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Acknowledgments
Introduction. Education Is an Art, Not a Science
Part 1. How Education Fails to Promote a Just and Compassionate Society
Chapter 1. The Importance of Empathy in Teaching and Learning
Chapter 2. The Necessity of Teaching Critical Thinking Skills in a Democracy
Chapter 3. Did Our Schools Turn Baby Boomers into Conservatives?
Chapter 4. Looking for School Improvement in All the Wrong Places
Chapter 5. The Two “A’s” of Education: “Amnesia” and “Adultery”
Part 2. How We Got Where We Are Today
Chapter 6. The Transformation of Education after World War II
Chapter 7 “A Nation at Risk:” Our Education Race with Japan
Chapter 8. The Rise of Testing and Competition in Schools
Chapter 9. Presumptuous School Names, Bragging Contests, and Enhanced Tracking
Chapter 10. Gifted Education: A New Money Making Industry
Chapter 11. Schools Run According to Republican Values
Part 3. Teaching Compassion and Social Justice in Our Schools
Chapter 12. Toward an Educational System that Promotes a Just Society
Chapter 13. The News School: A Model for Teaching Active Citizenship
Chapter 14. Wrapping it Up
Notes
The idea for this book probably started the first day that I was bored in school. I can’t remember if that was kindergarten or first grade.
Since then I’ve had numerous conversations about schools. It didn’t take long for me to see a connection between the way in which many of our schools are run and how we have a dysfunctional political system that serves those who least need government.
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Invisible is the operative word, because it places limitations on what can and should be measured. If much of what is happening cannot be seen, how can you accurately measure anything of meaning? Education has become a full-fledged social science. The key word is science because it is the ticket to gain and keep your bona fides in the world of academics. It is anathema to professionals to acknowledge that they often cannot see what they want to measure. If that is the case, why are they trying to measure that which can’t be accurately measured? The answer is predictable: because they can. They can because they get away with it. They will be able to so long as the public thinks that the numbers that they crunch about students and schools are meaningful.
I think that one of the options is that Texas needs a baseline for their standardized test scores and accountability for those scores. Now we can learn a lot from looking at California’s Integrated Accountability System and that has the state academic performance index, and it’s also monitoring the federal adequate yearly process and program improvement.
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