Jun 29, 2023

The Avoidable Stupidity of Human Existence

In the Wednesday, 28 June 2023, edition of the Star Tribune, the following headlines indicated the level of violence and bad decisions that had resulted in unfortunate episodes across the globe, the nation, and the state of Minnesota  >>>>>

 

As to national and international events, there were the following headlines  >>>>>

 

National and International

 

“Pedestrian Deaths at Highest Levels in Forty-One Years”

 

The data in the article come from The Governors Highway Safety Association, giving a figure of 7,508 pedestrian deaths in 2022, continuing a rise that has been especially acute since 2010, when a figure given by federal data indicated 4,302 pedestrian deaths in that year.

 

“Deputies Accused of Assault of Two Black Men Are Fired”

 

The headline is associated with an incident in Jackson, Mississippi, in which at least five deputy sheriffs tased and sexually abused two unarmed African American men in an apartment drug raid that yielded no illicit substances.

 

“Landmark Study Shows Higher Suicide Risk for Trans People”

 

The data cited comes from governmental compilations in Denmark, where such data, unlike in the United States, is collected from a centralized repository that allows rigorously controlled studies;  in Denmark, transgender people have 7.7 times the rate of suicide attempts than is the case with the general population and 3.5 times the rate of suicide deaths. 

 

 

“DOJ Finds Epstein’s Death Was Suicide”

 

The article pertains to the sex trafficking case of Jeffrey Epstein, abuser of very young females at an insular cite he owned in the Virgin Islands, where he entertained numerous famous governmental figure and entertainers.

 

“Report:  FBI, DHS Ignored January 6 Warning”

 

The report comes from the Senate Homeland Security and Governmental Affairs Committee, finding that the Federal Bureau of Investigation and the Department of Homeland Security’s Office of Intelligence and Analysis has an abundance of evidence that the Proud Boys and other groups were preparing to foment violence of the sort that on 11 January 2021 did in fact witness 2,000 rioters causing more that $2.7 million in damage at the Capitol.   

 

“Violence Set to Drive One Million from Sudan, U. N. Reports”

 

The account refers to the fighting in Sudan between the governmental army and nongovernmental paramilitary units, especially the organization known as Rapid Support Forces;  at least 3,000 people have been killed and 2.5 million people have been displaced in a struggle for power that on the part of the paramilitary forces targets non-Arab populations such as the African Masalit ethnic community.

 

 

As to events in Minnesota, there were the following headlines  >>>>>

 

Minnesota, State and Local

 

“Business Executive Dies in Plane Crash”

 

Suspicions of a suicide crash abide in this case of Paul Ehlen, majority owner of Bloomington-based Precision Lens, just a few months after Ehlen was found guilty of violating anti-kickback statutes and the False Claims Act.

  

“Teen Gets Eight-Year Term for Armed Robberies”

 

The case involves an 18 year-old male who had been found guilty of nine robberies of a variety of business establishments;  the youth in question, who had been charged with over 30 cases since 2017, cited a “messed-up childhood” and lack of needed medications for his offenses, for which he seems genuinely remorseful.

 

“Man Working at MSP Accused of Recording Staff Restroom Videos”

 

The case involves a 36 year-old male employee at Minneapolis-St. Paul International Airport who over a six-month period took at least 143 cell phone videos of males using restrooms at the airport.

  

“Seventeen Year-Old Charged with Murdering Man Linked to Ghost Gun Scheme”

 

Also charged in the murder of a 24 year-old apparent illegal gun manufacturer were three 19 year-olds

who were allegedly accomplices in the homicide and theft case.

 

“Charges:  Woman Run Over By Pick-Up

 

In this case, an adult male high on methamphetamine ran over the head of an adult woman after, hanging on to the driver-side door of his car as she tried to retrieve keys that the male had snatched from her car, the woman had fallen to the ground of the gas station parking lot where the incident occurred.

