Curriculum on the edge of survival : how schools fail to prepare students for membership in a democracy

199 Pages·2012·1.467 MB·English

by  Daniel A Heller

C U R R I C U L U M O N
T H E E D G E
O F S U R V I V A L
How Schools Fail to Prepare
Students for Membership
in a Democracy
Second Edition
Daniel Heller
ROWMAN & LITTLEFIELD EDUCATION
A division of
ROWMAN & LITTLEFIELD PUBLISHERS, INC.
Lanham (cid:129) New York (cid:129) Toronto (cid:129) Plymouth, UK
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Published by Rowman & Littlefield Education
A division of Rowman & Littlefield Publishers, Inc.
A wholly owned subsidiary of The Rowman & Littlefield Publishing Group, Inc.
4501 Forbes Boulevard, Suite 200, Lanham, Maryland 20706
http://www.rowmaneducation.com
Estover Road, Plymouth PL6 7PY, United Kingdom
Copyright © 2012 by Daniel Heller
All rights reserved. No part of this book may be reproduced in any form or
by any electronic or mechanical means, including information storage and
retrieval systems, without written permission from the publisher, except by a
reviewer who may quote passages in a review.
British Library Cataloguing in Publication Information Available
Library of Congress Cataloging-in-Publication Data
Heller, Daniel A., 1953-
Curriculum on the edge of survival : how schools fail to prepare students for
membership in a democracy / Daniel Heller.
p. cm.
Includes bibliographical references.
ISBN 978-1-61048-515-9 (cloth : alk. paper)—ISBN 978-1-61048-516-6
(pbk. : alk. paper)—ISBN 978-1-61048-517-3 (electronic)
1. Education—Curricula—United States. 2. Democracy and education—
United States. I. Title.
LB1570.H438 2011
375.000973—dc23
2011048066
™
The paper used in this publication meets the minimum requirements of
American National Standard for Information Sciences—Permanence of Paper
for Printed Library Materials, ANSI/NISO Z39.48-1992.
Printed in the United States of America.
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To Anthony and Nonno:
The alpha and omega of lifelong learning
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CONTENTS
Preface to the Second Edition vii
Acknowledgments ix
Introduction 1
1 Curriculum at the Level of Survival: What Is the
Purpose of Education? 19
2 Kindness 39
3 Thinking: Think About It 67
4 Problem Solving: Of Trains and Troubles 93
5 Communication: A Simple Concept? 119
Conclusion 145
Appendix 161
References 175
Contributors 181
About the Author 187
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PREFACE TO THE
SECOND EDITION
F
ive years have passed since the first publication of this book. At that
time, I was concerned that America’s public schools had been reduced
to preparing students for the workforce and nothing else. I offered the
idea that the curriculum should include, as basic components, kindness,
thinking, problem-solving, and communication.
These four pillars would not only help to create more open and col-
laborative learners but also develop the ground of a democratic society.
They would allow for the free and open exchange of ideas. They would
support understanding and clarity. However, I regret to say that our
democracy remains dysfunctional.
The four pillars would never allow for the ideological rigidity which
currently defines national politics—the politics of gridlock. In my con-
ception of democracy, everyone comes to the table to share ideas, and
then those ideas are debated until the best solution to the issue emerges.
Probably no one gets exactly what he or she wants, but the result is
something everyone can live with. The group moves forward.
Now, this does not seem possible. People do not debate; they deliver
ideologies at one another. The vituperative and belittling language has
all but destroyed the idea of statesmanship. Forget the ability to com-
promise, which once was a strength and is now seen as weakness. What
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viii PREFACE TO THE SECOND EDITION
I argued five years ago is more important now than it was before. We
are mired in our own mess.
This new edition contains some expansions of the original. Where
there were four teacher narratives, teachers writing about how they
incorporated kindness, thinking, problem-solving, and communication
into their teaching, there are now eight such accounts. This brings more
real and practical voice to these urgent topics.
Each of the five chapters now ends with questions for reflection and
discussion. Hopefully, this will make the reader, at least in his or her
mind, consider and apply the information. These questions might be
the subjects of discussion, further writing, or classroom activity. They
would enable the book to fit more easily into a preservice or in-service
course on curriculum.
Finally, I have sought more contemporary sources to illustrate and
support my claims. In particular, I have cited elements of the new Com-
mon Core State Standards.
The new standards are fewer and deeper than most individual state
standards. In addition, they emphasize reading nonfiction, creating and
understanding sound arguments, and practical application of knowledge
and skills. Also, these standards have as goals both college and work-
place readiness, thus addressing the academic and vocational needs of
our children and country.
The skills to support a democracy do not come automatically. It is
little wonder why so many autocratic governments suppress education.
Education is the path to success economically and politically. While
many people are working to improve the academic results of American
education, not enough is being done about laying the political ground-
work to make our democracy run as it should.
Once again, the book is a plea to educators, politicians, businesses,
and the population in general to address knowledge and the application
of knowledge in the context of a democratic society. The underpinnings
of our great nation depend on this function of the public schools.
Daniel Heller
Brattleboro, Vermont
September 19, 2011
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ACKNOWLEDGMENTS
F
irst, I would like to thank the editors at Rowman and Littlefield, in
particular Tom Koerner, for seeing the merit in my work and agreeing
to its publication. I cannot thank enough the eight colleagues who con-
sented to contribute their thoughts and words to the book: Stephanie
Aldrich, Gary Blomgren, Alice Carrier, Belle Coles, Sue Dana, Zeke
Hecker, Stephen Rice, and Angela Yakovleff. Numerous individuals
read and commented upon the manuscript, providing me with useful
insights and criticism—thank you Joan Burkhard, Loren Clews, Dr. Ro-
setta Cohen, Dr. Susan Dreyer Leon, Dr. Sam Intrator, Beth Keplinger,
Robert Kramsky, KD Maynard, Casey Murrow, Sandy Pentak, Dr.
Carol Rodgers, and Tara Toolan. As ever, I appreciate the love and
support of my beautiful children: son Benjamin, daughter-in-law Pam,
grandson Anthony, and granddaughter Namaiah. They give me inspira-
tion. Finally, I would probably get nothing done without the love of my
life, my greatest supporter, and my personal bodhisattva: Nina.
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