The current model for schools and schools systems was borrowed from the organizational world of business. The creation of schools that mirror life in the factories seemed to prepare students to move from one environment (school) to another environment (work) with very little effort. This model had its place in the history and development of education and organizations for the Industrial Age period of history but today this model is seriously lacking. The curriculum for the Industrial Age was developed with the real world in mind. Using the Farmers Almanac, classes in accounting, typing, mechanics, grammar, and the sciences prepared most of the students for their place in the working world while a small minority continued their education on the college and university level. Today, more and more students are attending college before entering the work force (and many more are extending their studies earning MA's and PhD's without ever being gainfully employed) and the curriculum changed from the practical to the ethereal in many cases. In our technological literate world and work force that encourages team work, shared information, and creativity, it seems to me that if schools are to remain relevant in meeting the current needs and future aspirations of students, then change is definitely necessary both in the design of curriculum, the pedagogy used, and the schema for organizational leadership in schools.
As a teacher and educational leader of schools, I tried to bring as many voices to the table as possible when seeking to make changes or teaching a new concept. In the classroom, I often used collaborative learning on a weekly basis and always assigned a semester project that demanded group design, particpation and presentation. The students always had a series of topics from which to choose, but a rubric was provided to them so that they would know the parameters and scope of the project. Points were actually awarded for creativity. While the students generally liked the projects, they also learned valuable lessons in time management, group dynamics, dependability, supporting the weak and taking risks-points that I know are valuable in the work force. As an educational leader of school, although we functioned in the classical model of organizations, i.e., a hierarchical model where lines of reporting and communication were explicit, as a leader I often tried to bring other constituents into the conversation both formally and informally. I found that in most cases, this allowed for a greater understanding of the issue/problem and provided for a better decision in the long run.
The readings provided great challenges for those in education to dismantle the assembly line and transform schools to meet the needs of the future.
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I'm not sure that I can agree with the opening premise regarding the link between schools and business. The readings did not define when the Industrial Age began and ended, but if Google is any guide, it lasted from about 1750 until 1900. Schools were in existence before that time, and were using what we would now describe as an Industrial Age model. I know that John Baptist de La Salle introduced a teaching method with classes and a curriculum and this expanded from 1690 onwards. I don't know for sure, but suspect that other religious orders in existence before the Industrial Age used an organisational model not dissimilar to that found in schools today. I have found no evidence to suggest that John Baptist de La Salle or other educational innovators were influenced by an 'industrial model'. Another thought is that while there are similarities between schools and industrial age organisations, I have yet to see any writing that shows that those who founded schools and school systems in later decades consciously modelled them on an Industrial Age business model. Cheers!
ReplyDeleteGood for you! Convincing "industrial age" thinkers that cooperative learning is valuable can be difficult (as I am learning in my WASC evaluation). You seem to embrace it fully to the benefit of students. "New Science" thinking is NOT just about using technology.
ReplyDeleteI thought you made some interesting comments on sort of the evolution of the schooling system. I think you are right in that in the very beginning work and supporting your family was much more the goal of schooling where as now we have sort of evolved to this "intellectual" society where some people refuse to ever get jobs. I feel as if this is also apparent in the way that the Masters Degree has now become the new Bachelor's Degree. A bachelor's degree used to be the norm but now more and more people are getting a Master's and there is now some obligation to get one in order to stay competitive in the work force.
ReplyDeleteSo with this evolution into a society that seems to value intellectual prowess over being the middle class hard worker providing for your family, are educational institutions really evolving with society.
This brings my flow of thoughts to my friend that is a T.A. for a professor at Boston University while she pursues her Ph.D. She had a few students that just flat out decided not to turn in their final papers. The professor wanted her to hunt them down and let them know that they can still get credit for their papers if they turned them in 2 weeks after to due date. This professor also let my friend know that he would not accept anything lower than a B average in his class, expecting her to grade accordingly. So are we truly becoming an intellectual society or are our brains being inflated with hot air...