 

“Former Police Chief Sexually Assaulted Child”

 

The case involves a former police chief of the Native American Mille Lacs Band of the Ojibwe people,

for sexual abuse that occurred from 2009 to 2015;   the former police chief is also facing charges for similar assaults dating to the early 1990s.

 

…………………………………………………………………………………………………………….

 

Humankind does not have to behave this way.

 

There are those in the world who devote themselves to righteous causes, heal the sick, care for the infirm, create brilliant music, design ecofriendly and aesthetically pleasing edifices, author great literary works, and create elegant productions in the visual arts.

 

But clearly much of humanity dwells in ignorance, poverty, and violence.  Most nations are terribly governed, with democracy scarcely witnessed aside from those few imperfect examples found in North America, northern and western Europe, in the Asian-Pacific (Australia, Japan, South Korea, Taiwan), and in very politically messy India.  And in those imperfect democracies, internecine strife according to ethnicity, religion, and citizenship status is rife.  Many people live out their one earthly sojourn ensconced in front of television sets or indulging in meaningless amusements via Tik Toc, YouTube, and other social media platforms.

 

Why, if people are capable of behavior for human betterment, do they so often act in ways destructive of others and, ultimately, of themselves?

 

 

In the cases above, taken in order, first with those involving national and international events

the episodes demonstrate

 

>>>>>   an inattentiveness and in some cases intentional cruelty on the part of drivers and distraction or carelessness on the part of pedestrians;

 

>>>>>   the racism that we have witnessed on the part of police forces across the nation, particularly with African Americans as targets; 

 

>>>>>   the continuing difficulty of life, despite definite improvements in societal attitudes, of living life with a nonbinary sexual identity;  

 

>>>>>   the lack of purpose and lack of appreciation for those aspects of life that are truly aesthetically enriching that define the existences of so many people of wealth and power;  

 

>>>>>   the low information base that leads so many people vulnerable to misinformation and the failure of those in positions of responsibility to anticipate the despicable actions of which ill-informed and emotionally desperate people are capable;

 

>>>>>   the catastrophic impact of imperialism, witnessed not only in the treatment of subjected peoples but also the unpreparedness of imperialized populations to produce leaders of ability and compassion.

 

Then, there are those episodes in Minnesota that demonstrate

 

>>>>>   the corrupting tendencies of capitalism when unmitigated by dedication to values that ennoble rather than degrade commercial enterprise;

 

>>>>>   the failure of our educational and social systems to cultivate youth who find worthwhile activity in physical exercise, reading, nature, art, music, and exquisite aesthetics, so that too many lives ensue amidst illicit drugs and gun violence frequently leading to death and an early age;

 

>>>>>   the aimlessness of so many young adult lives and those at later stages who never grasped the nature of meaningful activity or the essence of healthy expressions of sexuality;

 

>>>>>   the failure of our institutions to provide solid information bases, a sense of ethics, and the importance of civic responsibility;

 

>>>>>   the spectacle of so many people given to irrational behavior due to that aimlessness of existence that prevails when educational and social institutions are inadequate;

 

>>>>>   the poignance of the life position for historically abused people who with a heavier emotional load must confront the challenges of ignorance and immorality in which most people dwell.

 

………………………………………………………………………………………………

 

Life does not have to be this way.

 

There is at this point in history enough accumulated experience to comprehend the difference between scientific truth and explanatory fiction.

 

There are enough examples of moral paragons to grasp the wisdom of universal love and compassion for all sentient beings.   

 

Although far too few, we do have those examples of polymaths, those Renaissance persons who have extremely limited time for foolishness, so busy are they exploring the possibilities in all fields of endeavor.

 

Life does not have to be so inadequate as life is as a rule and as corrupted as life is in the existences of so many on this one earthly sojourn.

 

Life does not have to be this way, but to hasten the ascent to an elevated quality of life, we must realize that human meaning lies in the quest for universal good, broad and deep knowledge, and appreciation both for the natural world and creations of artistic genius.    

