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Wow!


To my shock and delight, I just got a link notification email from the Edublog Awards website… my post How to Prevent Another Leonardo da Vinci has been nominated as a finalist for “Most influential blog post” in the 2007 Edublog Awards! Of course I’m honored that my little blog has made it into the finals, even though it’s not a full-time edublog. I’m glad so many people have read and enjoyed my post. Consequently, if you have read and enjoyed my da Vinci post, I would really appreciate it if you voted for it here at the Edublog Awards. Voting is open until December 6.

Thanks again to all my awesome readers. :)

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First of all, I’d like to announce my participation in Blog Action Day this coming Monday!
Bloggers Unite - Blog Action Day
On “Blog Action Day”, October 15, thousands of bloggers will post about one topic – the environment – in many different ways. In the site’s last stats announcement, more than 12,000 blogs have been registered to participate, with a combined total of more than 11 million readers! If you want to include your blog, the banner on the right is linked to the site.

Speaking of the environment, pause for a brief thumbs-up to the IPCC and Al Gore for the Nobel Peace Prize!

And now I redirect back to my topic.

If you haven’t already done so, please read Gifted labeling: a force for good and evil, Part 1. It’s not absolutely necessary, but it helps to understand the controversy.

Here are my own thoughts on the matter:

I think that what being labeled “gifted” does for a student is separate intelligence from grades in their mind. This can be a force for good or for evil (hence the title) depending on how the student uses this information. The reason I used the flip of a coin to describe it before – it’s not actually that great of an analogy – is that there are typically two alternate results, both being “different sides of the same coin.” That’s why both good and bad results have been observed from informing kids of their giftedness, because it could easily go either way.

Result 1
We’ll start with the good result: the student is happier, or at least has a higher self-esteem after being told. There’s now a reason behind their always feeling different. If their identification means placement in a gifted program, there’s a chance for them to learn about themselves and meet other people like them – which is important for any gifted student. I can say that for myself and all the other gifted kids I knew at the time, being pulled out for the gifted program was the best part of our day, if only because we could hang out together and talk about things that other kids thought were weird. Almost like a support group.

For underachieving gifted students, being identified can be even more important. The separation of smarts from grades means that bad marks reflect their work habits, not intelligence. In means higher self-esteem and in some cases higher achievement, if they realize that they are capable of better if they tried for it. Again, placement in a gifted program should be ideal. Being surrounded by people like themselves can work wonders.

Result 2
The less desirable one: separation of grades and intelligence gives gifted students a new reason to slack off and be snarky about it. For this group, it means that there isn’t a reason to worry about grades anymore. If they really are as naturally gifted as everyone seems to think they are, they’ll do just fine, no need to sweat for anything. Additionally, knowledge of having a higher IQ than roughly 98% of the population (the traditional IQ-based definition of giftedness) will definitely inflate some egos and may create some precocious brats out of this group. Sometimes these people turn around in later life, sometimes they don’t. Their futures are much more uncertain than those of Result 1.

Sometimes, when identification doesn’t mean inclusion in an adequate gifted program or any program at all, students that might otherwise have been happy R1s can develop the traits of this other group. It’s not easy being a gifted kid with no one to talk to, and the lack of a support group might cause them to lose their motivation to achieve. That’s not always the case, but it happens, and with alarming frequency. Few gifted kids actually grow up into gifted adults.

Both of these results are the same sides of a single coin: the separation of intelligence from grades that being labeled “gifted” causes in one’s head. Calling them “results” might be inaccurate, because one can turn into the other over time… a better word might be “paths”. In the end simply telling a student that they’re gifted can change things for better or for worse. Regardless, I think kids should always be told of their giftedness anyway. It’s their right to know, and isn’t it worth it for the chance of making things better?

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When I started to write this, I realized that I wanted to say more than could fit in a single post. So, instead of trying to cram it in, I’ve divided it into two parts, the second of which will be posted on Wednesday or Thursday night. This first part will be mostly an introduction.

