REQUESTING FORGIVENESS...

Nearly 20 years after accusing three lacrosse players at Duke University of rape in 2006, igniting a firestorm of indignation and kangaroo-style judgments in the press, Crystal Mangum has recanted her assertions and begged forgiveness. Mangum did so from the North Carolina prison where she is currently serving time for murdering her boyfriend in 2013.

Back in 2006, most people of intelligence did not buy into the story. But the media --not always known for their intelligence and scrutiny--smelled blood and ratings and ran with the story. Much of the faculty and staff at Duke also jumped to declare the accused lacrosse players guilty, case closed. Sadly, society is coming to realize that the halls of academia are no longer nearly so hallowed or honorable as we once thought. Perhaps most heinous of all were the actions of Mike Nifong, the prosecutor of the young athletes, who smelled not only blood but opportunities to gain political capital and thrust himself into the limelight.

Fortunately, Nifong was removed from office, disbarred and even briefly jailed for his zealous commitment to glorifying falsehoods. The three athletes also mounted a lawsuit against Duke, which was settled out-of-court for an undisclosed sum. It is not known if any of the dozens of ill-informed professors and staff who rushed gleefully to judgment were ever fired or disciplined. Today, no doubt much bitterness and hostility remain, but at least some measure of justice was obtained in 2007, thanks in large part to then-attorney general of NC, Roy Cooper, who dismissed the charges for lack of evidence, and who now serves as governor of the state.

Now that Crystal Mangum has apologized, admitted her guilt, and asked for forgiveness from those she accused, many pundits are venting their anger at her, denouncing her for what she did to lives and reputations of the three athletes. Yes, Mangum lied; yes, she waited nearly 20 years to fully admit her guilt; yes, she presently is in prison for second-degree homicide--but we should all admit that, at least, she has openly admitted her own culpability and has requested forgiveness from those she wronged. Admitting guilt and remorse is tough. How many of us would have the guts to come forward as Crystal Mangum has done?

Could Mangum be speaking out now only as a stunt to curry favor from prison administrators? Perhaps. But maybe she felt a genuine need to confess and atone. Only she knows for certain. And it is up to the athletes to forgive, not us. However, I have to admit that I respect Mangum for stepping onto the world stage to make such a bold statement. If only politicians, corrupt business tycoons and corrupt professors could find the courage to do the same thing.... Crystal Mangum has one or two things they never will have--guts, and remorse.

RETURNING TO CLASSICAL EDUCATION

Looking back on my own education, I can point to one elective choice that furthered my grasp of all other subjects and helped me achieve all my goals:  the study of Latin.

Today it often seems that the study and acquisition of hard knowledge, factually based, has taken a back seat to contemporary concerns and the politics of managing schools. Although many decry the loss of critical thinking in our population, it is arguable that proficiency is unattainable without a sound bedrock of knowledge. Latin forces us to not only learn the grammar of a foreign language and how English is directly impacted, but Latin impels us to delve deeper into history, philosophy, geography, literature, political science, art and architecture. Latin is also part of our shared heritage as human beings. For better or worse, those who spoke Latin left their mark on every settled continent.

Commentator Micah Meadowcroft, writing on the Thomas D. Klingenstein website, has spoken eloquently of the importance of classical education. His articles are well worth reading (a recent one linked below). He notes that classical education, which certainly would include exposure to Latin, promotes intellectual development rather than simply a mass leveling off of the population. Ironically, classical education could promote individualism by making individuals aware of the common ground from which we all spring. 

Thankfully, the movement toward classical education is growing. Schools are springing up around the country; here in St. Louis, the Classical Lafayette Academy in just a few short years has established itself as a potent force in the region. This movement is not for the select few; it is for all of us.

https://tomklingenstein.com/classical-education-ed-and-the-ends-of-schooling/

The music of our lives...

CAN MUSIC BRING US TOGETHER?

Although I remain a cynic, the performance of a German masterpiece linked below, performed by Israeli conductor Daniel Barenboim, German opera singer Waltraud Meier, an orchestra comprised of Israeli and Middle Eastern musicians and named after the work of German poet Johann Wolfgang von Goethe, co-founded by Barenboim and Edward Said, a Palestinian, is mesmerizing. The music is not about race or culture, but about life. I'm sure Wagner would be touched by hearing this, and I hold out hope that maybe a few terrorists would find a shred of humanity in themselves.