 

Such realization cannot come from free will actors but from those who have learned from human experience and are able to design institutions that operate according to what has been learned and what can be progressively extrapolated from that experience.

 

Then all human beings must be provided public education that is knowledge-intensive, skill-replete, productive of broad and deep information bases, and promotive of discussion as to the constituent elements of higher ethics.

 

The dissemination of shared knowledge and ethics, then, is the key to realizing life’s potential in the human ascent to an elevated quality of life.

 

Life does not have be lived in such wretchedly stupid ways as now prevail.

 

But for the realization of human potential on this one earthly sojourn we must proceed quickly to design public education of genuine excellence.

  

Jun 24, 2023

The Magnificence of Demonstrations of Student Accomplishment and the Familial Spirit That Pervaded Our Annual New Salem Educational Initiative Banquet 2023, Appropriately Held on Juneteenth,19 June 2023

My students, their families, numerous Minneapolis Public Schools (MPS) officials (Interim Superintendent Rochelle Cox, Senior Academic Officer Aimee Fearing, Executive Director of Strategic Initiatives Sarah Hunter, MPS Board of Education Director Collin Beachy, and MPS Board of Education Student Representatives Abdihafid Mohamed and Halimah Abdullah), wife Barbara Reed, and myself capped the academic year and greeted looming summer with gusto at our Annual New Salem Educational Initiative Banquet. 

I cooked a dinner consisting of barbecue chicken, mac’n cheese, spaghetti (vegetarian and meat options), lasagna (also with the two options), and with tossed salad and cookies.

The students and I performed my compressed (for 20-minute presentation, maintaining all original Elizabethan language) version of King Lear students and I delivered speeches originally given by Martin Luther King and Malcolm X (inasmuch as so many went down to the wire meeting academic challenges at academic year’s close, I did not burden my female students this year with renditions of powerful oratory by Sojourner Truth and Ida B. Wells-Burnett), and I brought students up with me to bestow certificates. bearing appellations such as

Mega-Insightful

Rapid Academic Ascent

Rock Steady Academician

Celestial Potential

Perpetual Fascination

Honor Roll Magnate

High-Achieving Dedication

Steep Academic Vistas

Impressively Pensive

Abundant Latent Talent

Creative Talent

Intelligence and Humor

Academic Achievement and High Character

Optically Active Academician

Creative Spirit and Academic Dedication

Student of the Year

Certificates also were given to the many supportive parents and included a “Parent of the Year” award to each of a wife and husband duo who shepherd multiple family youth in addition to their own children).

Attendance by MPS staff members signaled my very different relationship with staff than has been the case in past years.  I have for many years established excellent relationships with staff members such as Senior Finance Officer Ibrahima Diop, Senior Information Technology Officer Fadi Fadhil, Senior Human Resources Officer Maggie Sullivan, and Senior Accountability, Research, and Equity Officer Eric Moore, in addition to Rochelle in her previous roles as Executive Director for Special Education and then Associate Superintendent--- and some have attended past banquets.

But to have in attendance those in roles of Superintendent and Senior Academic Officer, who have been among my key targets of revolutionary critique in the past, does indeed signal a very different stage in the Revolution.   Aimee, whom I once criticized relentlessly, has thrived under Rochelle’s leadership and the productive discussions that she and I have had, and now is working energetically to deliver knowledge-intensive, skill-replete curriculum and the training of teachers capable of delivering that curriculum:  In her 180-degree turn toward academic quality, she and I have become good friends. 

A great deal of love and amiable human spirit, as if we all comprised a large extended family, pervaded the big basement room where the banquet ensues. 

I felt a hugely blessed man.

