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From the first page of the prologue, Gatto gets me going. I used to just go OFF when a kid would say he/she was 'bored.' I just couldn't stand it. HOW can you possibly, ever, be bored? I have to be careful not to react when I hear it now because it soon becomes a 'button' the kids discover they can push.
I had a fearsome 8th grade English teacher at Arroyo Seco named Olive Burns. She kept us on our toes with various readings and lots of writing but my eyes really opened the day one of my classmates said he was "bored" by something we were reading. "It's boring," he said. I swear ol' Mrs. Burns was going to pop a vein.
"BORED? BORED? If you are BORED young man then something is missing within yourself!" Most of us didn't exactly know what she meant at the time, but it resonates now. Gatto tells us his grandfather felt the same way!
I spent the first five years of my life living with my grandparents. There was no television - only books, a yard, a garage, a basement, and lots of music - records, show soundtracks, an organ, and a piano. There were no kids my age. So, I played alone. This was a habit I kept up throughout the years and I never minded being alone. I was never, ever, ever bored. Voracious reading also kept me occupied. And my stories - I wrote lots of stories.
Gatto reports that his students told him they were bored. They thought school was stupid. They hate the work. Well.... sheesh. What to say to that without knowing what they were supposed to be doing and what kinds of kids are we talking about? Thoughtful kids? Kids who persevere? Or kids with the attention span of gnat colony? Hard to say. Since he eventually ended up doing something positive with these kids, I will err on the side of the kids here.
Then he talks about bored teachers. THAT just fries me. Leave the profession and go do something truly boring - like working in a factory.
Gatto also talks about schooling vs education. Two very different concepts. Schooling 'trains.' Schooling brings about conformity and domestication. These are not wholly bad things. But, the word education comes from the Latin educare (ed-u-car-eh), which means to set oneself free, to liberate, to separate from ignorance. To seek an education is to learn how to think. Education gives men and women the tools they need to transform their world. How powerful is THAT?
It is the difference between 'schooling' in Nazi Germany and 'education' in a democratic society.
Allow me to go off on a tangent that really illustrates this point. Paolo Freire was a brilliant Brazilian educator determined to give a voice to the disenfranchised peasants who made up 90% of that country's population in the early 1960s. He taught them to read. (Well, not ALL of them.) Then he taught them to read their constitution. For all of his hard work, the Brazilian government "invited" him to leave Brazil in 1964. He lived in exile for many years, eventually teaching at Harvard and other Ivy League schools in the U.S. One of his American counterparts was a man by the name of Myles Horton. You may not recognize the name, but you will recognize what he founded: His school, Highlander Folk School in Tennessee, taught Rosa Parks to read. It educated the men and women who founded the Student-Nonviolent Coordination Committee (SNCC) and the Southern Poverty Law Center. SNCC spawned a name you might recall - Dr. Martin Luther King, Jr.
Horton taught a generation of poor coal miners to read and helped them found a union. For his trouble, he was arrested - over and over again. "They accused me of learning things and then going back and teaching them," he wrote later. "They were right - that was exactly what I was doing." This was America before the civil rights movement.
Gatto talks about the "best qualities of youthfulness - curiosity, adventure, resilience, the capacity for surprising insight" and I can't help but think about many of the kids I see from day to day. DO they have these qualities? Because frankly, when I observe them huddled around the campus or playing with their video games in the lobby on a gorgeous, sunny day, I sense..... boredom. I sense a lack of motivation. I sense a lack of purpose, interest, or passion. I see the attention spans and desire for instant gratification that the television and video game revolution has wrought. Watch a kid's eyes when he/she reads: They are moving and full of life. Watch their eyes when they are watching television or interacting with the DS or other hand-held electronic device. They are devoid of life, expression.... intelligence!
What if these kids became interested in something else? How about learning? Life? Their communities? The country? The world? What if we could spark curiosity and then.......they CHOOSE to become educated?
There is much more in this prologue but I don't want to hog all the good topics.
:-)K
OK I am such a dork. I'm on spring break...yet I am all giddy 'cause I get to sit here on my computer and respond to Kim's post.
ReplyDeleteThe Prologue: read that at the beach mostly out loud to my kids. The older ones hooted and hollered in agreement! Surprisingly, they even agreed with Gatto's assessment of boredom being entirely one's own fault. Of course, Sam disagreed~ sorry Kim.
I love that Gatto clarifies the differences between "schooling" and "education". And the fact that we have all been "schooled" to believe that our "success" is dependent upon that "schooling". As the parent of a very bright (and handsome, and charming, and funny...) child who does poorly in school- I need to be reminded of that difference often.
