haunted by that question ever since and asked a number of friends and family their reactions.

For argument sake, let’s say that if education REALLY worked that all students would leave school having mastered basic reading, writing, and math skills and were information literate - they could find, analyze, and use information to solve real problems.

My cynical side says that we’d have a lot of unemployed politicians. My son who had just completed an 8th grade human sexuality unit thought there would be fewer STDs and unwanted pregnancies. One friend worried that his favorite fast food restaurant would close for lack of staffing.

In early June 2000 I asked the members of LM_Net (an electronic discussion list for school library professionals) about their ideas of an imaginary world in which education REALLY worked. Dozens of responses came back – thoughtful, angry, humorous, and, yes, off topic

A number of respondents took me to task boldly declaring education DOES work:

Education does work. I have yet to see a person who wanted to be educated fail in that task. Education works as well has human beings work…

What are you talking about?!! Education does work. In my 12 years of teaching, I have often been astounded by the difference in skills and insights that students and, yes, teachers and parents display because of the educational process.

Come on, I personally know both children and adults who are functionally illiterate or don’t seem to have the skills needed to function very well in society.

Others felt I was a bit naïve in my definition of an educated person:

I think you’re assuming that if education really worked that it would really work for everyone regardless of ability or learning style. As desirable as that is, is it realistic or even possible?

Hey, this is a “what if” question.

Surprisingly few respondents looked at the economic or political aspect of an educated populous:

…there would continue to be people in all areas of work. The difference would be that we wouldn’t look down upon different jobs, but realize how necessary each person is to the big picture.

It would be the demise of telemarketing, because intelligent people would not have the inclination to invade the privacy of another’s’ home for pay.

…manual labor and working at a fast food restaurant would be a high paying job. The laws of supply and demand would make it happen since very few people would want a job that didn’t use creative skills.

Perhaps we’d see the predatory economic scams played on the poorly-educated such as televisions “leased” at exorbitant rates, costly mail order weight-loss schemes, and state lotteries evaporate as well.

Happily, a good number of folks saw the humanizing aspect of education being the foremost benefit:

If education means the realization of human potential, then more people would be living at a higher level of human performance…

If education really worked, ALL of our students would be CURIOUS and would want to learn just for the sheer joy of knowledge.

…we would have a world in which people acted more kindly/politely towards each other, because we would all have learnt to try to see and understand others’ points of view and situations, and be able to think out how to act accordingly.

…the people of the world would go a long way in the areas of tolerance, kindness, and understanding.

I have to believe that intolerance and prejudice is primarily caused by ignorance, rather than stupidity. And ignorance is curable by education whereas stupidity is not.

But perhaps my favorite speculations were the pithiest:

 

If education really worked, we’d look forward to Friday mornings the way we now look forward to Friday afternoons. (Is the “we” in this message meant to refer to teachers or students?)

If education really worked, back to school night would be like one big barbecue.

…teachers would be paid more because it would seem like they’re turning out a “quality product,” and therefore their labors would be rewarded. Maybe.

If education worked, it would be seen as a joyful, life-long opportunity instead of its current status as a purgatory through which one must suffer before getting on with one’s real life.

 

This is but a sample of the remarks gathered from my fellow professionals in the school library world. You can read the complete list of responses below.

Please add your own ideas about how the world would be different if education REALLY worked, since I’m not yet satisfied that the question has been well answered.

 

Original post and responses:

For your consideration…

At a recent lecture, a speaker as an aside tossed out the question “What would happen if education REALLY worked?” I’ve been a bit haunted by that question ever since and have asked a number of friends and family their reactions.

For the sake of clarity, let’s say that if education REALLY worked that all students would leave high school having mastered basic reading, writing, and math skills and were information literate - they could find, analyze, and use information to solve real problems.

My cynical side says that we’d have a lot of unemployed politicians. My son who had just completed an 8th grade human sexuality unit thought there would be fewer STDs and unwanted pregnancies. One friend worried that his favorite fast food restaurant would close for lack of staffing.

In early June of 2000 I asked the members of LM_Net and MEMO-L for their ideas about their ideas of an imaginary world in which education REALLY works to email them to me. Find below their responses. It’s interesting reading - thoughtful and often humorous.!

Thanks to everyone who sent in ideas! Add YOUR observation below.

Doug

If education really worked ALL of our students would be CURIOUS and would want to learn just for the sheer joy of knowledge. Ruie Chehak , Cedar Rapids, IA rchehak@esc.cr.k12.ia.us

The answer to “What if education really worked?” depends upon what we mean by education and what we intend. If education is what we intend, then I suppose a welter of things would happen since we cannot all be expected to attend the same thing. If education means the realization of human potential, then more people would be living at a higher level of human performance, though certainly not all at the same level since supposedly not everyone has the same potential.