Jun 14, 2023

Front Matter and Contents >>>>> >Journal of the K-12 Revolution: Essays and Research from Minneapolis, Minnesota< >>>>> Volume IX, No. 12, June 2023

Volume IX, No. 11                                              

June 2023

 

Journal of the K-12 Revolution:

Essays and Research from Minneapolis, Minnesota        

 

Toward an Understanding of the Vital Endeavor to Transform

K-12 Education at the Level of the Locally Centralized School District:

 

The Ineffectiveness of Education Policy and Institutions at the National and State Levels

 

A Five-Article Series         

 

A Publication of the New Salem Educational Initiative

Gary Marvin Davison, Editor     

 

 

Toward an Understanding of the Vital Endeavor to Transform

K-12 Education at the Level of the Locally Centralized School District:

 

The Ineffectiveness of Education Policy and Institutions at the National and State Levels

 

 

A Five-Article Series        

 

Copyright © 2023

Gary Marvin Davison

New Salem Educational Initiative

 

Contents

 

Introductory Comments

 

Article #1

The Insubstantial Academic Training of Federal and

Minnesota State Department of Education Officials

 

Article #2

The Unfortunate History of Public Education in the United States from the 1970s Forward

 

Article #3

The Intellectual Corruption of Federal and State Education Policy

 

Article #4

 

Historical Ineffectiveness of the Minneapolis Public Schools Under the Leadership of Ill-Trained Superintendents

 

 

Article #5

 

Historical Ineffectiveness and Current Promise:  Prospects for the Minneapolis Public Schools Becoming a National Model Under the Leadership of Rochelle Cox

Introductory Comments >>>>> >Journal of the K-12 Revolution: Essays and Research from Minneapolis, Minnesota< >>>>> Volume IX, No. 12, June 2023

Introductory Comments             


Throughout the United States, public students receive a terrible quality of public education. 

 

Further, alternatives to the public schools are inconsistent in quality and as a whole lack coherence as to philosophy, curriculum, and teacher quality.  Most charter schools are even worse than conventional public schools.  Church-affiliated schools are tremendously variable in quality.

 

Private schools also vary as to curriculum and teacher quality;  the best do serve as college preparatory institutions and send forth students who matriculate at colleges and universities of high reputation.  But even in college preparatory schools and in the colleges and universities of the United States, the delivery of knowledge-intensive, skill-replete curriculum that imparts depth and breadth of knowledge across the subject areas of biology, chemistry, physics, mathematics, history, geography, government, economics, psychology, English/world literature, and the visual/musical fine arts is lacking.  Students at best graduate from colleges and universities with considerable knowledge of their majors and a smattering of exposure to other fields of study.  Graduate students by definition focus on field specialties.

 

Thus, at no level of the American educational system do we produce citizens who are genuinely culturally enriched or civically prepared;   most are not professionally satisfied, and many languish in cyclical poverty that gives them no chance to live in the fullness that should be the case on this one earthly sojourn.

 

In this edition of Journal of the K-12 Revolution:  Essays and Research from Minneapolis, Minnesota, I present the reasons for the intellectual corruption and inadequacy of our system of public education in the United States.  I detail the nature of institutions at the national and state levels that render those rungs of governance incapable of providing the change needed in preK-12 education.  And I explain why, therefore, the locally centralized school district must be the level at which those intending to achieve educational transformation must focus their efforts.

 

Article #1 >>>>> >Journal of the K-12 Revolution: Essays and Research from Minneapolis, Minnesota< >>>>> Volume IX, No. 12, June 2023

Article #1

 

The Insubstantial Academic Training of Federal and

Minnesota State Department of Education Officials

 

Inadequate academic preparation is a consistent reality among education administrators, from the United States Department of Education on through state-level administrators, such as those at the Minnesota Department of Education.

