A Second-Rate Secondary Education

Leon,
You don't go far enough. Leave Many Children Behind. End compulsory education at any age. Make public education a privilege, not a right based on 18th century thinking.
End in loco parentis today! It's loco. We have destroyed the American family for various and sundry significant reasons, yet put the blame for social ills on teachers.
Every educator knows the numero uno goal for a successful learning experience is to create a safe and nurturing environment. So kick the punks out and let the cops handle 'em. Results? Smaller classes, enthused teachers who no longer have to be cops. No more truant officers, Ass't Prinicipals with walkie-talkies chasing miscreants. And while you're at it, send the so-called Guidance Counselors packing too!
And while I'm on my soapbox, I've never met a teenager who can function before noon. Howzzabout we address these well-known bio-rhythms?
John Franklin
(teaching in Taiwan where my classroom safety is never an issue)

This article is compelling and parallel to my personal beliefs after 12 years as an educator. I am however disappointed with an article labeled as a special report that has almost no real research or data. While the article espouses critical literacy and analysis, it does not present itself as an example of what the author desires from our system. To those who share this philosophy it is a comforting stroking, but to others it offers nothing in terms of substantive arguments. Philosophies can not be advanced without the hard work and dirty data mining to support our points.

This article is compelling and parallel to my personal beliefs after 12 years as an educator. I am however disappointed with an article labeled as a special report that has almost no real research or data. While the article espouses critical literacy and analysis, it does not present itself as an example of what the author desires from our system. To those who share this philosophy it is a comforting stroking, but to others it offers nothing in terms of substantive arguments. Philosophies can not be advanced without the hard work and dirty data mining to support our points.

Interesting and compelling article, Mr. Bostein. As an innovative educator and former scientist I agree with much of commentary here. However, I disagree that the "young adult needs to experience the desire to know, and to recognize the intimate connection between knowledge and the conduct of life." Learning, especially self-motivated learning, is innate to human beings; ergo, if we truly wish to enhance the learning capabilities of young people it behooves us to nurture self-motivated learning as much and as often as possible. Conventional schooling, including what passes for most learning at college and university levels, does not do this. Rather it remains paternalistic in nature, beginning and ending, largely with the premise that teachers and teaching trumps self-motivated learning and discovery. You say you support creating stronger links with subject-experts and mentors; I agree, however, I'd also like to point out that most 'deep' expertise and mastery arises from self-motivated learning and discovery, and NOT from conventional teaching. Almost any expert or master will confirm this to you and I and, today, more compelling evidence arises from the field of Neurobiology which clearly distinguishes differences in brain development and activity when subjects are 'self-motivating' versus sitting in a classroom participating in more passive learning.
Sincerely, Michael Maser
Director, SelfDesign Learning Community
www.selfdesign.org