Sir Ken Robinson: Changing Education Paradigms
It’s time to go back to the drawing board. The critical time has come for a much-needed overhaul of the education system to take place. The education reform movement has created a period of disillusionment for parents, students, and educators. Rather than praise, the education system has taken some very hard hits from all arenas in an attempt to figure out what works best for students. Ironically, we are not reforming education, instead we are moving towards a more standardized view of what learning means. Rather than reform we conform.
Educators are being reduced to a label in regards to yearly evaluation practices and as a result our teaching practices are being watered down. The expectation to be excellent is defined by results on yearly student exams in only reading, writing, and mathematics. There is so much more to school than these three academic areas, albeit important ones. I find all of this so puzzling. Within the existing paradigm of education, is there a way to change the culture of the learning organization to value creativity without functioning exclusively away from learning standards? It may seem unlikely to foster creativity and innovation in a world surrounded by assessments and standardization but I like to think that anything is possible.
I have recently been exposed to many conversations regarding the well-being of teachers who feel de-professionalized in their careers due to the new reform movement in education. Unfortunately, many teachers express that that their profession, that more often than not chooses them as a calling, has left them. A huge sense of fear has infiltrated our classrooms. Instead of trusting their own judgment I have witnessed many teachers second-guess themselves in their classroom practices. How can we restore the trust and faith in ourselves as teachers and in our practice of education?
Just as doctors are required to take the Hippocratic Oath before formally entering the profession to uphold ethical standards of treating patients, maybe teachers should also make a promise to act ethically and be true to ourselves when in the classroom. Both professions directly impact the lives of those they serve by the moral decisions made by the professional. Physicians are revered in not just our society, but many others. Why is it that teaching is not held in the same regard?
Perhaps Harvard scholar Jal Mehta has unearthed the answer in his studies on the need for the professionalization of teaching. Mehta’s analysis proposes that the current movement toward educational accountability is a manufactured crisis that has plagued the educational field over the course of the 20th century. “The implication of this analysis is that while we often analyze school reform in terms of the effectiveness of particular programs, in a broader view it may be that the organization of the entire sector is problematic” (Mehta, 2013). Rather than managing top-down mandates from business and government agencies who have low regard for public education the teaching profession needs to be re-established as the pillars upon which our society is built.
In an article from The Atlantic – The Wisdom Deficit in Schools – Michael Godsey, a high school English teacher explains his internal dilemma with the restraints posed by the Common Core State Standards in his classroom. Godsey’s experiences in the most recent years of his teaching career summarize common complaints made by many teachers. It is as if the education field has been taken hostage and the need for a restoration of faith and trust is paramount to the welfare of the profession. Godsey explains the moral responsibility he feels to raise the bar for thinking practices of his students through the exposure to rich classical texts and experiences. Godsey identifies that the current pressures on teachers affects the educational practices that he has refined over the years of his career. The reform movement that has promoted standardization of teaching has caused harm to the field of education through the disempowerment and de-skilling of teachers. Throughout various examples provided in the article, I couldn’t help but feel similarly to Godsey.