 

The current head of the United States Department of Education is an intellectual lightweight, lacking any training in a key academic field:

 

Miguel Cardona  

(United States Secretary of Education)

Ed. D. (Doctor of Education)                

Central Connecticut State University

M. S.                  

Central Connecticut State University

Bilingual and Cultural Education

B. S. (Bachelor of Science)             

Central Connecticut State University

 

Education 

 

 

This lack of in any training in a major subject area is witnessed, too, in those who occupy positions of leadership at the state level.  Consider the cases of these figures who have occupied key roles at the Minnesota Department of Education:

 

Heather Mueller 

(Minnesota State Commissioner of Education through December 2022)

Ed. D. (Doctor of Education)                

St. Mary’s University of Minnesota

Educational Leadership with Emphasis on Organizational Analysis and Change 

M. Ed. (Master of Education )             

Minnesota State University, Mankato           

Educational Leadership

Specialist Degree                                     

Minnesota State University, Mankato           

Educational Leadership and Administration, General

B. Ed.                                                           

Minnesota State University, Mankato           

Associate Arts Degree                          

Arizona Western College       

General Studies

 

 

Brenda Cassellius

(former Minnesota State Commissioner of Education)

 

The University of Memphis

 

Doctor of Education – EdD

Organizational Leadership

2004- 2007

 

University of St. Thomas

 

Specialist

Educational Leadership and Administration, General

1993 – 1995

 

University of St. Thomas

 

Master's degree

Secondary Education and Teaching

1990- 1991

 

University of Minnesota-Twin Cities

Bachelor's degree

Psychology

1985 - 1989

 

>>>>> 

 

Stephanie Burrage

(former Minnesota Deputy Commissioner of Education;  currently educational equity officer for the Minnesota Department of Education)

 

Ed.D. (Educational Policy and Administration)

University of Minnesota/Twin Cities

 

M.Ed. (Elementary Education)

University of Wisconsin/Madison

 

M.Ed.

St. Mary’s University

 

B.A. (Secondary Education)

Western Michigan University

 

 

Brenda Cassellius’s undergraduate degree in psychology is the only credential given above that pertains to a major academic field;  otherwise the college or university degrees held by these figures operating at the state level have all been conferred by departments, schools, or colleges of education.

 

Such a situation contrasts greatly with the circumstance abiding among leaders of colleges and universities: 

 

Presidents and deans at post-secondary institutions typically have been professors in major academic fields such as mathematics, physics, history, economics, or English.  College and university presidents are scholars who have learned any skills necessary on the job after being tapped as associate deans, deans, and other administrative positions;  they rarely have matriculated in programs comprised of the academically light courses leading to administrative certification in public education.

 

Programs that provide courses leading to public school teacher and administrative licensure are cash cows for colleges and universities but a regrettable component of a system that devalues, and sends forth leaders who lack, academic knowledge.

 

Such a situation, reviewed in the next article, is the result of an approach to curriculum and teacher training that began at Teachers College, Columbia University in the 1920s and took hold in public education from the 1970s forward.

 

 

Article #2 >>>>> >Journal of the K-12 Revolution: Essays and Research from Minneapolis, Minnesota< >>>>> Volume IX, No. 12, June 2023

Article #2

 

The Unfortunate History of Public Education in the United States from the 1970s Forward

 

All problems of the locally centralized school district in the United States are traceable to wretched teacher and administrator training programs. 

 

Mediocrity of K-12 education in the United States originates in departments, colleges, and schools of education wherein professors do not believe that systematically acquired and mentally stored knowledge of the liberal arts is important.  They believe, instead, in so-called “constructivist” approaches that begin with the knowledge base and life experiences of the student as a foundation for seeking information that is relevant to the particular young person. 

This so-called “progressive” approach to education is implemented upon the assumption that the systematic, sequential accumulation of knowledge in math, natural science, social science, history, literature, and the fine arts is not important.  Only those topics that passionately drive a given student, for which a teacher serves as “facilitator” in accumulating this particularistic information, are important.  As to accumulated knowledge from the human inheritance, one can always “look it up.”