But if education is what people want to learn, we can say education already does work! Education is what we as learners are willing to pursue and willing to commit ourselves to. Thus also diversity. We all have our own ideals, I suppose. Among mine are that the educated person:

    Questions the self and is willing to live with complexity, indeterminacy and doubt.
    Pursues learning on a continuous life-long basis.
    Seeks integration of what is new and informative with what is known; that is, continually reshapes individual knowledge, casting out the false and
    dubious.
    Accepts what is different and understands what supports the lives of others.
    Is never bored, even when alone, with nothing to read or handle.
    Thinks about the future and plans ahead.
    Recognizes their part in shaping the shared universe.
Roger Sween, Roger.Sween@state.mn.us

If education really worked, students would find their spot in the world based on their individual talents and areas of interest. So I think there would continue to be people in all areas of work. The difference would be that we wouldn’t look down upon different jobs, but realize how necessary each person is to the big picture. (The multiple intelligences approach to life.) And, each person would take pride in the work they do, utilizing those skills taught that are necessary for success. I like your son’s idea. Maybe by fewer unwanted pregnancies, each child would be treasured and their educational needs fostered. They would, in turn, see more educational successes. Jan Cole, Librarian, Duncan, OK rccole@texhoma.net

Education does work. I have yet to see a person who wanted to be educated fail in that task. Education works as well has human beings work…The question is rather do students want to learn what we are trying to teach them? Some of the same kids I “flunk” teach me all about MP3s I think education does work…Some people expect indoctrination rather than education. David N. Triche [dtriche@lausd.k12.ca.us]

I think if education really worked we would have a world in which people acted more kindly/politely towards each other, because we would all have learnt to try to see/understand others’ points of view and situations, and be able to think out how to act accordingly. Among other advantages of course. Elizabeth Bentley, London elizabeth@wardrobe.dircon.co.uk

Off the top of my head, I would hope that if education REALLY worked that we would intellectually understand that despite superficial differences everyone is really alike. Everyone wants respect and the right to the same rights and privileges that so many take for granted. Perhaps we could get beyond prejudice and develop a rather “Star Trek” ideal of the variety of many working for common ideals. Floyd Pentlin fpentlin@lsnhs.leesummit.k12.mo.us

I found your question very interesting. Living in a county that is now involved in “testing scandal,” it is a question well worth pondering in this area. To me, it is obvious that if education were really working, there would not be a need for standardized testing to measure the success of the education system. When teachers are “required” to devote so much of their instructional time to test preparation, much real education is lost. When staff and students feel that the pressure to score well is so intense that they have to “cheat”, or they completely cave in because of the stress—then to me there is a real problem with the testing philosophy. True the “cheater” is making a bad judgment call, but perhaps some of the blame should be lain at the door of the perpetrators of the system. All one has to do is look at the way some of the students are answering test questions to see that not only are these kids not learning the basics of traditional curriculum, the “testing education” is also not working. Whether this is because the teachers don’t have the time to teach properly, or students are not learning properly, or parents are not providing support, or the tests are not a good way to measure the education process, or a combination of all of the above, I’m hard put to say. If education really worked, each student would be able to read, write, converse and solve problems successfully relative to the grade he has completed. This in turn, would prepare the student for whatever the next phase would be— whether it is moving on to the next grade, entering college, going into vocational training, entering the job market immediately, or even getting married and starting a family. Hand in hand with the education process in today’s society, are many issues and concerns that educators have to deal with in trying to teach… children with physical, mental and emotional disabilities, children from dysfunctional and abusive homes, and so on. For example, I had a kindergarten teacher tell me a couple of years ago that in her class of 23 5-yr olds she had: 11 students whose parents (one or both) were under 21, 13 students came from single parent homes, 9 were documented victims of physical or sexual abuse, 1 was homeless, 7 had major learning disabilities. This may be an extreme case. In the same class, there may have been students who had both parents in a nice home—but both parents worked and the kids were at daycare from 6am-6pm every day. Are these situations conducive to successful education? Are they unavoidable? Your question raises many other questions. Frannie T. Germantown, MD Franziska_Turrell@fc.mcps.k12.md.us