That said, there’s some controversy in the world of gifted education about whether or not to tell kids if they are gifted. The most mainstream article on the subject is Po Bronson’s in New York Magazine, The Power (and Peril) of Praising Your Kids. It doesn’t explicitly mention an application with gifted kids other than the introduction, but it might as well. Even more recently, a Washington Post article, Labels Aren’t What Kids Need, takes the same stance and even cites the same Mindset theories of Carol Dweck. Both of these are against telling kids that they’re smart/gifted. On the pro side, Hoagies’ Gifted has the article Should we tell them they’re gifted?. Both the pro and con arguments are equally intriguing, and I highly recommend reading the articles linked – they’re not just applicable for gifted kids.

From the Washington Post article:

“What most parents don’t realize is that the gifted label can harm not only those who don’t receive it, but also those who do. Labeling can create what Stanford University psychology professor Carol Dweck calls a ‘fixed’ mindset of intelligence — the belief that your intelligence is set in stone… In 1998, Dweck conducted an experiment in which she gave two evenly matched groups of elementary school kids the same nonverbal IQ test. When one group of children did well, they were told that they must have worked very hard to get their results. The students in the other group, meanwhile, were told that they must be very smart to have done so well.

Dweck found that as time went on, the kids who were told that they were smart ‘fell apart when they hit a challenge. They lost confidence in their abilities. Their motivation dwindled and their performance on the next IQ test dropped.’ By contrast, the children in the group praised for working hard tended to seek out challenges and persist at difficult tasks and ultimately learned more.”

…suggesting that telling children of their giftedness will discourage them from seeking out challenging situations and taking risks. Po Bronson’s article goes more in depth about the study, and Dweck concludes: “When we praise children for their intelligence… we tell them that this is the name of the game: Look smart, don’t risk making mistakes.” Kids told that they are gifted will apparently try and keep up their “smart” image by doing the minimum amount required, no more.

On the other hand, the Hoagies’ Gifted article approaches it from a completely different angle:

“What are you going to tell your daughter when she comes to you in tears, saying that the other kids are all mean to her because they won’t talk to her? It’s not that unusual for a gifted 3 to 6 year old to have a good working vocabulary that is 5, 10, or 20 times larger than the vocabulary of a ‘normal’ child the same age. They won’t talk to her because they can’t, they literally don’t know 80-95% of the words. Without discussing her exceptional abilities, how are you going to explain that to her?

It isn’t a question of feeling different – gifted kids know that they’re different – it’s a question of how they feel about being different. If adults treat that difference as something to be hidden, the intellectually gifted child will learn that intellectual gifts are shameful and intellectual ability is to be hidden from others like a dirty secret. Since it is a central part of the way they experience the world, they will learn to think of themselves as defective and shameful, and grow up profoundly ambivalent about themselves and about being successful.”

This one tackles the child’s emotional and psychological well-being, which I think is much more important than achievement. There are too many case studies I’ve read of people who’ve gone through most of their lives – or at least adolescence and college – before they realized they were gifted, and thought, “That explains everything.” And if only they’d known, maybe they wouldn’t have always thought there was something wrong with them, tried to develop it, and have done something with it instead of wondering what was wrong.

Optimally, we want gifted kids to grow up with both a work ethic and a healthy psyche; to be iconoclastic and challenge-seeking, but also at peace with themselves and their differences. Fantastic idea, but likely unfeasible in our lifetimes. Getting around the political incorrectness of admitting some students can be gifted long enough to think of tackling their problems on a wider scale is far enough away on its own.

And that’s your quick introduction – stay tuned for part 2: why giving the gifted label is like flipping a coin (but not really)!

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EDIT: This post has been chosen as a finalist in the 2007 Edublog Awards! Thank you to all its readers! :)


Earlier today, a friend and former teacher of mine made a post (private on another blog, and therefore unlinkable) to his students about the seven ideas featured in the book “How to Think Like Leonardo da Vinci”, which reminded me about a post I had wanted to make for a long time. (Quick explanation of the above, said former teacher is currently teaching a special unit on Leonardo da Vinci to some grade eights at my former middle school and using blogs as a learning device – very cool!)

The things mentioned in that book are ubiquitous in literature about characteristics that separate creative giants from the rest of us (there is indeed such literature, and a fair amount of it), give or take a few points. These seven things plus others – which I will go into greater detail with later – are the attitudes that contribute if not lead into genius… and they’re so very ignored by schools and society in general!

