I don’t know how I got here. But I do know that what I do has meaning because it’s real—life and death. I’ve put myself inside a dead animal and extracted life out of it. And when I enter a classroom at Middlebury College, my only instinct is to reach for the students’ hearts because, after all, this is where life begins and ends. The farm is hopeful. Students are hopeful. The farm and the college are the same; they are fields that can be joyful if we’re true, honest, nurturing. The work is in moving aside the manure, using it for something better. That’s what I know to be true. That and death. In between there are choices; these depend on listening and experience. It’s not an intellectual exercise; that comes after all else is exhausted. – Read more of On Being: Something Grand and Strong @ Community Works Journal …
I’m often asked what I do for a living. “I’m a teacher of writing,” I say. That’s what it’s turned out to be. There’s a freshness that arrives when you know what you are, who you are. My wife, Nina, chimes in: Why don’t you ever say you’re a professor?
The culture is large and powerful, and always challenging notions of who you think you are. In New York City Public colleges and universities, and in New Jersey’s, I was Doctor. Doctor Vila. Too presumptuous, but I learned essential in a world where signification builds street cred. In urban educational environments the code of the streets applies.
In private schools, Professor is customary, a softer adjective that marks a rise, for the student and the teacher, in an invisible but powerful hierarchy of knowledge we assume can only be held in the hands of right-minded apostles. These heralds hold the rank of Professor. Professor is a place in the culture; an event, the donning of colorful robes that signify the anointed. In my mind, I’m far from that. Just the opposite. I tend to work as a counter weight to the significance afforded these distinguished vestments…
– Read more at: Community Works Journal …
It’s inescapable that when we speak about education we speak about pedagogy. And when we speak about pedagogy, we actually never speak about pedagogy at all—that is to say, never in meaningful and significant ways. Instead, the language around the method and practice of teaching is rife with utopian aspirations, anxiety and discontent.
Thus is pedagogy’s paradox. Or to state it another way: pedagogy is a form and in this form there are at least three postulates that create its meaning, and our confusion and uneasiness, even displeasure, with education writ large. – Read More …
Part 2 of What Matters in Education? has been published by the Community Works Journal, which supports teaching practices that build community. They’ve been around since 1995. The original title for my piece was “An Unrealistic Proposal.” Now it’s “Considering Technology and the School Experience” (I added the unrealistic bit for this blog).
I. An Unrealistic Proposal
Let’s think BIG: The moral imperative is to focus the K-12 curriculum of tomorrow on 2 large areas: Health and the Environment. End of story.
Health and the Environment is a rich, complex, overarching curriculum that covers history and philosophy, STEM (science, technology, engineering and math) and all forms of literature and the arts, as well as sociology, economics and political science; it covers the classics (is not Plato about health and the environment – literally and symbolically?). This curriculum connects “learning to social change and fosters modes of critical agency through which people assume responsibility for each other”; morality and ethics are the driving engines.
Our health and the health of the planet are our greatest challenges, but just as significantly surely to affect generations to come if we don’t act now, creatively and with force. A curriculum focused on Health and the Environment is about a long view, not tomorrow’s standardized test scores; it disrupts the move towards authoritarianism.
This curriculum can only be created by a meaningful K-16 collaboration that enables “education hubs” to emerge nation-wide: interdisciplinary centers of study focused on children, first and foremost, with appropriate teachers and mentors, counselors, and medical care up and down the system. Secondly, this new system privileges experiential learning: how to put into practice ideas and theories; how to test what we perceive; how to step away, reflect and describe what we’re doing and how what we’ve accomplished may affect the future.
Had fantastic news this morning from Joe Brooks of the Community Works Institute & Journal: I’ve been selected to be one of the four “Regular Contributors.”
Joe and the Journal re-published my Final:Lost in the Funhouse after viewing it on my blog. Truly and honor – and humbling. Here’s a link to my new page in the Community Works Journal (yes, I agree with my wife, Nina: I have to do something about that picture, taken in Paris two years ago in front of the Opéra National de Paris.).
NOTE: A word about the “Final” in my title: this refers to my final posting for our little experiment, Getting Lost (I wrote 8 pieces for this trial and don’t see the need to write more).
Thank you all, readers, for your continued support – and patience…