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The Schools Our Children Deserve
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› Besuchen Sie die Seite von Alfie Kohn auf Amazon
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Teacher-turned-writer Alfie Kohn takes on traditional-education giants like E.D. Hirsch, along with practically every state government "raising the bar" and toughening standards, in this attack on the back-to-basics movement. An established critic of America's fixation on grades and test scores, Kohn has written a detailed, methodical treatise that accuses politicians and educators of replacing John Dewey, the father of public education, with test-tutoring king Stanley Kaplan. The current standards movement that demands students learn a list of dates and facts prepares kids for Jeopardy, Kohn argues, not real life. He joins David C. Berliner and Bruce J. Biddle (The Manufactured Crisis) in questioning whether today's schools are truly floundering, warning that romantic memories of the old school, with its tests, worksheets, and drills, are purely that--memories romanticized by time and perception.
Kohn backs up his argument with research and observations from like-minded reformers such as Deborah Meier, but his position is nothing new. Rather, it is a volley back at traditionalists, a direct counter to Hirsch's 1996 book The Schools We Need, which Kohn critically dissects at length, even accusing Hirsch of incorrectly generalizing footnoted research. Kohn also takes issue with the backlash against the whole-language approach to reading instruction (though this argument wears thin, given that many schools have already moved beyond the debate to use a combination of whole language and phonics). The overall message of The Schools Our Children Deserve is a valid cautionary tale about the future of American education that deserves to be heard out by teachers, policymakers, and parents. --Jodi Mailander Farrell -- Dieser Text bezieht sich auf eine vergriffene oder nicht verfügbare Ausgabe dieses Titels.
From Booklist
Kohn, an outspoken critic of standardized tests as a means of measuring educational achievement, criticizes the "aggressive nostalgia" that supports misguided reforms and a return to back-to-basic concepts in education. He cites B. F. Skinner and Edward L. Thorndike as traditionalists, advocates of obedience to authority, rote memorization, and standardized tests. Nontraditionalists, such as John Dewey and Jean Piaget, advocate an unstructured, more active approach, with an emphasis on critical thinking. Kohn concedes that neither approach is in evidence in a pure form in any school system. But the pendulum in educational trends is currently at a decidedly conservative, "even reactionary," cycle. Kohn notes the backlash against any nontraditional effort when the accepted measure of quality education--standardized test scores--shows any decline. Urban schools and minority students are most scrutinized, most tested, and most vulnerable to the politics of school reform. Kohn advises parents and educators on how to critically examine teaching methods that emphasize achievement as measured by test scores. (See The Big Test in August 1999 Upfront.) Vanessa Bush
-- Dieser Text bezieht sich auf eine vergriffene oder nicht verfügbare Ausgabe dieses Titels.
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Buchdeckel | Copyright | Inhaltsverzeichnis | Auszug | Stichwortverzeichnis | Rückseite
Buchdeckel | Copyright | Inhaltsverzeichnis | Auszug | Stichwortverzeichnis | Rückseite
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Before you critique of this book, be sure you have read E. D. Hirsh's "The Schools We Need and Why We Don't Have Them." But, don't be guilty of being so open-minded that your brain falls out!
Kohn presents little evidence for his opinions when compared to the historical evidence and research that is presented by Hirsh. While many of Kohn's views seem logical, they fly in the face of fact. However, while Hirsh's views seem supported by fact, they often extrapolate the actual evidence into questionable deductions.
This reader finds the evidence presented by these two authors to support a philosophy that supports many of the ideas of both authors, but gravitates toward that of E. D. Hirsh's. The truth seems to stand in a "progressivist" approach to relatively standardized "back-to-basics" ideals.
Read with a critical eye!
Format:Gebundene Ausgabe
As a community college physics professor, I found Kohn's book interesting in some ways but unhelpful in others. He's right on target with his criticisms of bad textbooks, rote memorization, and "drill and kill." However, he forces every issue into his predetermined framework of "us" (people who agree with Kohn) and "them" (the traditionalists). Many of the real issues that cry out for reform are not being realistically addressed by either camp:
(1) The factory model. Both Kohn and the traditionalists implicitly buy in to the factory model of education, in which everybody has to move at the same pace because that's the speed of the conveyer belt. The traditionalists try to speed up the conveyer belt, but can only achieve that by turning learning into an exercise in memorization. Kohn wants to slow down the conveyer belt, condemning bright students to a day in school spent explaining things to their slower peers. In my opinion, the solution is a return to tracking.