This is how we kill each trait that may yield another Da Vinci:

1. Curiosita (from “How to Think Like Leonardo da Vinci”)
What? Intense and insatiable curiosity; constantly learning due to a desire to ask and answer questions
The Murder: In schools, for the most part, students learn only what the teacher decides they will learn. Student questions will often go unanswered if they lead away from the material (go off-topic), or if there are time constraints on what must be learned that leave no time for these questions in class.

2. Dimostrazione (from “How to Think Like Leonardo da Vinci”)
What? Constant testing of knowledge through experience and persistence; accepting of and learning from mistakes
The Murder: Except in the sciences (and sometimes even then), knowledge is simply given and expected to be absorbed rather than questioned and tested. On tests and labs, wrong answers cost the students their grades, therefore it becomes unacceptable to make mistakes. Mistakes are less about learning experiences and more about losing marks. Questioning societal norms is a very negative thing, even if they don’t make sense.

3. Sensazione (from “How to Think Like Leonardo da Vinci”)
What? Fully noticing and observing things with all senses, but especially sight (seeing things that others miss, seeing the details)
The Murder: Except in the sciences and a handful of other subjects, students are usually taught passively through the use of only one sense, listening, or maybe sight (diagrams, photos, etc.). Classrooms and assignments may be incredibly unstimulating to most (or all) senses.

4. Sfumato (from “How to Think Like Leonardo da Vinci”)
What? An acceptance of ambiguity, paradox, and uncertainty out of a realization that life is not black and white (also an art technique using shadow famous for its use in da Vinci’s paintings)
The Murder: A student’s answer is either right or wrong, usually with no middle ground tolerated. Standardized tests are mostly multiple choice, and in the case of an ambiguous result, students must choose the best possible answer, not a possible answer, even though more than one is really correct. Life and its problems have more than one right answer; multiple choice questions have only one best answer.

5. Arte/Scienza (From “How to Think Like Leonardo da Vinci”)
What? Interest in both the arts and sciences and interdisciplinary work that combines them
The Murder: High school courses are most often strictly defined as an “Art” or a “Science”, and they never mingle; interdisciplinary courses at this level are rare. In college, an undergraduate usually receives a either Bachelor of Arts or a Bachelor of Science, though there is more flexibility here than in high school. Scientists and artists have their own professional domains which almost never overlap.

6. Corporalita (from “How to Think Like Leonardo da Vinci”)
What? Keeping one’s body in good shape; attending to nutrition, fitness, and general physical well-being
The Murder: Physical Education programs – especially in the United States – are being severely cut, and obesity has been described as an epidemic. Junk food is readily available and sometimes may be the only option in a high school cafeteria. Fast food is cheaper and more convenient than healthier food ($4 for an entire meal at McDonald’s or $4 for a single, small-sized fruit bowl?).

7. Connessione (from “How to Think Like Leonardo da Vinci”)
What? Acceptance and appreciation for the interconnectedness of everything in life; interdisciplinary approaches and thinking
The Murder: Facts and concepts are taught in specific classes that are independent of each other, and students are moved from individual class to individual class without knowledge of how the two might be connected. Boundaries like that between art and science are rarely crossed or their connectedness even explained. Facts and ideas might be taught with no explanation of the links between them (ie, learning individual details and facts but not the big picture).

8. Drive, energy, intense focus (from various studies on creative genius)
What? Energy and desire to focus intensely on one’s work and interests (often the same thing); merging of work and play
The Murder: Each class is allotted a certain period of time that is inflexible. Despite the student’s interest in a particular class, they must conform to this schedule. Many schools have required curriculum that force a student to give up desirable or necessary electives for core classes they may not need. Students must go to school and all perform well academically, despite their individual talents and aspirations. Musicians and artists especially must break focus on their real interests to attend required academic classes, and may be too drained to work on their own by the end of the school day.

9. Confidence, willingness to take risks, and tolerance of failure (from various studies on creative genius)
What? Willing to continue on with creative work despite rejection; ability to sell oneself and one’s talents
The Murder: Many creative people must face multiple rejections until their idea is sold, and they must accept that if their idea or creative contribution is too radical, society may not yet be ready for it (many artists and writers have only been recognized after their deaths). However, as mentioned above, mistakes and failure are not tolerated in schools and this learned attitude may carry on throughout life. Instead of learning the value of taking risks, students are taught to fear any mistakes that might result. Students are often “babied” – all team mates get a ribbon or a trophy for “participation” – and do not gain the real-world skills they need to sell themselves.

