I am in general agreement with Pink’s argument in A Whole New Mind that the world is rapidly changing and that American education must change to accommodate the new reality. Although the shift is a challenge for me personally, I think my curriculum and that of my Practical Arts colleagues at my middle school are already somewhat in alignment with a right-brain mode of pedagogy. I say it is a challenge for me because, even though I try to be creative at times, I find myself all too often ruled by the linear, logical left hemisphere that has been dominant most of my lifetime.
I have been and am fortunate to work for a principal and superintendent that have given me lots of latitude in developing my Technology Education curriculum. I do not have to teach to a test, do not have to give tests, and therefore, am not subject to the pressures that teachers of academics are under. That freedom has allowed me to develop a more right-brained type of curriculum. While I include a fair amount of science and math in my lessons, most class time is spent on hands-on, project-based activity with children learning by doing. I find that in that type of learning a major objective is the encouragement of innovation and creativity. The other Practical Arts subjects that are part of my school’s Practical Arts team—computer applications, music (digital and traditional), problem solving, and art—also stimulate creativity with project-based units in their classes. And not surprisingly, the students look forward to our classes as a relief from their more traditional text-book-oriented classes.
While this is a great situation for me, it is at school-budget-election time I and my fellow Practical Arts teachers get nervous. Even though we know what we teach in our classes is just as valuable as the academic classes, when something has to be cut it is we who are looked at. While that is a personal concern, it also brings up a general educational concern. So often, because of the way educational funding is structured, long-term goals are often tossed over-board in order to fulfill short-term financial needs.
Matters are made worse with the No-Child-Left-Behind obsession with rigid testing. Creative curriculum is sacrificed at the alter of the “All Children Must Succeed” mantra. Yes, but, succeed at what? Taking tests?
As long as politicians dictate what happens in our schools and as long as education is funded the way it currently is, I’m afraid that the only schools that have hope of developing along the lines that Pink envisions will be the wealthier ones.
Sunday, September 28, 2008
Sunday, September 21, 2008
A Letter to E.D. Hirsch
Dear Mr. Hirsch,
I am a ten-year teacher who has recently read some of your writings. I was interested in them because I agree with some of the major goals that your Cultural Literacy movement is attempting to achieve. For example I, too, believe that acculturation, defined as the process of conditioning a child to the patterns of a culture, should be pursued as a key goal of education. The creation of better citizens is another objective that needs to be at the center of the curriculum in our schools. And who can disagree with the helping of the disadvantaged? It is an end that all decent educators should be for.
However, it is your prescription for the achievement of these laudable goals that I have some concern with. I cannot accept the premise that the pursuit of Cultural Literacy is the answer if Cultural Literacy predominately means the accumulation of a wide collection of specific, immovable facts. My own experience, as well as studies, show that that is hardly the most effective approach to learning. True learning occurs when it has meaning and relevance to the learner, and meaning and relevance are more liable to develop out of deep coverage of material rather than the shallow memorization of a vast amount of information.
While I believe that Cultural Literacy, which was intended as a remedy for success, has been an ineffective strategy for the improvement of America’s system of education in the past, it could be a recipe for failure in the future if it is adapted in the world of today. The forces of globalization have created a rapidly-changing world in which our children find themselves thrown into the competition of the global marketplace. Full-scale application of Cultural Literacy now may be a prescription for contributing to the decline of our American way of life. That is, major ingredients involved in the success of America have been creativity and innovation: we were the first in heavier-than-air flight, the first to walk on the moon, just to name a few examples. What has been the source of the supply of innovators in our country? I strongly believe it to be the classrooms that encourage critical-thinking, innovation, creativity, and an entrepreneurial spirit.
If we go down the road that you advocate, we will become more like other nations that excel in rote learners, but have a deficit when it comes to flexible thinking. With everything else moving offshore, creativity is one resource we cannot afford to loose.
I know you have modified your views in recent years. Please look around at the world as it is today and consider moving more rapidly and further toward education that promotes innovation. It is our only hope.
Sincerely,
Norbert Herold
I am a ten-year teacher who has recently read some of your writings. I was interested in them because I agree with some of the major goals that your Cultural Literacy movement is attempting to achieve. For example I, too, believe that acculturation, defined as the process of conditioning a child to the patterns of a culture, should be pursued as a key goal of education. The creation of better citizens is another objective that needs to be at the center of the curriculum in our schools. And who can disagree with the helping of the disadvantaged? It is an end that all decent educators should be for.
