On Common Core Curriculum

http://www.kpfa.org/archive/id/94663 Interviewing Susan Ohanian www.susanohanian.org ‎ Common Core State http://www.susanohanian.org/core.php , and Kenneth J. Saltman, professor in the Educational Policy Studies and Research Department and the Social and Cultural Foundations in Education graduate program at DePaul University in Chicago. The program is “On the 2013 form of the core curriculum”, by Philip Modari

The program is about core curriculum, only incidentally about school.

While societies, communities do live with a common core of ideas, those come to people as they live, not by imposing bulk packages, made test-able, upon people compelled to receive those. It is repugnant that the presumption is made that any of those packages not only is comfortably received by even one of the compelled recipients. But to imagine that 100s, or even 1000s of people – children in particular! – will 1. be pleased to have that package shoved down their mind-throat, and 2. will be supported in enjoying their personal tastes and capacities for interaction by acceptance of that material, is a typical and despicable height of insult pronounced as appropriate and desired, in short, is a lie.

School, like job, like prison, is the wrong place for people. You know it’s accurately described as warehousing a body of the army of the unemployed.

As we’ve been made to hate ‘work’, the job, or at best, to tolerate it

– even work we like or need to do or have done is so encumbered with unpleasant, even unnecessary conditions too often under the eye of a boss who’ll find something wrong with our performance, making the job punishment for our failure to find recourse, failure to find another way to get along,…making it more than undesirable –

Like those, we also hate school — but must do it, must leap that hurdle – then constant hurdles after that.

Life is made into series of difficulties, unpleasantries. Have you heard a young student ask ‘Why do I have to go to school? I don’t like it,’ , or ‘why do I have to do that lesson – I don’t need it’, told, ‘That’s how life is’? Meaning school is preparing people to be placed constantly in undesired positions; the preparing – practicing for the job in the schoolroom – doesn’t make either any easier, any more comfortable.

It’s like church, just telling people they have to take it. Reason is what comes out of the preachers’ teachers’ mouth. TINA. there is no alternative

We are made by our work – have been for archeological millennia. Children are not allowed to make themselves. Because of this abuse system ‘child-labor’ has been prohibited; children – privileged children – children who had been as overworked as or more overworked than adults are forbidden from working. …Privileged, unlike the children throughout the world where horrid conditions force infants and all to labor unremittingly oppressively.

Child labor is different from being a part of the community, where all people work – and play and all. Now, of course, in capitalism, the work we’re allowed to do is the ‘job’, at which we get paid-ish. So as a choice, it’s not desirable. Overall.

Children in the 1st world are protected from this (to an ever decreasing degree in this breaking down system). Instead they’re forced into school. Get up early, get through morning rushing to get to work – school. Be there – away from people you kiss – the ache for them – for adult for child – for child for adult – long suppressed – as the [wage] slaves go to their assigned place relative to creating profit for our Owners. School is abhorrent. Like the job.

Variations of this structure do not ameliorate it. Individual relief is not sufficient to obviate the horror.

The alternative is to permit public education as it will arise in natural – unconscribed – settings, as people live – do – don’t do – things; public and private – all give rise – in a natural environment, to seeing and teaching and questioning and wondering and – all that gives rise to constant education. People will participate in public activities because we want to be together doing things we need/like to do. The classroom will arise in situ, in place because a person/some people have some common interests… questions studies ideas we want/need to share — relative to a job we’re doing, not to a job that enriches Owners.

Or ideas arise from thoughts we’re having as we work. These are the cores, these are what people want to share because it feels good. I just read about this that in the 17th century … – People do think! and talk about it, and get each other interested in more, something else – and read more about it – and it leads to material from what’s called history, to what’s called physics – or about children’s games in the 1600s, and songs then…

To understand alienation recognize that we are all students and teachers all our lives, separated by the capitalist structure from living that.

Top notch commentators on school are the truants. If you didn’t know that before this, take another look. They’re accused of crime; their parents/folks are brought in as complicit in their actions of not attending school. That’s how you know the child’s assessment is right. Their own judgment isn’t even counted.

And this beating up of parents for the child’s poor performance – or just for the student’s ‘poor’ attendance…. –Many people who reject compulsion to be at school can perform very well at studies. They just don’t want to relinquish their soul to being sapped by this situation. The cruel rigidity serves the money, the ADA, the average daily attendance, which is the main way schools get funded.

As some people are able to tolerate remembering, the parents are trying for survival, or in fortunate cases, enrichment of one sort or another, as well as simple maintenance. Taking on the job of inculcating the annoying curricula as well is over-burdening.

That work, conditioning the children to accept the torment, happens as adults ask – what did you do in school today – even though it usually elicits a limited response. …did you do your homework. …do you need help with it – if nearby adults are ready or able to help with it.

Often the child is uncomfortable in this situation they find hostile.

And this ‘kid’ business! Kid is the happy-go-lucky, kick-up-your-heels, devil-may-care person. Likely there hasn’t been! such a child.

Children are already inaccurately marginalized into being a different creature from regular people.

I don’t want to reinforce that abusively dismissive misconception.

‘Child’ is cradled, as we all should be, but especially children should be.

The motivation that is natural to people is denied by school – is why children are said not to be motivated.

The content a child has when they come to school – to pre-school, to day care, to infant care by other than their immediate family – is discounted by the curriculum – by the core curriculum.

The mandate is, teach to where the student is. But do that in a room of one professional and 20, 30, 10 or even 2 students. Unless they’ve all come to learn English – though they’ll all have differing degrees of ability there, too –, the teacher cannot provide the specialized curriculum that addresses each one. That lie has got to be acknowledged at last. It accepts the other children’s boredom – says it’s ok. It tells the other students waiting at their desks to accept their boredom.

It also inaccurately pressures the one student being taught. Saying learn this does not get that learning to happen unless the moment happens to coincide with that student’s acceptance of the lesson. Imagine insisting ‘see, 1 + 1 = 2’ to a child who hears that as unintelligible – which we know – I know – happens. Whatever the tautology, if it’s out of place it’s not picked up where the classroom requires. The student who’s supposed to then know the lesson has an experience you can well imagine is one kind or another of suffering.

I’ve learned since I wrote this that ‘common core’ is ‘designed’ to prevent this. …yeah…

Regularly, the teacher calls on students to participate, answer a question or read a section from a lesson. Regularly I’d be reading ahead, or reading a different book, or some activity I could do behind the text book I’d hold up. The teacher would call on me to continue or participate; the last phrase would resound in my head and I’d pick up where the one before me had left off. That went on repeatedly through my school attendance.

Boredom is different from sitting around wondering….

School is the opposite of education, especially of ‘public education’. Where school is indeed like public health care, public food programs, public housing programs… all insufficient in capitalism; commodities, to be measured out; a body called the curriculum, to educate us, like inoculations, or sandwiches or sweaters; items that we’re supposed to fill ourselves on, fit to ourselves, rather than the other way around. Education is only peripherally connected to any of those. Education is how we live. School is an aberration.



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