Deliberate Dumbing Down of America Public Education

325 DISCIPLINARY KNOWLEGE LEARNER CHARACTERISTICS *Literary Knowledge *Dispositions of Thoughtfulness *Discourse Knowledge *Metacognitive Knowledge *Process Knowledge *Attitudes and Perceptions AUTHENTIC APPLICATION OF KNOWLEDGE *Engaging *Meaningful *Functional *Integrated READING OUTCOMES CURRICULUM CONSIDERATIONS ASSESSMENT SYSTEM *Model Tasks *Portfolio *On-Demand Tasks [Ed. Note: The material that was emphasized in the Assessment Framework for the Michi gan High School Proficiency Test in Reading above is an excellent explanation of the Whole Language philosophy. When education materials refer to “authentic” applications of learn ing, that means reading or any other learning which is “applied” in a real world setting; for instance, manuals of instruction for operation of household appliances, or letters to the editor concerning a topic which has been discussed in the classroom and about which the student has formulated an “acceptable” position. Anywhere the Michigan Framework mentions “social dimensions of learning” or “socioconstructive views of learning” it is saying that learning has to be applied in a social setting or have a social end. In this context, learning for the sake of learning and without prejudice regarding a social point of view is unacceptable. There must be a “social construction” taking place for the learning to be meaningful. This is a good il lustration of how children obtain a social/political point of view which is often contrary to that of their parents. The reference to and building upon the work of Vygotsky indicates the waywardness of the Michigan Framework . L.S. Vygotsky was a Soviet psychologist and mentor to the infamous psychologist of the same origin, A.R. Luria. Vygotsky and Luria conducted research in the teach ing of higher level skills—known in this country as Higher Order Thinking Skills (HOTS)—which deals with the changing of attitudes, values and beliefs. “Constructivist” learning is a term which Vygotsky used when training teachers to “build on the knowledge that children have already obtained” and which is often mistaken to mean building one concept upon another. This could not be further from the truth. With Vygotsky in mind, the building of knowledge is always in a particular direction—that which has been determined by the social/political outcomes desired by the one who is teaching or directing the student’s efforts. The Michigan Framework —and most other states’ frameworks—are based on the idea that the “method of control” is a state-mandated test which reflects the curriculum—teach to the test.] The Noxious Nineties : c. 1994 E DUCATION W EEK PUBLISHED THE ARTICLE “S UCCESS WITH C OALITION R EFORMS S EEN L IM ited in Some Schools” by Debra Viadero of New Orleans on April 13, 1994. An excerpt follows: Some of the first studies to look at the acclaimed Coalition of Essential Schools reform net work suggest that some participating schools are having limited success in implementing its ideas. Five studies on coalition schools were presented here last week during the annual meet ing of the American Education Research Association. Collectively, they draw on the expe riences of 24 schools nationwide. The coalition currently has nearly 160 member schools. Four of the five studies suggest that, while some teachers have made profound changes in their teaching styles as a result of involvement in the coalition, few, if any, of the schools studied have implemented its philosophy wholesale. Some schools, facing teacher dissension