What really got me all pumped up, though, was when Gatto lists Inglis' functions of modern schooling. The first two, about reflexive obedience and conformity really struck me. When my eldest was in 2nd grade, she was asked to write a little paper about penguins. Being an enthusiastic learner who loved to read and write, she ended up turning in several pages, complete with illustrations and a glossary. The next day she was asked to rewrite it. I asked the teacher why. She responded, "When I ask Rebecca to do x and y, that's what I want. Not x,y and z". She was punished for her initiative, creativity, and enthusiasm. Grrr.
Honestly, I find Gatto a bit heavy handed, unorganized, and even a little paranoid sometimes. I find myself agreeing with him, questioning him, and sometimes even laughing at his extremes ("day prison model schools", "the incarcerated"). But overall- his message resonates with me. Kim- the boredom, lack of motivation, purpose, interest, or passion you sense- I sense it too. And it scares the crap out of me.
THAT second grade teacher and the many like her are what rile me up to the nth degree. Something like that makes absolutely NO sense, does it? I mean, did she even HEAR herself? It reminds me of the insanity I faced when I tried to do anything extra to help the kids in my high-poverty school.
ReplyDeleteAs for paranoid, YES. I think he spends too much time writing about 'conspiracies' that don't really exist. The public 'schooling' mold he rails against is the result of the 'conspiracies' of earlier decades, coupled with ignorance, politics, complacency, apathy, and inertia.
I feel like a dual personality. I finally figured out how to post as myself instead of as "the blog."
ReplyDeleteI have been ruminating what Susan said about Sam not agreeing that boredom is under the control of the individual.
At some point, children begin to see outside themselves. I don't mean this in regard to empathy or compassion, although these attributes are related. I mean that they begin so see the possibilities of an 'internal locus of control.' This is something that takes time and happens along a continuum. To Jonny and Rebecca, responsibility is something they are getting used to - they don't feel completely in control of their own lives yet, but see that as an eventuality. There is a gradual release of responsibility. But for Sam, most of his world is a direct result of what other people decide for him - parents, family, school, church, rules, etc. He sees that he has choices, but making good ones is more haphazard than thoughtful, a kind of "habit" that has been developed over time within the context of a strong and positive family. (School and church, too, but family right now is the big influence.) What is the age of reason anyway? I have heard many times that it is the magic age of 8. I don't know if I agree or not. So much depends.
So, Sam would still see boredom as the result of something not being provided FOR him. This I say without any kind of judgment. When I was his age, I don't think I thought about it at all, because my ability to stay occupied was just ingrained - it had always been like that.
I had a flash of memory writing this: I am probably around 8 years old, sitting on top of the new wooden fence that led to our backyard. Nobody is outside and it has been windy. There are stacks of pine needles on the street as a result of this wind. I am sitting up high, wearing a new off-white shirt with ribbed stripes and soft fabric. It has 3/4 length sleeves. It smells good. I love the smell of the shirt and all of those pine needles. I sat there for quite awhile, pondering. I don't remember what I pondered, but as I said.... I sat there quite awhile.
Oh dear. Attempt #2 to post – first one disapeared into the ether. Darn – the first one was really good too! So, let me introduce myself. I am the mother of Ian, a fourth grader at SCVi for about 5 weeks now, am married to Ed, an attorney and also have a daughter in 7th grade at Placerita. I work part-time as a pediatric oncology nurse coordinator at UCLA and have been a pediatric oncology nurse in one form or another for 24 years.
ReplyDeleteI love to read, and jumped at the chance to have a cogent discussion about education and education principles, as we enter this brave new world of SCVi. Interestingly, it was boredom that led me to SCVi. My husband and I were having a conversation with Ian’s principal and teacher about his difficulty in the class and the principal said, “He just has to learn how to get through the monotony before he can get to the fun stuff.” And all I could think was, “Why does there HAVE to be monotony?” About 10 minutes later, I called SCVi and asked for a tour.
I do agree with Gatto’s comments about most children having the best qualities of youthfulness - curiosity, adventure, resilience, the capacity for surprising insight. I have the privilege to work with infants through young adults. Without too many gorey details, I will tell you that I have seen kids from all socioeconomic levels persevere in situations that most adults would and do have trouble with. They have amazed and surprised me so many different times. I think it may have something to do with taking a child out of their normal environment and placing them in a situation where they almost have no choice but to rise to the occasion. Luckily for me, I’m there to witness it and be enriched by the experience. So, our children (and everybody else’s) do have the capability, it’s just dormant.
I appreciate what Margie is saying because children faced with enormous obstacles, in my experience, WILL rise to the occasion. Their resilience is remarkable. My first 15 years of teaching were spent in poverty schools and I witnessed this daily. Being an oncology nurse puts Margie in that situation too, but to a more severe level - the stakes are higher. Life and death issues make petty behavior problems pale in comparison.
