Immediately succeeding this article are three lengthy
articles in a row, each of them actually five articles in one, presented as
they appeared in the April 2018, May 2018, and June 2018 editions of Journal of
the K-12 Revolution: Essays and Research
from Minneapolis, Minnesota.
The latter is an academic journal of the type
historically placed in the periodical section of university libraries, now also
found online. I launched the journal in
July 2014, at the same time I began my four-year investigation into the inner
workings of the Minneapolis Public Schools.
This became a chief means of conveying the results of my research and
the ideas that will be featured in my nearly complete book, Understanding the Minneapolis Public Schools: Current Condition, Future Prospect.
These two publications, along with another nearly
complete book of my authorship, Fundamentals
of an Excellent Liberal Arts Education, constitute parts of a multi-means
effort to overhaul K-12 education at the level of the locally centralized
school district, beginning with the Minneapolis Public Schools, so as to make
that district a model for the impartation of excellent education. The focus is on public K-12 education institutions,
because these are of paramount societal importance; the revolutionary effort is by extension
applicable to all schools, at all levels, everywhere.
The other means of waging the necessary
revolution include my direct teaching of students in the New Salem Educational
Initiative, wherein students demonstrate their propensity for achievement as
observed in the acquisition of knowledge and the manifestation of high ethical
standards; my television show, The K-12 Revolution with Dr. Gary Marvin
Davison (Minneapolis Telecommunication
Network [MTN] public access Channel 17 in Minneapolis); the blog that you are now reading, on which
you will find 686 articles of heavyweight scholarship and thought; and public appearances, including first-up conveyance
of my messages at monthly meetings of the Minneapolis Public Schools Board of
Education.
Mine is the life of the revolutionary. I spend 16 to 18 hours each day delivering my
message pertinent to the future of K-12 education, at the core of which will be
knowledge-intensive curriculum imparted by excellent teachers.
The academic journal, three editions of which you
now have a chance to read below, demonstrates the seriousness of revolutionary
intent and by inference shows my own stance as very different from other
education change advocates. I am the
strongest supporter of K-12 public education that one will find--- and also the severest, best-informed
critic. My revolution is waged on the
basis of unprecedented knowledge of the inner workings of institutions of
public education; and an unrivaled work
ethic. The content of the journal
articles that you will now read are major cases in point.
The first two editions (April 2018 and May 2018)
that you will read focus on the wretched quality of articles, written by both
in-staff and outside authors of opinion pieces, in the Star Tribune. The third
edition to which you will come as you scroll on down the blog focuses on the
woeful philosophy that undergirds teacher training as perpetrated by education
professors and that is ingrained in their verbiage.
Education professors are at the root of all
maladies in public education. Their intellectual
shallowness and purveyance of errant notions have ruined generations of
teachers and administrators. The abominable
quality of coverage of K-12 issues in the Star
Tribune brings into sharp relief both the lack of a viable public information
source and the culpability of many people and institutions for the wretched quality
of K-12 education: The culpable parties
include those in the public education establishment of education professors,
teachers, and administrators; but also
consist of people and institutions external to the education establishment who
are complicit in the sustenance of the injustice perpetrated on students and
thus our society, whose citizens are the students who variously graduate or do
not graduate from our public school districts.
Hence, you should read the following articles at
a high level of focus.
They are part of a unique academic journal and
the most important effort to transform public education in the United States.
No comments:
Post a Comment