10. Independence, introversion (from various studies on creative genius)
What? Willingness to spend lots of time alone working and honing skills; acceptance of possible isolation
The Murder: The social climate of high school severely discourages spending time alone, especially when spent “working”, and loners are isolated and considered antisocial and friendless. Refusing to conform and “sticking out from the crowd” is highly discouraged by peers and teachers. Creative individuals may have to accept that if the world is not ready for their ideas, they may find few people who understand and support them.

This is how we kill the spirits of our up-and-coming da Vincis. These ten things are the most commonly cited characteristics of highly creative people… and they’re heavily discouraged in the early years by the education system and social climate of adolescence. This is why we won’t see another da Vinci for a long, long time – or why, if we do, he/she would not have come from the system we currently have in place. At every turn schools and society are set on pushing back the most creative individuals. Their common traits are not welcomed nor encouraged, and certainly not nurtured. This must not persist, because I think the world is long overdue for another da Vinci-type right now.

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I usually try to save my links until Saturday, but holy crap.

BOSTON – An adjunct professor was fired after leading a classroom discussion about the Virginia Tech shootings in which he pointed a marker at some students and said “pow.” (Yahoo! News)

This just came to my attention via Digg. Listed in the page comments was the video of the professor defending himself (it’s actually part 1 of 4) on YouTube. I’ve only watched a small bit, but it’s there if you’d like to see it.

Here are a couple of things that just irk me:

“During the demonstration, Winset pretended to shoot some students. Then one student pretended to shoot Winset to illustrate his point that the gunman might have been stopped had another student or faculty member been armed.”

So clearly the students weren’t disturbed, and in fact were actively participating in the discussion. This wasn’t a professor just trying to freak out his students (if it ever was). In further support of that:

“Student Junny Lee, 19, told The Boston Globe that most students didn’t appear to find Winset’s demonstration offensive.”

I can’t imagine who would.

Also:

“He said administrators had asked the faculty to engage students on the issue. But on Friday, he got a letter saying he was fired and ordering him to stay off campus.”

Isn’t that just funny? If the whole thing wasn’t so pathetically horrifying, it would be.

In personal news, I get to teach my Social Studies class tomorrow morning – at least, for a little while. Today we were given a chart of the political spectrum, and if you recall from an earlier post of mine, I know my political spectrum. This chart that they gave us, I kid you not, was literally right-wing propaganda. Listed on the left side were traits of communism, and there was clear distaste for it (“Unjust conditions exist because power and wealth are not shared fairly”? That does not sound like an unbiased point). On the right side of the chart, however, the author did their best to represent rightism as the land of the free and righteous. I thought McCarthyism had for the most part ended (this is Canada, for God’s sake), but the chart we were given as a reference still seems to think that left = commies and right = freedom.

I approached my teacher about it and she agreed that the chart had a very unfair bias, but that it had come to her from another teacher and she wasn’t responsible. So, I told her, “Just give me ten minutes at the board, and I can give a better explanation,” and she offered to reserve time for me at the start of the next class. I’m also planning to highlight the difference between socialism and communism, since my classmates often use the terms synonymously, and the question has come up several times before.

Later on the same day, I get to give a speech in favor of a (Canadian) political party of my choice as part of a class project. I love these rare occasions when school and my interests blend!

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As part of my (Canadian) high school’s Social Studies (read: history and government) curriculum, everything we study has a distinctly Canadian bias. This means that, while we cover major events of the twentieth century like World Wars I and II and the Depression, they’re all from a purely Canadian perspective, and certain events that didn’t involve Canada aren’t covered at all (ie, the Bolshevik Revolution or rise of communism in China).

It’s understandable that history classes in any country would have a bias towards the events that have had major impacts on said country… but it can go too far, as it has done in my class.

For instance, the local textbook that we use in class has a single chapter on World War II, and Winston Churchill is mentioned once within. This is the quotation: “British Prime Minister Winston Churchill recognized the importance of this outcome.” This is in relation to the Battle of the Atlantic, and it’s the only sentence about Churchill in the textbook. Nothing about fighting on the beaches, no finest hour, no blood, toil, tears and sweat… Churchill is just one name among many mentioned in passing. How can we spend two weeks covering WWII and exclude Winston Churchill?

