Monthly Archives: March 2015

The Landscape of Education

Perhaps it is time to examine the patterns prevailing in today’s K-12 educational system that minimize and compartmentalize the student, creating what is in many respects a current crisis in education. This crisis can be seen readily in high instances of school violence, truancy, bullying, stress-anxiety levels that lead to at-risk behaviors, along with an overall erosion of the public school system on the national level. According to the Nation’s Report Card, statistics show that public schools have, in general, not seen an increase in performance of reading and mathematics for 17 year olds since the early 1970’s.

Perhaps this lack of increase in the efficiency of schools is due to a collapse of the vision of what education is truly for: rather than an institution of instruction that denies individual gifts and attributes, education needs to return to its roots of literally “bringing forth” abilities, ideas and creativity in students that will be the change-makers once they reach the societal level. Through interviews and working with students, parents, teachers, principals, wellness directors and administrators, we have seen clearly identified ways that a school can help students become active and engaged, leading to increased academic performance and personal well-being. These actions include family and community outreach programs that get parents more involved, social and emotional learning lessons that teach students social skills and emotional management, and community service with curriculum tie-ins that build empathy and student participation.

Ever-present patterns still persist that stifle creativity and lead to the anonymous student, the disengaged performer and a higher potential for at-risk behavior, truancy and “drop-outs”. Due to lackluster management, overarching bureaucracy, lack of funds and basic ignorance our public schools are at a crossroads: Do we continue down the same path of higher student to teacher ratios, devaluation of teachers in general, and metrics that only quantify the value of an education based on a test score? Or do we embrace the higher cultural ideals that seek to give students the tools and resources they need to engage in our community and eventually get quality jobs that improve, not only their quality of life, but the quality of life of those around them?

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