In the section on
journalism in his World Without Mind,Franklin Foer argues the primary force now is “trending.” Even more than clicks
and views and likes and reposts, journalists worry about what’s trending and
react accordingly. It almost seems the reverse of the time-honored notion of
the scoop. This, in turn, drastically affects one’s perceptions and even larger
understandings. I’ve been wondering if the same focus isn’t part of what’s been
haunting independent education.
If you know me,
whether personally or through this blog and my Twitter stream, you know I
believe strongly in progressive, innovative movement in education. For years I’ve
preached, “Evolve or die.” While rather dramatic, it also strikes me as too
patient. Somewhere is that sweet spot at which we move forward with due haste…and
with due thoughtfulness.
Many schools are doing
some extraordinary work, keeping their DNA while still significantly adapting
programs and practices to meet student’s needs right now and in the future. For
example, many schools have “academic excellence” as part of their mission
statements. Just what does that mean, especially in 2018? What are the
implications of our conclusions? What should change? How far are we willing to
go? How honestly are we answering these questions?
It often seems that
school are, like those journalists, reacting to trends. In some ways it’s a
form of silver bullet, latest and greatest thinking born of a desire to
improve. That’s been a long-term practice in education. (Should I have said
trend?) Recall when television and filmstrips were the greatest? Individualized
reading packets with leveled comprehension tests? More current examples are
makerspaces and mindfulness. So many schools have rushed to create specific
makerspaces and to incorporate mindfulness. Both have value, but we need to
think very deeply about these ideas big picture. For example, if a school believes
in the principles of a maker space—and they are exciting—they should not be
limited to a space if the rest of the program remains much the same. Instead, it
should flow throughout the school. (I’ve written more extensively about this
idea here.) As for mindfulness, given the increased rates of anxiety among our
students, I’m glad we’re doing something. But there is a very pressing, further
reaching question: what is our role in creating the need for mindfulness
programs and what do we do to change that?
I wonder, just as media grabs onto what’s trending to
gain an audience, whether schools sometime do the same because of legitimate
fears of financial sustainability. It certainly explains some other current,
perhaps unhealthy, things occurring in many schools. They are primarily part of
how we operate as businesses. For example, I hear more references to our
customers. I see it in some of the ways we brand and market ourselves. I’m not
opposed to these things; and while hopelessly romantic idealist in some ways, I
fully accept that independent schools are businesses. The question lies in how
we do that business. How have we, as one head wrote, moved to such a
contractual relationship in our communities? Meanwhile, are we plumbing our
souls? Baring them? Or selling them?
I don’t think it’s the latter. At least not very much.
Quality educators remain committed to mission and ideals and kids. But I’m not
sure we have enough of the first two. After all, we scream, there isn’t time
for all that reflection. Perhaps that is because we’re so busy grabbing on to
the next best thing, whatever is trending at the time. Ironically, and this is
where I draw the significant hope, at this point in time, so much of what’s trending harkens to the timeless, most precious elements of human learning.