It’s probably the same phenomenon that would explain why we don’t get a single sentence about Pearl Harbor, and the two atomic bombs in Hiroshima and Nagasaki are given a quick paragraph at the end of the chapter as a sort of afterthought. By the way, the most devastating bombs ever used in warfare were dropped on Japan afterwards, but let’s move on to Canada’s post-war economy because that’s much more important than the devastation and cultural impact it had on Japan. The fact that the uranium used in the bombs was mined in Canada was given two lengthy paragraphs about the owners of the mine and the process of mining, but the actual dropping of the bombs and its impact on Japan were squashed into one small paragraph at the end. Hmmmmm.

I think if Winston Churchill and Hiroshima get only a few sentences between them in a whole unit dedicated to World War II while Canadian miners get two paragraphs about the mining of uranium, we’re somehow missing the point.

EDIT 03/18/07: Well, I had the final exam for the World War II unit.  Silly me studied battles, the sequence of events, important figures, technological advances, and cultural impacts.  An impressive zero questions on the exam asked about any of these things (or anything else pertaining to the actual WWII).  The exam thought it was more important that I leave with the knowledge of who the Canadian Minister of Munitions and Supplies was at the time and why the Liberals had a difficult time staying in office.  To each country their own, I suppose.

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Sincere apologies for the lack of updates these past few weeks – things have been… not well, in my life. Things have been bad enough that I haven’t been able to find the motivation to write (at least not to my satisfaction), and I can’t really focus on anything for a long period of time. I hope that this state is only temporary, and while I’ll try to at least update once a week, I can’t promise anything regular until my real-life issues ease up a bit.

On a more happier note, I have been able to focus on what I’ve adopted as my new pet project: intellectual giftedness. Is it just me, or have there been a lot of articles about talent lately? Most recently, I think, was an article in the New York Times about athletic talent (which does have a lot to do with intellectual giftedness), followed by an article by Po Bronson in the New York Times Magazine about praising children that specifically mentions its implications to gifted children, and the creation of a blog dedicated to the research of talent by David Shenk. Further back, there was an article by the authors of Freakonomics on expertise and practice, an article in the NYT about the draining of gifted education resources, and another (more empirical and scientific) article about expertise and practice in Scientific American.

So, I’m certainly not the first.

Despite the recent surge in talent/expertise-related stories in the news, it’s been impossible to find print resources locally. The three libraries in my immediate area had only a few books in the gifted call numbers (155.455 and 371.95 for psychology and education of, respectively), mostly just “What Do I Do?” guides for the parents of gifted children. (One of those libraries did have half a dozen or so books about giftedness on order, but they hadn’t arrived yet.) To get anything beyond the basics, I had to make a weekend trip to the seven-story central library downtown, and even that one had less than twenty books in both call numbers – only three or four of which would be useful for any serious research. Even then, the copyrights were mostly late 80s/early 90s, precluding any recent developments.

What I’d really like to work from is The Cambridge Handbook of Expertise and Expert Performance. Written by the leading expertise psychologists of today with a 2006 first-edition copyright and 900 pages, it’s the ideal resource for my research. However, at an Amazon price of $152.95 CDN ($130 USD) and with no copies in any of my local libraries, it doesn’t seem likely that I’ll have one in my possession any time soon. Meanwhile, the Freakonomics authors have provided a PDF of its table of contents on their website as a teaser. What I wouldn’t give for the full version…

Anyway – I mention all of this because my research into giftedness and intelligence will probably spill over into my blog in the next few weeks. As always, I’ll be keeping my subject matter varied (wandering?), but my posts may circle the idea of intelligence for a while.

And that’s what I’ve been up to.

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I’m once again pushing aside the topics I want to cover (and I will – more about that later) for a current event – and I use that term very, very loosely here. The “current event” was actually a career/attitude motivational assembly that took place at my high school earlier today. There wasn’t anything particularly different about this one to differentiate it from all the other career assemblies preaching the exact same thing that we’re herded into the gymnasium for about every other week. It’s always a good, practical message every time, but even I, who usually jumps at the opportunity for free advice, had a concealed mp3 player blasting the Red Hot Chili Peppers in my ears for the first quarter of an hour. There wasn’t anything in this assembly that I hadn’t heard a hundred times before, but it eventually caught my interest and I put away the Peppers.Rest assured, this won’t be about some life-changing advice from said assembly.