ReplyDeleteMy comment about some of our local kids not exhibiting those "best qualities of youthfulness" is a general statement in which I paint with a broad brush. I see way too much "boredom" at SCVi and think it *has* to be our best mission, our hardest effort, to guide these kids towards an appreciation of what they have and what life has to offer. Many of our community service activities seek to do this. It is definitely a work in progress! I think we can do this at our school, but only if we work together, as a cohesive team to make it happen.
I often use the term "potential" when discussing our learners. They are loaded with potential and have more opportunities than most children in their age group. They are blessed. I cannot abide wasted potential. Seeing kids mind-numbed by television, iPods, video games, and other 'quick fixes' to supposed 'boredom' upsets me greatly. This is a symptom of potential that is not being reached. I don't refer to a kid's down-time, something they certainly need. I refer to kids who CHOOSE these activities over all others and show little excitement over learning for its own sake.
You peoples cover plenty of territory, it is difficult for me to keep up. :) Allow me to start with my take on Gatto. When reading through without looking up his reference, because I do not have background on the people his is referring to, it is easy to fall in line with what he is writing, but I found it difficult for me to truly understand what he is discussing, and it indeed does sound like many conspiracy theories are involved. Knowing conspiracy theories and the evolution of them, they are usually based on some truth and proposed to society in a manner that the general population can understand them in the time frame most people are allotted in life or such luxuries as learning. As an Educator first and a writer second, with the personality he has adapted that society has found acceptable for him to do his job, the time the book was written (1989?) The information available on the net was sparse because there really wasn't a net at the time, so he did do some research, such as the vaccinations until 1991 contained mercury... and then mercury was reintroduced into flu shots in 2003. While we are at it, most toys are still highly toxic, including pacifiers. Without looking up references, Gatto is easy to fall into and going along with as though he hit a resonance within ourselves, but upon looking up references, I find now a days, some seem to be inaccurate and misleading, and I don't see him taking much of a side, but insuring that a certain side that was hidden from view is seen. During that time, it is validation to those who stood up, and he gave references for them if they wished to follow though, but you have to do your own research for there wasn't much available at the time.
ReplyDeleteMany Many Many subjects peoples...
ReplyDeleteBoredom can be said to be a lack of interest. Sometimes that lack of interest comes about because one does not understand the materials that one is undertaking, such as not following the directions to put together a model car, one could get bored. One could also get bored when they have been interrupted way too many times when they have been involved with things, there is a possibility of the brain getting scattered and somewhere the person finally deciding not to have an interest in anything that they don't mind having interrupted. Another could be that the activity is mandatory and a 'step down' from where they were, and they feel as though the drudgery is never going to stop. Could there also be a possibility that they have not found others with like interests within their peer group? Which brings about the age of awareness.. what are they becoming aware of? The 'group' personalities or common ground that people tend to meet on such as dating? They start to lose their personality at the age of reasoning to conform to fit in, lowest common denominator, because we don't bother to have time with individuality, we ourselves allow it in luau of attempting to help maintain who they/we feel they are. Of course children are resilient, until they finally adapt one of the dozen or so personalities in society where they become 'set in their ways', but they are not set in their ways but someone elses ways.
My children are bored with Californian schools. boredom that continues too long turns to apathy, which turns to conformity, which has them seeking out something other than education which used to spark them to no end. Maybe education is not the way for them? Bunk.
Could it have something to do with lowered standards in order to have other people to associate with also or am I opening another can of worms? We are teaching acceptance of individuality, but is it really individuality we are accepting or the dozen or so cookie cutter personalities .... which is conformity in itself.. the very thing we are screaming about, we are becoming...
Having a teacher who is too nice you are afraid of talking to or hurting is as bad as a teacher who is deserving of salt in their coffee or germs on the homework handed in. The mean teachers pose less of a threat than the nice teachers. I can tell you stories of mean teachers... and how much fun they can be.... no boredom there thats for sure.
As we are agreeing with people have found ways to educate themselves... yes. Keep in mind what the medical industry did to the herbalists in the 1800's.... that is what happens and has happened to many industries. The computer industry as it was developing did not require certs and degrees... when they came out with certs and degrees.. those of us laughed at those who received the paper for their lack of knowledge... we did not laugh that they were the ones hired, and higher pay. Sure! There were successes.. jsut make sure you are one of the first to jump on the boat... else you better go get your paper or quit.
ReplyDeleteMAYBE I really have this all wrong, I am not very strong at reading, but what I am reading in The Principles of Secondary Education regarding the functions is different than Gattos description. Would someone more educated please sort me out properly?