(2) Quality of teachers. The traditionalists don't want to address this because improving teacher quality would cost money, which is anathema to their politically conservative values. Kohn hardly mentions it either, which is amazing in a book of this length. In the sciencies, there's a long history of failed reforms of the type Kohn describes, precisely because so few K-12 teachers are qualified to teach science.
(3) Textbooks. Traditionalists don't want to admit how bad textbooks are. Kohn never wants to have a child read a chapter from a textbook -- apparently even in high school? As a boy in the California public school system, I never even had _access_ to a textbook in any subject outside the three R's. At least the traditionalists recognize that schools need more books.
(4) The disorganization of the curriculum. Although Kohn pooh-poohs the popularly accepted idea that fuzzy-headed reformers took over education, there's more than a grain of truth in it. As a boy, I never saw any hint of a system when it came to subjects outside the three R's like science and history. Kohn is correct when he says standards should be far less detailed, but there is indeed a need for standards.
Format:Gebundene Ausgabe
Nearly every concern I have had, nearly every issue I have raised, nearly every defeat I have felt in my teaching career and in the years since, Alfie Kohn manages to address in Schools Our Children Deserve. He writes in a serious, caring, straightforward manner. We need more voices of courage like Kohn to rebut this testing=education, testing is success nightmare that our schools are caving into as an increasing number of right wing politico-educationist authors are being published under the guise of improving the schools for our children. I saw a cartoon last week that had two children walking past a classroom, and the teacher comments,"They used to ask if it was going to be on a test. Now they ask if it is going to be on a quiz show!" A relative handfull of pre-selected facts (who decides what's important enough to be on a test?) in a bizarre guessing game (otherwise known as SATs) are determining not only who gets educated, but also who rules the socio-economic roost - any roost from local to national. I have purchased the rest of Kohn's books and will continue to support his almost lone voice in the school testing/punishment wilderness. Write on, Alfie!
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Traditionalist vs. Progressive
The Schools Our Children Deserve is a wonderful tribute to our children. Kohn writes with passion about reforming "traditional education" that follows a model of tougher... Lesen Sie weiter...
Veröffentlicht am 10. April 2000 von Julie Beckman
Thought-Provoking Suggestions for Revamping Schools
The first half of this book is dedicated to examples of everything that is wrong in American schools today. Lesen Sie weiter...
Veröffentlicht am 9. April 2000 von Mary Evens
Alfie Kohn always make me think!
As I read the last chapter of this book, my daughter was busy completing her math worksheet...one of the learning techniques the author questions so effectively in this book. Lesen Sie weiter...
Veröffentlicht am 4. April 2000 von Roger E. Breisch
Reflections
i think the beauty in The Schools Our Children Deserve is the books ability to have the reader(s) reflect by asking questions thats we ourselves as adults and past students have... Lesen Sie weiter...
Veröffentlicht am 2. April 2000 von JPL
Education Reform. What's it all about?
I'm going to suggest you start this book by flipping to the back and discovering the ending first! Some readers never make it to the Appendix of a book. Lesen Sie weiter...
Veröffentlicht am 23. März 2000 von Susie D
Where's the proof?
Throughout his book, Mr. Kohn infers that anything that is not a non-traditional open classroom must be a traditional classroom. Lesen Sie weiter...
Veröffentlicht am 26. Februar 2000 von Frank Riccardelli
Kohn Opens the Standards Debate and Issues a Call to Action
Alfie Kohn's "The Schools Our Children Deserve" helps to make contentious educational insider debates on learning, standards and testing accessible to a general... Lesen Sie weiter...
Veröffentlicht am 14. Februar 2000 von K. Rocap
Focus on "what they're doing" not "how well they're...
In times when students, teachers, administrators, and parents become discouraged at society and government's overwhelming emphasis on accountability, words of hope and... Lesen Sie weiter...
Veröffentlicht am 2. Februar 2000 von Tomás García, Jr., Pepperdine Doctoral Student
Excellent book for student teachers, teachers, and parents.
A very powerfully written book by a former teacher turned author and lecturer, Alfie Kohn. Kohn criticizes the theories of behaviorists and traditionalists accusing politicians,... Lesen Sie weiter...
Veröffentlicht am 3. November 1999 von Renée Cole (rcole@austinc.edu)
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