Posts Tagged ‘educational reform’

Room for Debate at the New York Times today has one of a series of ‘conversations’ about the state of education in the US. Today’s discussion centers on the first draft of a set of national standards for all students to achieve in English and math by the end of high school. The Washington Post has a story, too.

As an English teacher by training and for the first eight years of my working life, I read the English Language Arts (ELA) standards (.pdf) with interest. I found little to disagree with in the document, and was even slightly gratified to note that most my lessons over eight years could have been taken for a model of how to implement those standards. (Of course, my students and supervisors might beg to differ.)

Aside from the content of the standards, though, I was interested in two aspects of the process through which they are being developed. First, the federal government is not involved in the drafting process, nor will it be involved in accepting them once they are developed. Instead, the several states are leading the charge in development, and adoption will happen (if it does) state by state. Second, the drafters have referred to the best standards they can find, not only among the several states, but also in the rest of the world. These two elements of the process represent, as I understand it, federalism at its best. Each state maintains its independence but uses innovations and best practice in other states (and, in the modern world, countries) to inform its own choices.

As ‘Abdu’l-Baha noted in a talk he gave in New York in 1912, this federated arrangement has no small consequences:

It is very evident that in the future there shall be no centralization in the countries of the world, be they constitutional in government, republican or democratic in form. The United States may be held up as the example of future government—that is to say, each province will be independent in itself, but there will be federal union protecting the interests of the various independent states. It may not be a republican or a democratic form. To cast aside centralization which promotes despotism is the exigency of the time. This will be productive of international peace.

Such a federal approach to developing educational standards is not confined to the U.S., either. A similar process in underway in Australia, as seen in national Statements of Learning. Viewed more broadly, developing common education standards across national boundaries can be seen as one step in the process of defining the standards of what ‘Abdu’l-Baha labels “human education”, which “signifies civilization and progress—that is to say, government, administration, charitable works, trades, arts and handicrafts, sciences, great inventions and discoveries and elaborate institutions, which are the activities essential to man as distinguished from the animal.”

Of course, the trend toward and necessity of training people to think across the boundaries of traditional bodies of knowledge, which I noted in Saturday’s post, plays a crucial role in developing our sense of what human education is, too. How can we have government, administration, sciences, great inventions, and elaborate institutions adequate to the world today if we cannot analyze broad trends and bring together information from a wide variety of fields? To take two recent examples, Jeffrey Sachs’s Common Wealth and Jared Diamond’s Collapse indicate just how much we can benefit from such an approach to thinking.

Of course, without divine education, the acquisition of human perfections which will allow us to use that way of thinking for our mutual progress, no amount of purely human education will do us much good. Perhaps we’re not quite ready for public schools to take on that subject matter yet.

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