However, it is your prescription for the achievement of these laudable goals that I have some concern with. I cannot accept the premise that the pursuit of Cultural Literacy is the answer if Cultural Literacy predominately means the accumulation of a wide collection of specific, immovable facts. My own experience, as well as studies, show that that is hardly the most effective approach to learning. True learning occurs when it has meaning and relevance to the learner, and meaning and relevance are more liable to develop out of deep coverage of material rather than the shallow memorization of a vast amount of information.
While I believe that Cultural Literacy, which was intended as a remedy for success, has been an ineffective strategy for the improvement of America’s system of education in the past, it could be a recipe for failure in the future if it is adapted in the world of today. The forces of globalization have created a rapidly-changing world in which our children find themselves thrown into the competition of the global marketplace. Full-scale application of Cultural Literacy now may be a prescription for contributing to the decline of our American way of life. That is, major ingredients involved in the success of America have been creativity and innovation: we were the first in heavier-than-air flight, the first to walk on the moon, just to name a few examples. What has been the source of the supply of innovators in our country? I strongly believe it to be the classrooms that encourage critical-thinking, innovation, creativity, and an entrepreneurial spirit.
If we go down the road that you advocate, we will become more like other nations that excel in rote learners, but have a deficit when it comes to flexible thinking. With everything else moving offshore, creativity is one resource we cannot afford to loose.
I know you have modified your views in recent years. Please look around at the world as it is today and consider moving more rapidly and further toward education that promotes innovation. It is our only hope.
Sincerely,
Norbert Herold
Tuesday, September 16, 2008
When I came from Germany to the United States with my parents in the mid-1950s, it was only about ten years after the 2nd World War. As I attended elementary school, some kids called me a Nazi. I did not know what that meant, even as my English got better, but it was obvious that it wasn’t a term of endearment. I don’t recall any particular moment when the whole horrible truth of what had happened in the country I came from was laid before me in all its ugliness, but when I finally became totally aware I was ashamed to be from that country.
Later, as I matured, my shame turned into sadness and understanding as I thought, read and watched movies about what had happened. I was still sad that, as a German, my country of birth could allow the rise to power of a madman and the Holocaust to happen. But I also began to reach some level of understanding as I examined the key elements that led to the sickness of Nazi Germany. I believe that the key ingredients were this: a nation was in deep financial distress; a movement with a shrewd leader took power using democratic methods to erode freedom; he accomplished this by exploiting peoples’ insecurities, perpetuating fear and demonizing a group of people; he convinced people that war was the solution to their problems; and too many people went mindlessly along with the evil. I take no comfort from the fact that, unfortunately, given the right conditions, a similar tide of insanity can happen almost anywhere.
I believe that democratic governments are more fragile than most people realize. As some of our founding fathers warned, it requires constant vigilance to preserve democracy. While we, as ordinary people, have little control over most of the ingredients that I believe go into a triumph of evil, we can, as teachers, exercise some influence. That is, we can make a contribution toward the preservation of democracy by promoting critical thinking in our classrooms. For in a nation in which the majority of citizens are critical thinkers, I believe that it is far more difficult for powerful interests to manipulate the citizenry through ignorance. In such a nation, it is more difficult for them to develop what is often called “the banality of evil” in which ordinary good citizens go mindlessly along with the plan.
I believe that schools have many roles to fulfill, but none is more important than the development of good citizens. To that end, I believe that I, and all teachers, above all else, have the awesome responsibility to promote a nation of critical thinkers by developing in our students the ability to think and not just regurgitate facts. The future of our democratic way of life may depend on it.
Later, as I matured, my shame turned into sadness and understanding as I thought, read and watched movies about what had happened. I was still sad that, as a German, my country of birth could allow the rise to power of a madman and the Holocaust to happen. But I also began to reach some level of understanding as I examined the key elements that led to the sickness of Nazi Germany. I believe that the key ingredients were this: a nation was in deep financial distress; a movement with a shrewd leader took power using democratic methods to erode freedom; he accomplished this by exploiting peoples’ insecurities, perpetuating fear and demonizing a group of people; he convinced people that war was the solution to their problems; and too many people went mindlessly along with the evil. I take no comfort from the fact that, unfortunately, given the right conditions, a similar tide of insanity can happen almost anywhere.
I believe that democratic governments are more fragile than most people realize. As some of our founding fathers warned, it requires constant vigilance to preserve democracy. While we, as ordinary people, have little control over most of the ingredients that I believe go into a triumph of evil, we can, as teachers, exercise some influence. That is, we can make a contribution toward the preservation of democracy by promoting critical thinking in our classrooms. For in a nation in which the majority of citizens are critical thinkers, I believe that it is far more difficult for powerful interests to manipulate the citizenry through ignorance. In such a nation, it is more difficult for them to develop what is often called “the banality of evil” in which ordinary good citizens go mindlessly along with the plan.
