The world of school is polarizing… confusing. “Current” technology is not really current because it is constantly evolving. We live in a kinetic state of rolling and rocking change impacting the way we access information, communicate and function as individuals, diverse cultures and a world wide society.
Discussions of the purpose of education, engagement with collective human knowledge, expressions and assertions of humanity and our own humanness, seem to have reached a stage of polarization. Who is entitled to what aspects of knowledge; how is it charted, categorized and doled out “demonstrating consistency”*… who doles it out and what are their “trainings and qualifications”* … and how do we hold them “accountable”* for the “outcomes”*.
*[the quotes in the above paragraph highlight the latest corporate reform buzzwords ]
Let’s look at two very different schools in Washington DC. One is private and the other public. One is integrated, the other segregated. One pushes the common core standardized dictate as a solution for the future. Students need to live up to the school’s core expectations and standards of conduct… they need to be prepared to be employed in an economy requiring solid technological skills. They are being trained to do.
The other school wants their students to be thoughtful and reflective in order to be prepared to meet an ever changing world with moral intelligence, social awareness and intellectual know how. They are being nurtured to lead…to be in charge.
One of the schools is attended by the children of the President of the United States. The other is not. One school is more than 100 years old. The other is new.
Compare and contrast the nature and ethos of these schools. Does either school demonstrate potential in being able to nurture its students to meet the world as it is and influence change that puts humanity and the planet first? School A? School B? None of the above? Some from column one and some from column two? Or?
Sidwell Friends School
Friendship Academy Charter Schools