Re: WSJ today: Chester Finn and Diane RAvitch's version of a whole child education campaign

["Horn, James" <jhorn@monmouth.edu>]

I would say this represents, "Sound the retreat--full speed
reverse"--all the way back to 1893, in fact--while pretending this has
been the message all along.  A coalition is building between the Core
Knowledge disciples and the rat psychology afficionados.  Of course,
testing will determine competency in this essentialist rape of the
liberal arts, and it will leave behind the same groups that have always
been left behind.

-----Original Message-----
From: arn-l-owner@interversity.org [mailto:arn-l-owner@interversity.org]
On Behalf Of Lisa Guisbond
Sent: Wednesday, August 08, 2007 2:50 PM
To: care@yahoogroups.com; brooklinecare@yahoogroups.com;
arn-l@interversity.org; ARN-state@yahoogroups.com
Subject: [arn-l] WSJ today: Chester Finn and Diane RAvitch's version of
a whole child education campaign

 

 

To quote the old Steven Stills anthem: "There's something happening
here.
What it is ain't exactly clear."

 

The Wall Street Journal's oped page is a surprising place to see an
indictment of the way NCLB is narrowing and dumbing down education and
these authors are surprising advocates of a "well-rounded liberal arts
education,"
known in some quarters as a whole child education. Even more surprising
to see them predicting NCLB and its spawn widening the gaps between the
haves and the have nots! Here are excerpts from Chester Finn and Diane
Ravitch in today's WSJ. [The whole text is available to subscribers only
or purchasers of today's edition.]

Lisa

 

FREE PREVIEW


Not By Geeks Alone 


By Chester E. Finn, Jr. and Diane Ravitch 

Word Count: 1,125 

In a globalizing economy, America's competitive edge depends in large
measure on how well our schools prepare tomorrow's workforce.

And notwithstanding the fact that Congress and the White House are now
controlled by opposing parties, lawmakers on both sides of the aisle are
bent on devising new programs and boosting education spending.

Consider the measure -- the America Competes Act -- that recently passed
Congress and is on its way to the president's desk. The bill will
substantially increase government funding for science, technology,
engineering and math ("STEM" subjects). President Bush, Education
Secretary Margaret Spellings as well as House Speaker Nancy Pelosi and
Senate Majority Leader Harry Reid support this initiative. Nearly all of
the 2008 presidential candidates endorse its goals. And 38 state
legislatures have also recently enacted STEM bills. The buzz is as
constant as summer cicadas.

 

Indeed, STEM has swiftly emerged as the hottest education topic since No
Child Left Behind. They're related, too. NCLB puts a premium on reading
and math skills and also pays some attention to science. Marry it with
STEM and you get heavy emphasis on a particular suite of skills.

 

But there is a problem here. Worthy though these skills are, they ignore
at least half of what has long been regarded as a "well rounded"
education in Western civilization: literature, art, music, history,
civics and geography.
Indeed, a new study from the Center on Education Policy says that, since
NCLB's enactment, nearly half of U.S. school districts have reduced the
time their students spend on subjects such as art and music.

This is a mistake that will ill-serve our children while misconstruing
the true nature of American competitiveness and the challenges we face
in the 21st century.

Some additional quotable quotes from my hard copy:

"We're already at risk of turning U.S. schools into test-prepping skill
factories where nothing matters except exam scores on basic subjects.
That's not what America needs nor is it a sufficient conception of
educational accountability. We need schools that prepare our children to
excel and compete not only in the global workforce but also as full
participants in our society, our culture, our polity and our economy." 

And this:

"Creating such a system calls .for recalibrating academic standards and
graduation requirements, as well as amending our
testing-and-accountability schemes-most certainly including NCLB-by
widening the definition of "proficient" to include reasoning, creativity
and knowledge across a dozen subjects as well as basic cognitive
skills."

 

And this, if we don't change:

"Rich kids will study philosophy and art, music and history, while their
poor peers fill in bubbles on test sheets. The lucky few will spawn the
next generation of tycoons, political leaders, inventors, authors,
artists and entrepreneurs. The less lucky masses will see narrower
opportunities. Some will find no opportunities at all, which frustration
will tempt them to prey upon the fortunate, who in turn will retreat
into gated communities, exclusive clubs, and private this-and-that's,
thereby widening domestic rifts and worsening our prospects for social
cohesion and civility."