ReplyDeletehttp://books.google.com/books?id=8gsUAAAAIAAJ&pg=PA378&lpg=PA378&dq=inglis+purpose+of+education&source=bl&ots=zu3n0bJRBc&sig=Vl041OCPMT7CB4e1QpTWJQzQfu4&hl=en&ei=q-6xTYikFJSosAOo2NDrCw&sa=X&oi=book_result&ct=result&resnum=2&ved=0CCEQ6AEwAQ#v=onepage&q&f=false
Victoria-
ReplyDeleteYour post about mean teachers made me smile. I did some of my best outside the box thinking back in junior high and high school, motivated by the challenge of getting "even" with those mean/ hungover/ lazy/ mentally ill teachers. I did some creative, although not so nice, things!
When I ask my kids if/ why they are bored at school, the answer is always that the stuff they are being taught "doesn't matter". What I especially loved about SCVi's 8/9 grade presentation of learning this year is the way the facilitators found to connect the learning to what does matter to the kids: themselves! It was all about identity. Perfect for my 14 year old who is trying to establish himself as his own man. And in the K-1 class- the "Everything Grows" presentation was just as relevant to those kids. Those ages see themselves growing and rapidly changing just like the chicks and plants. Plus how cool is it to be surrounded by all of those living creatures in class! I love how SCVi works with them at keeping them engaged.
The boredom I see in kids comes from them being constantly entertained. As Kim touched on- the TV, computers and video games. TVs are in cars, waiting rooms, restaurants- heck my kids even get to watch a dvd while their teeth are being worked on at the dentist! The constant scheduled play-dates, homework, practices and lessons~ no wonder they don't know what to do with down time! "I'm bored" usually means "tell me what to do".
Then- we have society, parents and educators constantly "keeping our children safe". Don't do that- you might get hurt/ lost/ stolen/ dirty/ sick/ abducted by aliens... Our kids are crippled by self-doubt. OMG- off topic but reading an amazing book "Unbroken" by Laura Hillenbrand. About Louie Zamperini- talk about a risk taker! Perfect example of outside source learning!
Many of the sources Gatto quotes are from the late 1800's early 1900's. Inglis is 1819. I googled lots of the names and ideas in the beginning of the book 'cause I felt lost (and stupid) but got over that halfway through.
and...oops!...what I meant to post was that the link you left wouldn't take me anywhere.
ReplyDeleteDon't go too far Susan. Heh. Google books... Principles of secondary education By Alex I. Inglis, Alexander James Inglis - page 375.
ReplyDeleteWhat is a bit confusing to me is the stress on the education system and not society itself. I am rereading the prologue and have distracted myself with this blog because I have come across yet again what I tend to disagree with.. schools do not propagate emotions that are deemed unwanted, those emotions were always in society and I am quite sure much worse than they are today when we look at other countries who do not have our education system. Gatto does quote up to 1991, and does skip back a few times. If we add into the equation what was going on at that time, including children 5/6 years of age taking drugs like cocaine so they may work in the fields without pain... the development of society to modern day... we cannot get the same sensations out in the 'real world' as adolescents get from gaming. I prefer my daughters gaming than what society currently has to offer. I raised my children on Doom... so when they are in society and others who have learned 'the dark side' attempt to intimidate them... they understand 'the game'.
Now see.... what you have found to work for you, Identity, had the inverse affect on my family.
ReplyDeleteHmmm.... here is an off topic dilemma... or is it? Because of our school systems our children are afforded luxuries that even if one of these were stolen from the factory.. it would be completely useless over there.. and our school is buying iPads. :) During our revolutionary stage in the 1800's workers learned of conditions, organization,duplication and established rights.
ReplyDeletehttp://www.dailymail.co.uk/news/article-1382396/Workers-Chinese-Apple-factories-forced-sign-pledges-commit-suicide.html
I have an online copy and did not realize this book was written in 2008. It was better when I thought it was about 1991. I believe the art was done in 1989, I am disappointed in him now and feel he could have done a MUCH better job. This book has now turned into FOX NEWS to me. If it were 1991 I could forgive him... now I feel as though I DO have to rewrite the book for clarification. I wanted to believe... I really did... just let me live in a fantasy.... FIIINE.... *bangs head on desk* he chose a format to convey a message... I am going to go wash my mouth out with soap now.
ReplyDeleteWe sit here and praise Gatto about taking an initiative out in society, and yet you knowingly allowed me to place the date of the book wrong... or ... no one checked themselves.... isn't this in line of the very complacency that is complained about in schools... blind acceptance of something or other? Possibly I missed the point of a discussion being that I am new at this and have had the preference of participating in discussions such as those on slashdot where accuracy is preferred over FEAR of hurt feelings... which could be taken on the other side of the coin as deliberate sabotage. Do we not join discussions to speak out, or am I missing the point completely. Yes, I must be missing the point. Tsk. I knew I would. Sigh. I jsut can't get this social right.
ReplyDelete