Richard Wagner's opera Tristan und Isolde is a remarkable tale of unbridled and irresistible passion. The closing aria, know as the "Liebestod", or Love Death--against the composer's wishes, who desired it be called "Verklaerung", or Transfiguration--is one of the most famous moments in operatic literature, sung by the heroine Isolde as she realizes that she and her lover Tristan can only be united by passing through the door of death--or rather, as Wagner would have it, the door to transfiguration.

The West-Eastern Divan Orchestra was established in 1999 and is based in Seville, Spain. Its members come from Israel, Spain and the Middle East. The renowned pianist Martha Argerich has partnered with Daniel Barenboim many times and was named an honorary member of the orchestra in 2015. The orchestra draws its name from a collection (divan) of poems by the great German poet Goethe, inspired by his reading of works by the Persian poet Hafez. The formation of the orchestra stemmed from the friendship of Daniel Barenboim, a Jew, and Edward Said, a Palestinian. Today, the Barenboim-Said Akademie in Berlin sponsors music students from Israel and the Middle East.

It is sad to contemplate that on October 6, 2023, Gaza and Israel existed in (relative) peace. The next day shattered that illusion. Peace cannot be achieved until the hostages are released.

https://www.youtube.com/watch?v=wu02skyFCyI

TEACHERS AS INDEPENDENT CONTRACTORS?

Although we don't normally think of teachers in private practice--self-employed, in other words--in actuality it can be a very rewarding way for teachers to do what they are trained to do. The image of a teacher tied to a particular school building or site, answerable at all times to a bevy of administrators and imposed policies, is a common and often accurate perception, but it is not the only model for successful teaching. 

Music, dance, arts, crafts, martial arts instructors, coaches and many others are examples of teachers in private practice. The advantages are numerous:  

1. A teacher in private practice is freed from a wide range of bureaucratic entanglements that are pervasive in our public school systems.

2. Self-employed teachers are free to follow their own agendas and are not bound to the agendas of their supervisors and administrators. However, self-employed teachers do need to be attentive to the needs of their students and clients.

3. The income derived by independent teachers is far more likely to be merit-based than in schools that are tied to union policies.

4. A self-employed teacher is under no obligation to be "certified" (or "certificated," the bizarre term employed by school districts these days). This means that a self-guided teacher is free to design his/her own path to acquiring necessary expertise in a chosen field. It is not even necessary for an independent teacher to hold an actual college degree, so long as that person can demonstrate competence.

5. Disciplinary issues are generally much decreased in a non-conventional classroom setting.

6. Independent teachers generally find themselves to be doers and demonstrators of knowledge or skills rather than simply emcees for video instruction and textbooks. They will teach by showing as well as explaining. (Ever notice how many public school physical education instructors never demonstrate techniques of swimming, tennis, soccer, etc.--for obvious reasons--but instead can only rely on explaining what needs to be done? Independent teachers, on the contrary, are expected to fully demonstrate what needs to be done.)

Of course, there are drawbacks to being self-employed: financial security is not automatic, resource tools may not be readily available. At the same time, sometimes the rewards might be far greater; some music teachers might earn very little independently, but some command very high hourly rates. However, any individual considering a commitment to educating others might want to carefully weigh out the advantages of selecting a personalized path to achieving their goals as educators. Knowledge--and its dissemination--is too important to be under the control of any sort of oligarchy.

STIFLING FAIRNESS IN A PUBLIC SCHOOL CLASSROOM

One more story from Missouri:

Controversy erupted recently in Kirkwood, MO, an affluent suburb of St. Louis. At an evening meeting at Nipher Middle School designed to introduce parents to the school curriculum for the coming year, a Palestinian flag was prominently displayed on the wall of social studies teacher Jason Kipp's classroom. Although the Jewish population of Kirkwood is not large, it so happened that one parent in attendance was a descendant of Holocaust survivors, along with her daughter who was scheduled to be a student in Kipp's class (she was later removed). She asked if the flag of Israel could also be displayed, but Mr. Kipp refused, and then added fuel to the fire by making a remark to the lady about "your version of history." Understandably, the lady was upset and complained to the school administration. Since then, meetings have been held and school district administrators have attempted to address the conflict, but anger remains.

