He fired off by mentioning how ironic the slogan ‘No child left behind’ since this approach is doing the exact opposite by leaving millions of children behind. According to Robinson, the proof of the inefficacy of this approach is the high dropout rates in some parts of America – 60% – and in the Native American community – 80%. He continued that, if these dropout rates were halved, it is estimated that a trillion dollars will be added to the American economy in ten years. Furthermore, it costs more to fix the problems caused by the drop out crises than this potential gain. Robinson pointed out that there are a lot of kids in schools who aren’t going to drop out but are disengaged from and disinterested in learning. The reason being the wrong direction of educational spending and efforts.
According to Robinson, there are three principles on which human life flourishes and these are contradicted by the educational system of America.
First, humans are naturally diverse and different from one another. Under ‘No child left behind’, education is based on conformity rather than diversity. An extension of this conformity is the apparent focus on STEM disciplines. Real education according to Robinson, has to give equal weight to all disciplines – arts, humanities, physical education, etc. He reiterated that kids prosper best by having a broad curriculum that exercises their various talents.
Second, curiosity in kids have to be allowed ready expression. Robinson remarked that this is against the culture of ‘No kid left behind’ which deprofessionalizes the teaching profession. He remarked that teachers don’t just pass on information. They engage, listen to, respond to and stimulate the minds of students while fulfilling the role of a teacher which is to facilitate learning. He commented that under the culture of ‘No kids left behind’, there is an inordinate focus on testing which, though important, should not be the dominant culture of education. He agreed that there is a place for standardized testing, but not to the point where it obstructs rather than support learning.
Third, human life is inherently creative. He asserted that education should encourage creativity and not stifle it. He noted that the culture of standardization stifles creativity and used Finland to support this point. In Finland, there are almost no standardized testing and the teachers are given a lot of latitude and discretion. The results are a non-existent dropout rate and the highest scores in the International student assessment tests. He observed that in Finland, teaching is highly individualize. Also, a high status is attributed to the teaching profession which enables an environment where the best teachers are recruited and trained. Also, the responsibility of teaching and running a school is devolved to the school level rather than a central or state government. Robinson remarked that this allowed Finnish teachers fluidity and discretion in doing their jobs.
Robinson concluded by pointing out that the alternative educational support offered to students who drop out of schools in America are designed to be highly personalized with a diverse curricula and with teachers who have discretionary powers to observe and steer the education of these students as they see fit. He indicated that these students would not have dropped out of school if this system was the primary method of education in American schools.
According to Robinson, there are three principles on which human life flourishes and these are contradicted by the educational system of America.
First, humans are naturally diverse and different from one another. Under ‘No child left behind’, education is based on conformity rather than diversity. An extension of this conformity is the apparent focus on STEM disciplines. Real education according to Robinson, has to give equal weight to all disciplines – arts, humanities, physical education, etc. He reiterated that kids prosper best by having a broad curriculum that exercises their various talents.
Second, curiosity in kids have to be allowed ready expression. Robinson remarked that this is against the culture of ‘No kid left behind’ which deprofessionalizes the teaching profession. He remarked that teachers don’t just pass on information. They engage, listen to, respond to and stimulate the minds of students while fulfilling the role of a teacher which is to facilitate learning. He commented that under the culture of ‘No kids left behind’, there is an inordinate focus on testing which, though important, should not be the dominant culture of education. He agreed that there is a place for standardized testing, but not to the point where it obstructs rather than support learning.
Third, human life is inherently creative. He asserted that education should encourage creativity and not stifle it. He noted that the culture of standardization stifles creativity and used Finland to support this point. In Finland, there are almost no standardized testing and the teachers are given a lot of latitude and discretion. The results are a non-existent dropout rate and the highest scores in the International student assessment tests. He observed that in Finland, teaching is highly individualize. Also, a high status is attributed to the teaching profession which enables an environment where the best teachers are recruited and trained. Also, the responsibility of teaching and running a school is devolved to the school level rather than a central or state government. Robinson remarked that this allowed Finnish teachers fluidity and discretion in doing their jobs.
Robinson concluded by pointing out that the alternative educational support offered to students who drop out of schools in America are designed to be highly personalized with a diverse curricula and with teachers who have discretionary powers to observe and steer the education of these students as they see fit. He indicated that these students would not have dropped out of school if this system was the primary method of education in American schools.
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