To grow, teachers must be able to critically think about their own performance.
Education is “activated” by teachers.
It is therefore logical that education can also be able to criticize in a critical way on its own performance.
Currently, this occurs thanks to the comforting precision of the analysis and numbers. The language of mathematics, data and statistics provides a universal language that resists (ideally) to rhetoric and insists on the facts. This also provides a basis for research and natural anchor points for the types of strategies we use to improve our schools.
Be wholeHowever, this critical reflection – this self -denitism – cannot be qualitative and quantitative. This means that at the moment, we only have half of the image.
A self -conscious education system
Criticism is a word with severe consonance, but it is quite close to the word critical To see that they belong together. To think in a critical way is to lead to the “criticism” of a certain kind, but note that criticism can occur without thinking in a critical way. This seems to be the place where education is in trouble.
See also Education needs more than reform
Self -awareness is a precursor of self -knowledge; Self -knowledge is a precursor of the context; The context is a precursor of understanding.
Applied to education as a whole – as a system – self -awareness seems annoying. It is a single human trait which depends, in part, to be able to isolate his “self” and dissolves once a person becomes two.
To be aware of yourself, you can see around yourself without missing anything. Whether you see all the parts of their start at their end and in a scale that did not obscure their function. Otherwise, you are not aware of yourself but aware of the fragments. Awars.
For a school system, all the conscience would mean that each school, cafeteria, class, athletic field, evaluation, manual, computer policy, notation policy, bus route, concern of parents, committee, federal directives and budgetary element. Each course, lesson title, bell calendar, class change and school mascot process.
And the students too – their history, their interests, their levels of reading, their conditions, their curiosities, their habits, their sense of self -efficacy and their own models of life in indigenous communities. Each book they loved and book they hated – every bad habit, source of academic apathy and cause of intrinsic motivation and intrinsic source of motivation.
And teachers. And superior ed. And technology – and each of them can be dispersed in ten thousand pieces themselves.
So many mobile parts obscure the whole, and all obscures the parts – which means that self -awareness and self -criticism remain out of our reach. The best we can bring together is the survey.
It is clear that a self -conscious education system is impossible, as currently designed – which means that a self -corrigerated education system is also impossible as currently designed.
Settlement
Instead, awareness of education – and educators in education – tend to come in a series of packaging and corrections in a series of tremors. The general vision which leads to daily continuity, from semester to another and from one year to the next is replaced by artificial sequences of agitation, enthusiasm and trend. The overviews and tremors do not lead to the transformation of which our funding, our technology and our collective expertise and our passion could otherwise be able.
The scale will be a challenge to create a self -conscious education system capable of transforming and transformed by preparation mechanisms that actually work.
Let’s create something enormous that takes care of the intellectual and creative growth of millions and millions of small human beings, then be surprised when the results are poor and the students are anonymous.
For education to become aware of oneself, he will have to see himself and all his own gears. If we insist on a national system which is monitored at the level of the State and the district, it will depend on national efficiency and efficiency, states and the district. We have therefore designed a teaching and learning system – human improvement – which is unmanageable by this very conception. A system that, incredibly, wants to globalize.
Whether it is a challenge of size, scale, pride or design, “whole” self -criticism is not possible. As long as this is true, nothing other than minor thrusts of fortuitous improvement.
For the moment, in your class, your school or your district, imagine what self-criticism and self-correction are currently like. This is probably a mixture of data teams, courses and more data planning comments.
What do you do to get a full image of who you are, how do you make and types of corrections that your job as a demander requires? If we cannot find a good answer to this, we should not be surprised when other (deliberately vague) people enter and do it for us, stop believing in what we do, or the design and financing of alternatives that have the reflection and design of their own.
A final underperforming teacher is finally replaced. Sub -performative schools, districts – and above all, learning models – are funded by Perma and Untouchables.
For what?
(Tagstotranslate) Terry Heick (T) Véteran Professor
