We are a commune of inquiring, skeptical, politically centrist, capitalist, anglophile, traditionalist New England Yankee humans, humanoids, and animals with many interests beyond and above politics. Each of us has had a high-school education (or GED), but all had ADD so didn't pay attention very well, especially the dogs. Each one of us does "try my best to be just like I am," and none of us enjoys working for others, including for Maggie, from whom we receive neither a nickel nor a dime. Freedom from nags, cranks, government, do-gooders, control-freaks and idiots is all that we ask for.
School is a process. Each grade hands off their product, trained students, to the next.
Such a process can be abused (see the thread on Dewey's quotes) but it is inherent in education.
This has been lost and distorted among professional educators. Some tweaked the process to socialize students "correctly". Others tweaked it to build students' self-esteem. And still others tweaked it just to get their research ideas published.
Eventually the notion of process was lost. The flaws started in elementary school, but manifested themselves at the higher grades. So reformers often started there, as the article suggests. When that didn't work, reformers came in and tried to get everything fixed all at once. Every grade would learn every thing. And after 12 years, some of it would stick. Right?
I'm glad to see this school is starting to re-grasp the concept of process.
As a home school parent, I get to choose the process, and honestly, it's not that hard. The trivium model makes sense, and is flexible for various learning types, abilities and interests. But that's a strategy, and not complete by itself.
Tactics must employ methods that have been proven to work. Phonics, reptition of arithmetic (at a pace suitable to the child) are useful tactics. They can be reinfoced w/ flash cards, music, or other endeavors that suit the situation.
Again, none of this is hard. That's why homeschooling works well. It would work in public schools too, but I think you need a complete reboot of the system to get rid of those w/ an agenda, and those too stubborn to get past their training, despite it's overt failure.
I've commented before, I think here, the problem is the education Ph.D. Ph.Ds. are suppose to do new work, expand their field. Well, that means throwing out the old or the Ph.D. doesn't get tenure or their name on book cover. So good or bad, a "New ???" must be instituted and it runs on fads.
But for all the lamentations, children are still children. They don't really learn any differently than the did 100 years ago. Sure there's new technology but how you move the knowledge from the book, lesson or lecture into them through their eyes and ears really hasn't changed inside them. Evolution is a slow process.
Teaching is a trade. That isn't to denigrate it by, horrors, implying it isn't intellectual. But it works best if long developed best practices are used with a little refinement on occasion when a Master teacher needs to innovate around a problem or use a new technology. But all in all, you use techniques that may be older than time itself.
Really...do you want a Ph.D. building your house or a master carpenter? Do you want a guy throwing out all the old ways so that he can get credit for doing something new or do you want a guy who will use the tried and true over and over because it makes a good house?
It is, perhaps, unnecessary to collect proofs that young people do not learn how to study, because teachers admit the fact very generally. Indeed, it is one of the common subjects of complaint among teachers in the elementary school, in the high school, and in the college. All along the line teachers condole with one another over this evil, college professors placing blame on the instructors in the high school, and the latter passing it down to teachers in the elementary school. Parents who supervise their children's studies, or who otherwise know about their habits of work, observe the same fact with sorrow. It is at least refreshing to find one matter, in the much-disputed field of education, on which teachers and parents are well agreed.
That's from a book published in 1909. To bad, now we not only don't teach students, one who studies, how to study but also we don't teach them how to read, write or speak intelligently.