Many educators feel they have become pawns to reformers and policymakers who insist that there's a single truth, and it's theirs, said Carl Glickman of the University of Georgia at his Special Feature.
Carl Glickman
"Ideological debates run rampant in this country," Glickman noted, such as the either-or debates over intrinsic versus extrinsic motivation, core knowledge versus multicultural perspectives, direct instruction versus constructivist learning, and phonics versus whole language.
"These are all examples of ideologies that attempt to crush each other, so that only one right solution is left standing," Glickman said. "Whether the ideology is anchored in traditional behaviorist authority or progressive inquiry-based learning, the stance is the same. One group—regardless of where on the spectrum it is—possesses the truth, and the other side is a pack of extremists."
Why is it so difficult to accept that an open mind about education possibilities is a virtue, rather than a liability? Glickman asked. "If there are people who believe in conceptions of education that are different from my own, but they want to work [at a particular school], and kids want to go there, and parents believe in it, then why should I stand in the way? As long as [those schools are] open to all students and not oppressive."
The only way to multiply powerful schools, Glickman asserted, is to step away from polarization. "When students and parents choose to be with a group of educators who are dedicated to certain beliefs, the results can be awesome," even though the philosophy and pedagogy may vary widely from school to school. "No one group should have the presumption of power to tell another group that their way is the only right way."
There are multiple conceptions of a well-educated American, and classroom practice will look very different based on what those conceptions are, Glickman said. Every school should be able to develop its own conception and test it publicly, so that everyone can assess the results for children.
"Ultimately, an American education must stand on a higher foundation than the beliefs of any one individual or group," Glickman said. "It should encourage, respect, and support those conceptions—no matter how diametrically opposed to one's own—that are willing to be tested openly and freely."