I’d like to think that if education really worked that the people of the world would go a long way in the areas of tolerance, kindness, and understanding. A lot of right things could be achieved by more enlightened individuals. BUT people would reflect what they were taught! Not all educators, leaders, and parents would teach tolerance, kindness, and understanding!!!!!!!!!!!!!!! This is extremely interesting. Saranne Gans, Irving, TX biologybook@earthlink.net

You’re assuming that if education really worked all students who started in kindergarten would actually graduate from high school. Barring injury or death, there are so many factors that would prevent a student from graduating - family emergency, lack of motivation (that doesn’t necessarily have anything to do with education or its effectiveness), etc. I think you’re also assuming that if education really worked that it would really work for everyone regardless of ability or learning style. As desirable as that is, is it realistic or even possible? I’m not sure. We do the best we can with what we have to work with - on both sides (student and teacher). I remember a wise person telling me one time that the statement, “All men are created equal” is absolutely true - but that’s as far as it goes. Our world is not equal: people don’t learn equally and teachers don’t teach equally. I think there will always be poverty and wealth, always sick and healthy, always able and disabled - that’s what makes our world what it is. Desiring something else is counterproductive, imho. I believe the key is in finding the best in what we’re given, doing the best for those in which we come in contact, and being the best we can be (sorry if that sounds like a Miss America answer!) Hope I’ve provided an alternative point of view… :o) Susan Grigsby, Atlanta Georgia sgrigsby@epstein-atl.org

If education really worked then manual labor and working at a fast food restaurant would be a high paying job. The laws of supply and demand would make it happen since very few people would want a job that didn’t use creative skills. I could paint that picture but so can you. Janet Johns JanLewJohns@hotmail.com

If education really worked, we’d look forward to Friday mornings the way we now look forward to Friday afternoons. Jinnie McDonnell, Wharton, NJ mcdonnel@cybernex.net

If education DIDN’T work, all those chat rooms would be empty because no one could read! Anne Colvin, Ann Arbor, Michigan colvin@aaps.k12.mi.us

I like what you say, but I’d like to add that all students who graduate high school would treat people with respect and integrity. Linda Williams, Spencer, IN lwilliams@socs.k12.in.us

What are you talking about?!! Education does work. In my 12 years of teaching, I have often been astounded by the difference in skills and insights that students and, yes, teachers and parents display because of the educational process. Look at the advances we’ve made as a society in our attitudes toward each other and ourselves. Of course we have a long way to go, but we humans are full of flaws, and our education will always be a long process. Marsha Hauser, Edgewood, IA mhauser@edge-cole.k12.ia.us

It would be the demise of telemarketing, because intelligent people would not have inclination to invade the privacy of another’s’ home for pay. (two days home on summer leave and I’m up to 15 calls a day!!) Kristel Mayberry, Omaha, NE mayberrk@ops.org

If education really worked, back to school night would be like one big bar-b-que. Terri Wilson, Corona, CA mzwil@juno.com

I’m not sure anything ever really works for long anymore including my toaster which was only 3 years old and had to be replaced. The mentality of the United States (in my perspective) is not excellence but getting by the best way you can. We need more walk the talk rather than the talk. I do believe education would work better if sports were run by private clubs and dedication to the original purpose of school which I believe was academics were the priority and focus. If this is not the original purpose and focus, then educators need to get on the right page. After much experience and years of living, I continue to believe some words a dear friend told me when I was your son’s age: People find time, money, etc. (resources) for their priorities. Education in this country is not a priority and money won’t fix it. We need a direction for teachers and a way to get the best teachers in the profession. We need all students focused on why they are there and how it will help. I know this is rambling but I also know like you said it is the end of the year. (Anonymous by request.)

If Education really worked, teachers would be paid more because it would seem like they’re turning out a “quality product,” and therefore their labors would be rewarded. Maybe. Reggie Buresh rburesh@ties.k12.mn.us

Thanks for sharing the above. Embraced with respect, it offers an excellent answer to your question. Education really works when those being educated are invited and encouraged to thrive, as individuals, on their own paths. Following is an answer which is almost as succinct, plus one which wanders a bit, but may also get there as well.

When those of us who achieved that miracle, know to recall what it was which compelled us to learn to walk, we will trust ourselves to remember what life and learning are about—and take new steps accordingly.

Simplicity

The problem, or condition, which leaves us a temporarily failed or dysfunctional nation, is a simple one. We think we may not trust ourselves, and we think this is as it should be. The simple solution, then, is to understand the fact that by lacking trust in ourselves we can not possibly trust our fellows, and community fails. Failed community is failed society and nation—is chaos. Chaos is hopelessness, leading either to despair—or hope.