But this view of education and the teacher is deeply flawed.  Imagine going to a cardiologist with complaints about chest pains and being told that the doctor would have to take a moment to look up what is known about arterial blockage, because this was not covered in medical school.  Consider describing to an attorney an experience whereby police officers broke into one’s home without a search warrant and being told by this lawyer that this sounds like an interesting predicament that would have to be researched, because such instances were not part of the law school curriculum.

Taught by such professors promulgating the “constructivist,“ “progressive” approach to knowledge and pedagogy, our K-5 teachers, especially, enter our classrooms woefully underprepared.  Those who teach at the grades 6-12 level are a bit better trained, because most get bachelor’s degrees in legitimate disciplines (e. g., physics, math, history, economics, English literature, fine arts).  But low licensure requirements mean that those who enter our middle schools and high schools are not always truly masters of their fields.  Graduate programs for teachers, in the meantime, provide programs for easily attained master’s degrees that are financial spigots for universities.  Further, public schools administrators have typically been ill-educated in similar manner, then take academically bereft courses of the sort leading to administrative licensure.

………………………………………………………………………………….....

 

This ironic lack of academic focus is traceable to regrettable developments at Teachers College, Columbia University during the 1920s.

 

Ever since the transformation of the normal school into teacher’s colleges created within universities during the 1920s, education professors have sought to make a place for themselves in their new institutional setting.  Lacking the knowledge base of field specialists such as psychologists, philosophers, mathematicians, chemists, literary scholars, historians, and economists who were best positioned to provide prospective teachers with a strong knowledge base, education professors began to emphasize pedagogy over subject area training for teachers.  They came to view schools as dispensers of many attitudes and vocational tools purportedly for the good of students:  training for a life of work integrally connected to the employment and social position of parents, socialization for citizenship, and for a period of the early 1930s the internalization of a collectivist outlook for constructing a socialist society at a time when the Great Depression had undermined faith in liberal democracy.

 

Education professors came to profess a belief in a “constructivist," "child-centered” approach to education that minimized the value of imparting logically sequenced, commonly shared knowledge sets, in favor of giving great scope to the child’s own life experiences and interests, with the presiding classroom presence transformed from teacher into “guide” or “facilitator.”  Student mastery of well-defined knowledge sets, education professors maintained, was not important.  In addition to preparing for one’s vocational and civic responsibilities, the student should learn to think critically about topics of immediate personal and societal importance and to access information as a lifelong learner.

 

Emphasis on the individual interest of the student as the driver of what was to be learned fit well with the zeitgeist of the 1960s.  Over the decades since the 1920s, parents, teachers, and local communities had often objected to the views of education professors, but during the years from the 1960s to the present year of 2019, the ideology of the education professor has been dominant in our schools.  When a student gets to high school, she or he may scramble quickly to make-up for lack of knowledge by taking substantive Advanced Placement (AP) courses;   but even the most ambitious college-bound student graduates with large gaps in the knowledge and skills necessary to make the most of the college or university experience.

 

Although this key anti-knowledge message took different forms as pedagogical fads came and went, the essential core of the message has never changed.  That message is entirely consistent with the contemporary education professor’s insistence on the ability to think critically and to become an enthusiast of lifelong learning as the key components for students in K-12 schools.  The education professor maintains that the acquisition of specific knowledge and skill sets is not important, for those can always be looked up or learned as necessary.

 

Education professors are objectionable generally.  Mathematics education professors are objectionable particularly.  A mathematics education professor is someone without the intellectual mettle to pursue a degree in mathematics, thus retreating to a similar-sounding credential.  Many mathematics education professors lack the intellectual discipline to master the intricacies even of algebra and geometry, much less calculus, differential equations, linear and advanced algebra, topography, and the ever-ascending challenges in a legitimate mathematics masters or doctoral program.  

