This is a continuation of earlier posts.
When I was a French teacher at Ashern Central School, in Ashern, Manitoba, Canada, I started to copy critiques, mainly (although not entirely) of the current school system. At first, I merely printed off the articles, but then I started to provide a summary of the article along with the article. I placed the summaries along with the articles in a binder (and, eventually, binders), and I placed the binder in the staff lounge.
As chair of the Equity and Justice Committee for Lakeshore Teachers’ Association of the Manitoba Teachers’ Society (MTS), I also sent the articles and summary to the Ning of the MTS (a ning is “an online platform for people and organizations to create custom social networks”).
As I pointed out in a previous post, it is necessary for the radical left to use every opportunity to question the legitimacy of existing institutions.
The author of the following article, “Valid Knowledge and the Problem of the Practical Arts Curricula,” argues that practical arts, such as manufacturing (shops), home economics and agriculture are treated as less valid forms of knowledge than the traditional academic forms of knowledge and the attendant skills (science, mathematics, language arts) in schools and universities. The author traces the historical roots of this hierarchical characterization of knowledge to Plato, and such a hierarchy of knowledge was class based.
The author then queries how the opposition to the integration of practical arts into the school curriculum has been reduced in the U.K. while it has been accentuated in the U.S. The author argues that the emphasis on academic knowledge in the U.S. (and, it may be inferred, in Canada) at the expense of the practical arts has reflected the class structure by enabling streaming students into those classified as more intellectually capable students and those classified as less intellectually capable students. Such a school system perpetuates class divisions, inequality and the control of some (those who supposedly use primarily their body) by others (those who supposedly use primarily their minds).
Although the author provides a summary of the historical roots of the split between the academic and the practical in schools and universities, he does not adequately explore the opposition of the integration of the practical arts into schools because of the fear of those who opposed turning schools into mere functions of the demands of particular sectors of employers. Furthermore, he does not adequately address theoretically why Dewey considered manual skills as essential learning tools in schools and how his theory was materialized in practice in the Dewey School (or the University Laboratory School , as it was officially named).
Those who believe that equity and social justice can be confined to their particular classroom merely have to consider the relationship between the practical arts and the curriculum that they teach in their classrooms—and the curriculum taught by their fellow colleagues in the school where they work and in the schools of the division for whom they work. Are those students whose parents are in the lower socio-economic ranks doing as well, in school terms, as those students whose parents are in the higher socio-economic ranks?
2 thoughts on “Critical Education Articles Placed in the Teacher Staff Lounge While I Was a Teacher, Part Three: The Academic Versus the Practical”
Well, I’ve finally had enough.
Sent from Rogers Yahoo Mail on Android
The statement is of course ambiguous. What does it mean? That the person has had enough of posts on this blog? Or of the kind of society in which we live? Or the pandemic?
Without any further specification, no one is enlightened by such a statement.
Of course, if a person states that s/he has had enough and then removes herself or himself from the blog, then the first interpretation is most likely. Anyone is free to cease being a follower of this blog, of course.
Herman Rosenfeld, as the author of the original comment, has unsubscribed. It is not surprising–references to the radical left in Toronto on this blog criticize the idea that the social-democratic left are radical–and Mr. Rosenfeld obviously believes that the social-democratic left is really radical.
But even then, such a statement does not enlighten anyone: no real discussion of what do to. or alternative suggestions about what is to be done.
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