Education Week - August 7, 2013 - 33

EDUCATION WEEK AUGUST 7, 2013 www.edweek.org
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PRESIDENT & EDITOR-IN-CHIEF Virginia B. Edwards
EXECUTIVE EDITOR Gregory Chronister
MANAGING EDITORS Karen Diegmueller,
Kathleen Kennedy Manzo
ASSISTANT MANAGING EDITORS
Mark W. Bomster, Kevin C. Bushweller,
Debra Viadero
COMMENTARY EDITOR Elizabeth Rich
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ASSISTANT EDITORS Sean Cavanagh,
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Stephen Sawchuk
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COMMENTARY
ONLINE
“
n During Education
Week’s recent
print publishing
break, Commentary
published Web-only pieces
on a wide range of topics,
including democracy in an
Egyptian classroom, mapreading
and the common
core, and the true meaning of
“satisfaction” in education. Find
these op-eds and keep abreast
of new opinion essays during
the upcoming publishing break,
which lasts until Aug. 21.
www.edweek.org/go/
commentary
n Teacher evaluation also
figured prominently in
Commentary’s online-only
coverage. In his essay, Kim
Marshall says principals
must “up their game” when
it comes to supervising
teachers. Readers responded
strongly; some charged that
principals are not necessarily
qualified to evaluate teachers.
Weigh in with your opinion.
www.edweek.org/go/marshall
unearths students’ higher character as they learn
to value integrity, compassion, and their unique
conception of patriotism and the common good.
But mark “character” absent from the common-core.
In its website, the core’s narrow
mission statement sounds less
like a set of learning expectations
for children than a parody of a
sterile business plan. It talks
about preparing America’s
students “for success in college
and careers” so “our
communities will be best positioned
to compete successfully
in the global economy.”
Really? Wouldn’t preparing
America’s students in order
“to be successful, virtuous
members of America’s workforce
and democracy” be more
appropriate? As Abraham Lincoln
warned, “The philosophy of the schoolroom
in one generation will be the philosophy
of government in the next.”
A citizenship component in the common
standards would promote a more openminded,
student-centered philosophy of education
for the entire core cohort. While civics in the
core is an imperfect solution, it is a viable, scalable
one because it accesses a system with an enormous
infrastructure, corporate backing, and absolute support
in the Obama administration. And, should the
common core collapse, at least civics will have been
woven into lessons nationwide.
A corollary approach is to invite David Coleman, the
College Board’s chief executive officer, to include civics
democracy, we must patiently
“
teach our children the complex
and rewarding arts of
citizenship.”
Civics in the Core
CONTINUED FROM PAGE 36
in the board’s realignment of the SAT with the core.
And, what is not taught is neither learned nor lived.
If our schools are the nurseries of democracy, we must
patiently teach our children the complex and rewarding
arts of citizenship. Soon, they will reinvigorate
our schools and our polity with their blunt
honesty, fresh thinking, and, especially,
their infectious idealism.
If our schools are
the nurseries of
In his letter from Birmingham,
when King invokes the Brown
decision’s rallying cry, “Justice
too long delayed is justice
denied,” he is speaking
to us. He is challenging us,
a half-century later, to finally
give our nation’s
children the skills and the
platform to “make real the
promise of democracy.”
Let’s heed his call. Let’s
let their voices be heard! n
33
Jori Bolton
n Edweek.org
welcomed the
new opinion
blog Education
Futures: Emerging Trends
and Technologies in K-12
last month. Follow Matthew
Lynch’s predictions for
education’s evolution on
the Industry & Innovation
channel.
www.edweek.org/go/
education_futures
n Peter Gow
conducted a
two-part interview
with John Chubb,
the new president
of the National Association of
Independent Schools, in Gow’s
Independent Schools, Common
Perspectives blog. Check out
the full Q&A.
www.edweek.org/go/chubb
n Follow
Commentary on
Facebook.
www.facebook.
com/edweekcomm
n Follow
Commentary on
Twitter.
@EdweekComm
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Education Week - August 7, 2013

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