Critical Education Articles Placed in the Teacher Staff Lounge While I Was a Teacher, Part Three

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?

 

Fred

Of course, there are limitations to the above–since there is only reference to “social-economic status,” which is linked only to level of income rather than to the source of that income (such as wages/salaries versus profits).

 

Critical Education Articles Placed in the Teacher Staff Lounge While I Was a Teacher, Part Two

This is a continuation of a series of posts on summaries of articles, mainly on education.

When I was a French teacher at Ashern Central School, in Ashern, Manitoba, Canada, I started to copy critical articles, 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, “Clinical Pragmatism in Bioethics: A Pastoral Approach,” uses Dewey’s model of pragmatism to address ethical issues related to his work as a pastor in different situations often involving death and health care. Bioethical pragmatism, as he calls it, must determine whether an ethical situation exists, whether further data is required before making a decision, whether there may be a conflict of values and interests and to whom one owes a duty. Although the context of the article is health care, the pastor’s use of pragmatism is relevant to the school system.

The pastor points out that Dewey’s pragmatism requires inquiry as a basic part of the process of deliberation in situations characteristic of conflicting elements that involve ethical decisions. He argues that in the situations he describes, the issue is less one of making a moral decision and an immoral decision and more one of making a less immoral decision and a more immoral decision.

He argues that inquiry forms a necessary part of the process in order to arrive at the best possible decision under the specific circumstances of the case (determination of context by means of inquiry is essential). He emphasizes that the inductive approach forms an essential part of the process rather than a merely deductive approach.

One of the limitations of the article is the lack of questioning of some of the elements listed as forming the context. He mentions financial aspects as forming part of the context for health care. How that plays out in reality in the context of a class society would require inquiry. The author provides no evidence of engaging in inquiry about the impact of the financial context on health-care outcomes or consequences. Undoubtedly, financial aspects do enter into decision-making processes of health care. Does that mean that the financial aspects are considered as just part of the facts that need to be elicited through inquiry but are not questioned? Does inquiry involve questioning the premises of, for example, the financial aspects?

Equity and social justice issues in schools evidently deal with ethical issues. However, how many who are interested in equity and social justice issues engage in clinical pragmatism?

Fred