Now, the problem with high school is that everyone here is so damn apathetic. I dread the moments when the speaker asks a question of their high school audience, intending for us to raise our hands (eg from the assembly, “Who’s tired of being written off?”), because no one ever does. It might be the most widely applicable question ever (eg, “Who’s tired of being told you can’t do something?”), and no one will respond because no one really cares. At least, enough people don’t care to make the people who do care wary of raising their hands. This is especially applicable during a career assembly, ie pretty much all of them. Those who raise their hands are victims of snickering and smirking, the high school equivalent of a javelin through the chest, it seems. It’s cool to not care about this kind of thing.

And that’s what I’d like to cover: that teenage apathy towards career planning that the more mature media (anything not MTV or Seventeen) loves to complain about. First of all, I’d like to start by appealing to all the adults out there: please, don’t write our generation off as lazy teenagers because we don’t seem to care about our futures. I don’t think it’s our fault; it’s been beaten out of us in biweekly career assemblies and self-/career-assessment worksheets.

When those of us in the latter half of Generation Y (Echo Boomers?) were younger children, “What do you want to be when you grow up?” evoked mostly enthusiastic replies about art and science and sports. Now that we’re all in our teens or early twenties, the same question evokes an apathetic rolling of the eyes, at least when asked in school. I would argue that my generation has been given the most career advice of all. From the start of middle school onwards, my generation is given self-assessment after self-assessment, career-assessment after career-assessment, seminar after seminar, and multitudes of aptitude tests to go along with them. Administrators may see this as necessary repetition, but to the teenage community it’s just pointless and boring because we’ve heard it so often. Worse, the constant advice doesn’t become common sense, despite the fact that we hear it everywhere. It just becomes background noise, and an even bigger problem: whenever the information is presented to us, now, the consensus among teens is that we know this already and can therefore tune it out without any loss.

The truth is (cheer, administrators) that we actually don’t. But that doesn’t mean we need more repetition (stop cheering now). From the looks of things, we’re even worse off because we are now conditioned to ignore good advice. Hell, during this most recent assembly, we watched video interviews with big-name CEOs telling us that what we’ve been hearing all these years will actually make us successful, and ignored it because… “we know it.” Well… no. And we’re ignoring advice from people who’ve made it because that’s what we’ve learned how to do after years of having this stuff thrown at us. That advice is important, it’s relevant, and it’s from an expert. Being trained to ignore it is not optimal. It’s probably the most harmful thing they can do… and it’s not intentional, of course, but it’s a consequence that needs to be recognized so they can halt the process and change things up a bit.

Explaining all of this to teenagers won’t work. At the beginning and end of every career presentation, the speaker/teacher will always tell us that, yes, we’ve heard it all before, but it’s good advice, they never got to have presentations like this in high school, and we’ll all be thankful for it later. Nevertheless, teenage apathy is still quite high… so it’s probably safe to say that explaining the benefit of the process won’t work, either. The justification has just become more background noise.

I like to suggest a possible solution every time I present a problem, but I don’t know what the solution is to this one. Less paperwork, more practical experience? More scarce coverage of career planning until late high school (god forbid)? Should career education be covered in schools at all, or should it be learned the “old school” way – in the workplace?

I admit that once I started tuning in to the background noise instead of tuning out, I actually learned something. Not just this lengthy explanation of teenage apathy, either, but about the advice that I’d previously trained myself to ignore: it’s good, and maybe I should take it.

I’ll try to update “Wandering Ink” on Mondays and Fridays, plus additional updates whenever inspiration strikes.

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I’ve been engaging in a lot of criticism lately, I know. I should be more focused on developing my own ideas rather than deconstructing others’, but when this article regarding suggestions for the American public education system made by the New Commission on the Skills of the American Workforce appeared on TIME.com, I couldn’t help myself. The impression I got from the proposed changes was less than stellar.

The first warning bell went off in my mind when content–you know, that stuff that should really matter?–was not even vaguely referenced. Not once. No mention of teaching students more problem-solving skills, no encouraging of lifelong learning. And, to my utter dismay, no integration of the technology that will be a part of nearly every career that will be available by the time the generation of students these suggestions are supposed to help will graduate.

