“
A lady named Kathy wrote this to me from Dubois, Indiana the other
day:
“What big ideas are important to little kids? Well, the biggest
idea I think they need is that what they are learning isn’t
idiosyncratic — that this is some system to it all and it’s not just
raining down on them as they helplessly absorb. That’s the task, to
understand, to make coherent.”
Kathy has it wrong. The first lesson I teach is confusion.
Everything I teach is out of context… I teach the unrelating of
everything. I teach disconnections. I teach too much: the orbiting of
planets, the law of large numbers, slavery, adjectives, architectural
drawing, dance, gymnasium, choral singing, assemblies, surprise guests,
fire drills, computer languages, parent’s nights, staff-development
days, pull-out programs, guidance with strangers you may never see
again, standardized tests, age-segregation unlike anything seen in the
outside world… what do any of these things have to do with each
other?
Even in the best schools a close examination of curriculum and its
sequences turns up a lack of coherence, full of internal contradictions.
Fortunately the children have no words to define the panic and anger
they feel at constant violations of natural order and sequence fobbed
off on them as quality in education. The logic of the school-mind is
that it is better to leave school with a tool kit of superficial jargon
derived from economics, sociology, natural science and so on than to
leave with one genuine enthusiasm. But quality in education entails
learning about something in depth. Confusion is thrust upon kids by too
many strange adults, each working alone with only the thinnest
relationship with each other, pretending for the most part, to an
expertise they do not possess.
”