I believe that schools have many roles to fulfill, but none is more important than the development of good citizens. To that end, I believe that I, and all teachers, above all else, have the awesome responsibility to promote a nation of critical thinkers by developing in our students the ability to think and not just regurgitate facts. The future of our democratic way of life may depend on it.
Saturday, September 6, 2008
A little about me...
Hello fellow classmates.
My name is Norbert.
I was born in Germany oh-so-many years ago. I came to the U.S.A. as a child and am glad to be here. I grew up in New Jersey: lived in Hackensack, Westwood, East Orange, Jersey City, Montclair, and now Clifton (right next to MSU, lucky me).
They say that today's child will have many careers: I think I pioneered the way for them. I've been a community organizer (someone said recently that that's a bad thing now, no names), lab tech, machinist, a/c tech and building mechanic. I became a teacher 10 years ago and love it. It is in many ways the most difficult career, but also the best career that I've ever had. I wish I started much earlier. After getting a B.S. in technology ed. from MSU I got the only teaching job that that I've ever had in Pompton Lakes. I teach 6th, 7th and 8th grade students at Lakeside Middle School and am very content there with the leadership, my colleagues and, most of all, the kids. I was very fortunate when in 2004 I was named Passaic County Teacher of the Year.
I got a masters from NJCU in Educational Technology a few years ago. I'm in the Educational Supervision Certification program mainly because I believe it is important to have options when opportunities arise. This course is part of that program. While it is a requirement, I'm looking forward to all the learning that it promises.
I have been married to my wonderful wife, Maggie, for 17 years. We have no children and just the two of us live in a little cape in the Montclair Heights section of Clifton. I have one much-younger brother (17 years) who just had his first little girl 9 months ago. Both my parents are still alive and in their 70s.
Some of my interests are reading, playing and watching tennis, Yankees baseball, politics and friends.
In June, I was invited by People to People Citizen Ambassador Programs on a trip to China. I decided to take advantage of the opportunity and so me and my wife are going at the end of November. It will be an educational trip with several different delegations formed around educational issues. I will be part of the Technology in Education delegation. We're looking forward to that.
The reason for naming my blog "Design and Engineering for Children" is because that is basically the curriculum that I teach (Technology Education) and I believe passionately that it is an important curriculum for 21st century students. But more about that later.
And I'm looking forward to a great semester with you all.
My name is Norbert.
I was born in Germany oh-so-many years ago. I came to the U.S.A. as a child and am glad to be here. I grew up in New Jersey: lived in Hackensack, Westwood, East Orange, Jersey City, Montclair, and now Clifton (right next to MSU, lucky me).
They say that today's child will have many careers: I think I pioneered the way for them. I've been a community organizer (someone said recently that that's a bad thing now, no names), lab tech, machinist, a/c tech and building mechanic. I became a teacher 10 years ago and love it. It is in many ways the most difficult career, but also the best career that I've ever had. I wish I started much earlier. After getting a B.S. in technology ed. from MSU I got the only teaching job that that I've ever had in Pompton Lakes. I teach 6th, 7th and 8th grade students at Lakeside Middle School and am very content there with the leadership, my colleagues and, most of all, the kids. I was very fortunate when in 2004 I was named Passaic County Teacher of the Year.
I got a masters from NJCU in Educational Technology a few years ago. I'm in the Educational Supervision Certification program mainly because I believe it is important to have options when opportunities arise. This course is part of that program. While it is a requirement, I'm looking forward to all the learning that it promises.
I have been married to my wonderful wife, Maggie, for 17 years. We have no children and just the two of us live in a little cape in the Montclair Heights section of Clifton. I have one much-younger brother (17 years) who just had his first little girl 9 months ago. Both my parents are still alive and in their 70s.
Some of my interests are reading, playing and watching tennis, Yankees baseball, politics and friends.
In June, I was invited by People to People Citizen Ambassador Programs on a trip to China. I decided to take advantage of the opportunity and so me and my wife are going at the end of November. It will be an educational trip with several different delegations formed around educational issues. I will be part of the Technology in Education delegation. We're looking forward to that.
The reason for naming my blog "Design and Engineering for Children" is because that is basically the curriculum that I teach (Technology Education) and I believe passionately that it is an important curriculum for 21st century students. But more about that later.
And I'm looking forward to a great semester with you all.
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