I am going to be blunt: schools have reached their highest level of incompetency. Think about it. How long would your business last if you consistently drove 30% of your paying customers away? That’s the national average of school dropouts. Even worse, in our large cities 50+ percent are driven away. And horror of horrors, schools are getting paid for doing this. No matter how poorly schools are doing,public funds keep flowing in. If we were to take away compulsory attendance and tax support, our schools would either shape up or get out of business.
Why are schools doing so poorly? It’s because they are so far outdated that they are no longer relevant. We are in the era of participation, interaction, and collaborative ownership; however schools are still operating as if they were 19th and 20th century factories with a bureaucratic command and control management system that encourages micromanaging and incompetency.
None of that works in this new era and that’s also why most of our highly competent new teachers quit after two or three years in the job. And kids are finding that they can learn tons more of relevant information through the participatory democracy of the Internet.
Any organization that wants to be sustainably successful n this era needs to be democratically run. Already there are over 10,000 organizations in the world that operate as employee collaboratives. In such organizations everyone is a steward of the organization’s well being, everyone is a servant to all others, and everyone is appreciated for their part in the whole. Schools are diametrically opposite of this and thus schools are really dead places that are being kept alive by wrongheaded out-of-date thinking. To make schools relevant for this era they must function in the dominant modes of this era: participation, interaction, and collaborative ownership.
Sun, 02/14/2010 - 1:21pm
Hi Jim,
I just had a long talk with Grace (Freshman at McGill University) about her public education. She is beginning to see the cracks in the theory that she was reared in. She acknowledges that she was well "prepared" in some sense, yet our deficits in preparing kids to be master's of their own ship, to access and take direction from an inner compass and be a part of a the creative process of determining their life become all to clear in the early twenties. I wonder if we could also measure this impact of our school's failures. Not just what happens while our kids are in them (bad enough), but also the crisis that usually awaits them in early adulthood and beyond. What do I do when no one is telling me what to do anymore? is a real question. The deep struggle with this question seems to be about 100% for kids in their twenties from what I can see. Of course some of this is a natural part of coming of age, yet it seems to be a product of the education they have received which is top down in nature, full of hoops and carrots.
Thanks for being here and provoking thought.
Jeanne
Mon, 02/15/2010 - 10:46pm
Good points, Jeanne. Two approaches that are addressing relevant skills for beyond school are 1.) project based learning (PjBL) and 2.) creative problem solving learning (CPBL). I suggest that anyone interested in either or both of these approaches would gain much by reading Warren Berger's book GLIMMER (http://is.gd/8tcIt) a rich book about how professional designers face design problems for which no known solution exists. Kids who learn to work through such problems of uncertainty are far more prepared for life beyond school than are kids who learned that life is all about having the right answers for tests.
Sat, 08/08/2009 - 1:58am
Thanks for a thought provoking - and, for me, a very resonant blog post. Words such as 'participation', 'interaction' and 'collaboration' do actually get a guernsey in many of the vision statements and charters of schools here in Australia. Along with such things as 'respect', 'innovation', 'lifelong learning', 'independent thinkers', 'integrity', 'citizenship' ... and the list goes on. It all sounds wonderful! But daily practice in so many schools seems to stumble and fall headlong into the chasm that exists between theory and practice - what I call the 'rhetoric-reality gap'.
Wed, 02/17/2010 - 5:44pm
Sue, I like the implications of your term RHETORIC- REALITY GAP. Don't you wish you could run your business with the outrageous deals schools have: clients are compelled to do business with you, the tax payers will pay for "training" these clients, and if you fail (most schools fail over 30% of their clients), not to worry, the government will CYA with special funds... And BTW, while 50% or more of the large city clients tumble into the chasm you talk about, the talking heads who run these schools get paid handsome salaries AND tenure. Oh my, what a deal. Almost as good as being a failed leader of a major bank...