It is difficult to understand why a teacher of middle school students would refuse to allow students to learn about both sides of a controversy; if he is convinced that he is correct in his opinions, then he should have no fear of presenting an alternative viewpoint and allowing facts to speak for themselves (although one wonders at this point if the facts would be presented fairly). 

After the attacks of 9-11, the government and citizenry of the United States encouraged study of Islam in order to understand the thinking and real or perceived grievances that led to such a vile act. Government policy did not seek to punish an entire people or way of life. Regardless of which side an individual supports in the Middle East conflict, it is shocking that a teacher would openly side with one side, and it is equally shocking that his employers would allow that to happen.

Links:

https://stopantisemitism.org/08/20/middle-school-teacher-prominently-displays-palestine-flag-in-missouri-classroom/

https://defendinged.org/incidents/nipher-middle-school-social-studies-teacher-displays-palestinian-flag-in-classroom-refuses-to-display-israeli-flag/

https://stljewishlight.org/news/news-local/controversy-erupts-over-palestinian-flag-in-kirkwood-classroom-parent-raises-concern/

 

WHAT IS A SUPERINTENDENT WORTH?

Legislation was recently proposed in Missouri that would limit the salary of public school superintendents to no more than 5.5 times the minimum salary of a beginning teacher. According to the Fox news affiliate in Kansas City, the minimum salary for a first-year teacher in Missouri is $40,000.00. That means the highest salary a superintendent could earn under this bill sponsored by State Representative Ben Keathley (R) would be $220,000:    https://fox4kc.com/news/missouri-lawmaker-eyes-limits-on-school-superintendent-salaries/

Naturally, the Missouri Association of School Administrators opposes the bill (what else might one expect?). So we have to ask, does education improve when administrators--who generally do not teach a single class--get paid more? Most readers will surely be able to answer that question for themselves.

Interestingly, there is currently a shortage of superintendents, or at least a perceived shortage, despite the large salaries and generous benefit packages, golden parachutes and promises of an early retirement. The issues in American education have possibly discouraged applicants. But is the solution to that problem simply to throw yet more money into the hands of a few? Many communities already bestow salaries on their superintendents far in excess of the limits proposed in the Missouri legislature. Taxpayers might be surprised. The bottom line:  Are we receiving our money's worth?

WHO SHOULD CONTROL EDUCATION, AND TO WHAT EXTENT?

Question:  The U.S. Department of Education has added a new layer of bureaucracy to many aspects of education. It is difficult to argue that education has improved in the years since the Department was established. If the Department were to be abolished, then more control would be granted to states and local authorities. But would we then find ourselves in the position that each local authority might eventually develop vastly different curricula for core subjects? Books that are read and studied in Idaho might differ greatly from books that are studied in New York. Would we still be able to establish commonality in our shared heritage? Projecting further, could an engineer/doctor/teacher/researcher from one part of the country offer vastly different techniques and opinions than a counterpart raised in another area, and would that be a good thing, or not?

Local control is necessary in order to honor the freedom of stakeholders to chart their own destiny, but how do we ensure that knowledge and skills are properly inculcated?

 

ESTABLISHING COMPETENCE

Probably all of us have experienced meeting a "well-educated" person, laden with degrees, who somehow just doesn't seem to know what he/she is doing. And yes, many of those individuals can present glowing credentials, stellar recommendations and degrees from "prestigious" institutions. This brings us to the question:  Does the possession of a degree indicate competency in a given field? Sometimes yes, but clearly, sometimes no.

Sometimes, too, the completion of practicums, internships and such experiences as "practice teaching" fail to demonstrate the familiarity that we would expect. So how do we establish competency objectively? Should we rely on standardized testing--which also leads us to wonder if curriculum in a given field of study or profession should be standardized as well? Many grassroots educational reformers feel strongly that curriculum control should emanate from the local level (school board, local advisory committee, university department, etc.), but we then face the dilemma that varied curricula can lead to varied levels of competency.

And perhaps the basic question for our times might be:  Do we best help the underprivileged and underserved segments of our society by lowering standards, or by marshalling our resources so that the underprivileged gain the intellectual and critical thinking tools they need in order to demonstrate a uniform level of competency?

Many of us feel that education is currently in crisis in the U.S. and across the globe. For that reason, education will become a central topic on this blog in future posts, although not the sole topic. May we all live, learn and grow to the best of our abilities!