Imaginative Education Policy
I am returning tonight from four days at the National Council of Teachers of English (NCTE) convention in Pittsburgh. There is nothing quite like spending a weekend with 3,000 people who believe that poetry and stories can change the world. The many conversations I’ve had with teachers in the last few days have me thinking about the demands liberals and progressives typically make with regard to education: primarily better funding for our schools and higher pay for teachers. The economic issues are certainly important, but, coming out of this conference, I wonder if pursuing those goals is enough. Should a spiritually progressive movement address the content of education as well as its funding?
There are good reasons, I think, that liberals haven’t said much about the content of education. One of the fundamental principles of traditional liberal political philosophy is that each individual should be free to choose his or her own values, beliefs, and way of life, so long as those don’t harm anyone else. As a result, we’ve worked to keep schools and curriculum “value-neutral,” insisting that instilling values is the work of parents and not of our schools. Much about this argument is compelling.
Still, I don’t really believe that our schools are value-neutral. In fact, I think that in this age of assessment, the values we are most effectively rewarding in children are competitiveness and thinking that is objective, detached, divorced from feeling. (Witness the cutthroat competition in many high schools for class rankings, which has in some cases even led to lawsuits.) The belief in scarcity very much shapes the way in which we talk about education; it is a commodity that will enable our kids, our states, and our country to compete in the global economy. Much hay is made of the ranking of U.S. graduates as compared to graduates of schools in other countries. While excellence in math, science, the arts, and the humanities should certainly be encouraged, shouldn’t we also be actively helping students develop the ethical sense that will allow them to use their academic prowess in humane ways?
The following are some ideas, most of them adapted or borrowed from Rabbi Michael Lerner’s “politics of meaning,” that might give us a starting place for thinking about how education might be reformed to emphasize the kinds of values that will enable us to live in more loving communities:
· Assess schools not only on the academic performance of their students, but also on the ability of their students to demonstrate empathy and make ethical choices.
· Regularly and publicly reward students who demonstrate compassion and sensitivity to the needs of others.
· Likewise, make empathy and ethical sensitivity criteria for college admissions and for hiring.
· Provide students with direct instruction and practice in developing self-discipline and responsibility.
· Expand service learning programs.
· Implement critical literacy programs that help students take ownership of their own learning and adopt a critical stance toward messages created by people and organizations in positions of power, including the media.
At dinner Friday night, I had the opportunity to discuss educational philosophies with Ed Farrell, former president of NCTE and professor emeritus of the University of Texas at Austin, and he said something that has stayed with me throughout the weekend: “First we have to imagine what kind of society we want to have twenty years from now. Then we need to imagine the curriculum that will equip students to create that society.” How might we begin to advocate for schools that foster empathy, curiosity, respect for all peoples of the world, stewardship of the natural world, a healthy skepticism toward media messages, and a deep commitment to nonviolence?

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