Here's the pull-out quote: Through whole-school planning, collaboration, ongoing staff development and monitoring of interventions, your school too can change, can grow, can "consciously give children good experiences."
Good experiences, but no education. The whole child movement is nonsense, though it fits into the current worldview of the educationists-- education is not about learning, it's about feel-good indoctrination. Whether it's the Spanish teacher instructing kids to forge legal documents when not watching R-rated movies, or the English teacher leading children into lives of moral decadence, formal education is a relic.
Olentangy folks, when you hear a superintendent candidate go on about the "whole child," turn and walk away. The last thing this district needs is another leader tapped into the nonsense that is the ASCD and Progressive education.
We've been there, done that, with nothing to show.
It's All About the ChildrenNote: It helps that a large number of teachers and administrators are not subject-matter experts. These folks have no knowledge to impart on future generation so they revert to the lazy, feel-good nonsense that is progressive education. And, for whatever reason, parents are oftentimes lead astray by teachers and administrators sounding the ASCD party line.
Can you imagine schools that did not consider the needs of their students? Could you believe in a school that just plodded along doing the same old thing, accepting the same old low achievement from children in poverty, children of diverse backgrounds, or children of immigrants or migrants? Would you want your child to go to a school based on power, coercion, control, and punishment? Instead, let's imagine a school that actually communicates with both students and parents, a school where teachers are not frustrated, a school whose entire staff consider themselves both leaders and collaborators, a school where adults care for the students--and work to ensure their success in life.
Yale University's Dr. James Comer, the renowned founder of the School Develop ment Program and a commissioner of ASCD's Whole Child Initiative, emphasized the importance of caring adults in the life of all children, particularly children who might not make it in a more tradional (sic) setting. But he also explained that school transformation is a framework, not a model. Through whole-school planning, collaboration, ongoing staff development and monitoring of interventions, your school too can change, can grow, can "consciously give children good experiences."
Comer spoke of his own childhood, when all the adults in his community, though impoverished, were "locked in a conspiracy to raise him up!" Do adults in your school community have such a conspiracy?