 

Because mathematics professors are themselves mathematically challenged, they are forever contriving ways to make what is simple seem difficult, so as to avoid what is truly difficult.  Notice that their gimmicks are never applied to mathematics at the higher levels;  their ruses would never be applicable to Advanced Placement courses at the high school level.  The schemes of mathematics professors always come with a pretension of philosophical depth, always focused on relatively simple mathematics at the K-5 level.

 

………………………………………………………………………………………………………………………….

 

Schools in the United States at the 19th-20th century divide were of widely varying quality.  Most students did not attend school past grade six.  But by the first two decades of the 20th century an increasing number of students were seeking attendance in high schools that generally featured classical curricula in mathematics, natural science, history, government, English literature and usage, and Latin.  An intermediary institution, junior high, also appeared in some urban districts, for students in grades seven through nine, featuring academic preparation for the high school curriculum.

 

At that turn of the 19th into the 20th century, normal schools offered formal preparation for some teachers;  these varied widely in quality but in general assumed that teachers would be instructing students in a rigorous academic curriculum.  But by the second decade of the 20th century, teachers colleges located on university campuses overtook the normal schools as institutions of teacher preparation.  Education professors, now ensconced in university settings among academic field specialists, began to emphasize pedagogy over curriculum, with the assertion that the systematic acquisition of knowledge was not important.

 

The writings of John Dewey, while full of internal contradictions and often lacking clarity, typically asserted that education should resonate with the experience of the child and offer practical preparation for life.  More clearly, William Heard Kilpatrick and Harold Rugg advocated for a putatively progressive approach to education that deemphasized the sequential acquisition of knowledge and skill sets.  Heard in 1918 penned an article, “The Project Method,” and soon published a book of the same name;  in 1928, Rugg, with coauthor Ann Shumaker, published the book,  The Child-Centered School.  In these two volumes we have the foundations for the “progressive” education movement that, against the vigorous counter arguments of such subject area proponents as William C. Bagley, became entrenched at the teachers colleges, most influentially at the Teachers College of Columbia University.

 

This view of education took many decades to prevail in the schools of locally centralized districts across the nation.  Many teachers had trained as field specialists.  Many parents of immigrant populations and African Americans relocating as participants in the Great Northern Migration wanted a substantive education as a basis for scaling the educational ladder to success.  But paradoxically in synch with a creed known as “progressive,” proponents of those ideas absorbed and espoused racist precepts of the first decades of the 20th century that expressed doubts as to whether the children of southern and eastern European immigrants and African American migrants could master an academic curriculum .  Such populations were typically tracked into vocational curriculum while decision-makers won to the “progressive” creed begrudgingly provided an academic track to satisfy expectations of university admissions offices.

 

During the late 1960s, the “progressive’ creed thrived in a zeitgeist with individual personal expression at the center;  “progressive” ideology now dominated among teachers and administrators, all trained by education professors in departments, colleges, and schools of education. 

 

This was terrible timing:

 

In ferocious irony, advances in civil rights made possible the pursuit of the middle class lifestyle for African Americans positioned to climb the economic ladder;  and fair housing laws made residential housing covenants less likely:  African American middle class flight joined white flight as phenomena that at the urban core left behind the poorest of the poor.

 

Crack cocaine hit the streets in 1980. 

 

Gang activity proliferated. 

 

Urban school systems such as the Minneapolis Public Schools were overwhelmed, with almost all-white middle class teaching staffs faced with the duty to teach populations with which they had no cultural affinity.  And with the triumph of “progressive” education, these teachers had little of substance to offer their students that could assist them in ending the cyclical poverty that created the conditions of inner city life.  Mainly white educational theorists touted critical thinking, lifelong learning, projects and portfolios as measures of student learning, curriculum driven by individual teachers and their students---  all in the absence of logically sequenced knowledge and skill sets measurable by objective assessments, thus robbing students of the information base upon which genuine critical analysis and a lifelong pursuit of knowledge could proceed.  The mantras of education professors became excuses for teaching very little at all.