[regional_school] Re: Steve Nelson

  • From: Keith Rankin <keithwrankin@xxxxxxxxxxx>
  • To: Regional School <regional_school@xxxxxxxxxxxxx>
  • Date: Mon, 20 Dec 2010 09:27:02 -0500

Socrates was ahead of his time. Fast forward to the Information Age where the 
answers are out there, but one must know how to artfully ask the question. And 
know how to question the answer. What is more important, the questions asked or 
the answers given? Is education about teaching or learning? And what about 
goodness, an important subject to Socrates along with truth and usefulness. Was 
John Philips right that "goodness without knowledge is weak and feeble, and 
knowledge without goodness is dangerous?" 


Keith W. Rankin 
44 Creston Court 
Rochester, NY 14612 

585.734.7295 cel | txt

To: regional_school@xxxxxxxxxxxxx
Subject: [regional_school] Re: Steve Nelson
From: neilcho@xxxxxxx
Date: Sat, 18 Dec 2010 17:44:23 -0500

If it were up to Socrates, that question would be answered by another question. 






-----Original Message-----

From: Keith Rankin <keithwrankin@xxxxxxxxxxx>

To: Regional School <regional_school@xxxxxxxxxxxxx>

Sent: Mon, Dec 13, 2010 9:47 am

Subject: [regional_school] Re: Steve Nelson

I wonder in the History of Education how many "standardized tests" or 
"authentic assessments" Socrates gave?


Keith W. Rankin 

44 Creston Court 

Rochester, NY 14612 

585.734.7295 cel | txt


From: wcala@xxxxxxxxxxxxxxxx

To: regional_school@xxxxxxxxxxxxx

Subject: [regional_school] Steve Nelson

Date: Mon, 13 Dec 2010 07:48:13 -0500

An interesting piece by Steve Nelson via Norm Scott from NYC.


Excerpts from Steve Nelson's The Disservice of a 'Rigorous' Education 

Tests, standards, accountability, economic competitiveness, managers, vouchers, 
data, metrics... does anyone actually care about children? 

While multi-billionaires like Michael Bloomberg, Bill Gates and Eli Broad talk 
about tough management and data-driven reform, real children languish in abject 
poverty. That's unfair enough, but then we also rob them of their childhoods. 
Everything is about money, even their small lives. Social scientists talk about 
poor kids' education as an "investment" and act as though the worth of children 
is in their development as resources for the competitive marketplace. 

Jean De La Bruyère, a 17th century French moralist and philosopher, once wrote: 
"Children have neither a past nor a future. Thus they enjoy the present -- 
which seldom happens to us." In the South Bronx or in Grosse Pointe, children 
are too often deprived of the present. At each end of the economic spectrum, we 
are pressing children harder and harder in the service of a "rigorous" 
education. It is not mere semantic coincidence that the word "rigor" is most 
often paired with the word "mortis." 

As De La Bruyère wrote, the present seldom happens to us. But the present is 
all that children have. 

It's heartbreaking to hear administrators and politicians talk about children 
as raw material to be crafted into productive cogs in the global economy. 

Read it all: http://susanohanian.org/show_nclb_atrocities.php?id=4072 




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