The cycle of self doubt is rooted in the established and accepted tradition that we see it as appropriate to allow ourselves to judge and to be judged in our efforts to learn and to grow. The basis of supposed public education is that those of us who are empowered to teach and to administer teaching are also graced with the power to put down others who simply do not conform to our standards, and in the time frame dictated by us. This compares to judging as failure one who does not reach puberty by age ten, or twelve, or fourteen—or forty! It compares to a physician downgrading and dismissing his patient for not healing in the physician’s (or the HMO’s?) prescribed time frame.

It equates to our punishing the very kids who once might have trusted us; being indulged or humored in inflicting this punishment only while those same kids yet dare, want, and/or choose to trust in us, despite our failings.

Put simply, blaming our kids for failure in compulsory public “education” compares to blaming jetliner crash victims for their fate (except they, at least, presumably chose to fly… ).

We might be embarrassed at our silliness; our cowardice; our shame.

Ask yourself: who among us would quietly acquiesce to the notion that the responsible arresting officer could also serve fairly and appropriately as their defense attorney? Yet this same conflict of interest persists through the sanctioned practice of teaching AND grading in the institutions of learning to which we routinely relegate our kids. To what useful purpose, or end?

A true teacher’s professional purpose and function must be to teach, thus to facilitate learning, only. For when we add grading or judging to the permutation we destroy all possibility of Reasoned success. We work in contradiction of our espoused mission. We strip the learner of the ability or the possibility to learn to trust him or herself to decide and to determine what is or will be necessary and good for him or her to learn and to master, in order to thrive, personally, in their world. We deny their authority—indeed their need—to know to discover, and then to trust, themselves, in order that they might trust to freely and unselfishly share their personal gift of unique and glorious self with their world.

Simply.

And somewhere in our souls we all know this fact.

But we, ourselves, are conditioned or “taught” to doubt, to be ashamed, and to deny what we know . Did not our “teachers” tell—even advise—us as to whether we are, could, or would be, successes or failures? How could we possibly trust ourSELVES to decide what is and should be important for our selves?

And when might we?

Come on. How can we NOT trust ourselves? Self worth may not be force fed or appended from without to one’s essence or being.

That self knowledge, self discovery and self trust are necessary conditions for our ability to share should be apparent—obvious—but we remain afraid to trust and to embrace this basic fact, for (again) we are afraid to trust our selves.

What appears to be required to break this cycle is a major leap of faith which seems to go against all “reason,” as “taught” to us, and thus apparently accepted (along with the emperor’s old clothes) by our society. Yet letting go of so-called society’s faulty perspective is exactly what is requisite to our finally achieving society, where society is defined as people sharing in genuine trust, for their mutual benefit and edification.

Thus, rather than a leap of faith, it is but a simple, natural step:

We need to remember to trust ourselves and our world, simply. We are alive—as we dare choose to be.

I am a teacher, by choice and by profession. Because of this, there are no grades in my “classroom.” There cannot be. There are but individually garnered standards, as there simply must be while we learners remain unique, diverse and genuinely individual—thus true to our selves. For I would be a teacher in deed and in fact, or not at all. Thus, I could never indulge myself for any vacuous reason (and all such reasons are vacuous) to fail, downgrade, or abandon a single trusting learner, and likewise, therefore, fail, downgrade and abandon myself and my profession.

My world functions and life is good, because those in my world trust to give back to our world our very best—with neither fear nor need of coercive judgment—in equal measure, as that world freely and always gives to us. We waste no time fretting about how well others may appear to be doing, in seeming opposition to us. Instead, we prize and honor our time and our gifts, and therefore know to trust, simply, to offer our best and worry not about the rest.

Welcome, please. You are invited to share. Jeffrey E. Kirkpatrick, a simple teacher, learner, neighbor and friend

*****

Grading individuals’ learning is every bit as appropriate as grading individuals’ breathing, or food consumption; which is to say not at all. When something is as essential as breathing, none whose intent and purpose is genuinely beneficial, could conceive of grading another individual’s success or failure in that essential endeavor. The monstrous image of sadistically judging—even mocking or chiding—another’s efforts to run a life-threatening gauntlet comes to mind. Simply inconceivable, eh? Indeed. Surely it is time we learned, at last.

*****

When one has the option and ability to show kindness and mercy, and to give grace, yet fails to do so, while invoking and/or hiding behind some loveless policy, one reveals oneself as coward, at best, and abusive bully at worst.

For shame.
Can we not think of the children, please?
Jeffrey E. Kirkpatrick Aurora, CO jeffkirk@concentric.ne