I’d like to discuss the first, most controversial point of the study: that students should graduate at sixteen after passing a grueling standardized exam. I think I should point out my bias here… in favor of the idea. Anyone who knows me personally knows I would give an arm and a leg without a second thought to graduate early. So know that if I’m biased at all, it should be in favor of the suggestion. (Shouldn’t it?)

When I read this suggestion, my mind immediately pulled up an article in the New York Times that I had glanced over a while back about university complaints that high schools were sending them students that were ill-prepared for college-level work and generally immature in their studies. Remembering that, I thought, the most vocal critics of this graduate-at-sixteen proposal will be institutes of higher education. If colleges and universities complain about the eighteen-year-olds coming in now, with an entire freshman year of sixteen-year-olds on the way in the future, I expect that colleges would freak out.

The only means by which the suggestion could be considered even remotely plausible would be a total revamp of public schools–exactly what’s needed, of course, but I see this going in the wrong direction. You can’t graduate students two years earlier without radically changing everything else: eliminating unnecessary courses, squeezing information into a shorter timeframe, lengthening academic semesters, etc. This would all be fine… if we had the slightest idea of how to go about it. If the board generating these suggestions considered any of this, we haven’t heard about it. Do we have detailed reports saying what would be changed, and how? An action plan, or even a vague direction? Looking over the board’s website, it seems like the answer is no. (However, it is worth noting that the executive summary (PDF) of the book Tough Choices or Tough Times released by the board does go into more detail–but hardly enough to satisfy. )

In my opinion–and it is just in my opinion, because the board may researching or on the verge of releasing a report on how this could be accomplished–this idea could work. Could. But the idea is so vague and the lacking mention of content disturbs me, so it’s not plausible right now, and until we have a better glimpse at the proposed system, it’s hard to decide strongly one way or the other. On one hand, perhaps this is exactly the kind of change we need, and the new system will be beneficial all around. But, on the other, this could be a hasty attempt to get students into the colleges and the workforce earlier. It’s been mentioned by both Thomas Friedman (The World Is Flat) and this board itself that crucial changes need to be made in public education, and even if implemented right away, will take nearly twenty years to come into effect. By that time, India or China could be dangerously close to–or already passing by–the US. Knowing this, and knowing that the board knows this, I can’t help but be a little wary of their intent to graduate students earlier. Is it innovation or desperation? I wish I knew. If it is desperation, we can expect a hastily implemented, hastily designed new system that might throw us even further behind.

But that’s just one girl’s speculation. Their intents may be purely honorable. I’d just like to see more evidence of that.

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Public education is all politics. Sadly, it’s common knowledge.

But I still don’t know why the BC Ministry of Education thinks that their advisory curriculum is a good idea. The class I sat through a couple of hours ago was one of the better ones (sad), and this was what the entire hour and ten minutes consisted of: define ‘transferable skills’ and list the transferable skills you possess (transferable skills being the skills acquired in school that can be applied elsewhere). As if it wasn’t painful enough to have to list ‘teamwork, organization, problem-solving, etc.’ for an hour, the assignment required the subsequent completion of a Ministry-approved reflection.

Upon looking over this reflection worksheet, I was intimidated by the very first question: “What is the purpose of identifying transferable skills?”

A very good question, I thought. Why was I asked to take time out of my day — to cut time from classes where I could have learned something or got ahead in my work — to write ‘leadership, teamwork, organization…’ on a piece of paper? Honestly, I’m not even sure how that makes the Ministry look good politically. Is this exercise an attempt to remind me of the valuable skills I learn in school, in the hope that I will pursue post-secondary work and get a decent-paying, white collar job? Will listing the transferable skills I learned in school make me a successful person?

To the adult readers out there: this is how public education is contributing to your child’s success. We list the qualities we have in one column, the qualities we don’t in another, and write about how the qualities we have will make us nice, successful white collar workers someday, coupled with a post-secondary education and a Graduation Portfolio with bureacratically-documented evidence (signed in triplicate) of us kissing the toes of their shiny black shoes.

Of course, like every student who hopes of one day becoming a successful, white collar worker, the answer I intend to put down is a lot less sarcastic and a lot more Ministry-friendly. There is satisfaction in lashing out at public education on a blog, and there is self-preservation in doing exactly what they tell you on the work you hand in. I have a hunch the Ministry won’t like it, but I still wonder, as I hope others will: “Why?”

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