Posts tagged with: Educational Choice

I’m not typically a big fan of litigation. But that option needs to be there for some cases that can’t be solved in other ways. It’s a big stick that should only be used when absolutely necessary and only when appropriate.

I’m glad that option was there for Stephanie Hoffmeier of Colonial Forge High School in Stafford, Virginia. When Stephanie applied to register a student club at the school, the administration denied her request, “on the grounds that it was not tied to the school curriculum.”

What was the club proposal? “The Pro-Life Club,” thought to be the region’s “only anti-abortion club in a public high school.” After filing suit in federal court, the educrats at Colonial Forge had to rethink and reexamine their position: “Even some advocates of strict separation of church and state say religious speech is protected under the Constitution and federal law.”

One of the basic rights that is consistently tread over by the public education bureaucracy in the United States is the right to integrate religious faith and intellectual learning, fides quarens intellectum. And even in a case like this, in which faith is brought into an extra-curricular activity, the first and most basic instinct is to squash it.

Thankfully, “School officials, conceding they were wrong, officially recognized the club on Oct. 24, and Hoffmeier dropped the suit.”

Besides my two years of living abroad in Egypt, I spent my entire elementary and upper school existence in the public schools. My experience with the public schools in Hawaii and Mississippi were rather atrocious. To read one experience I encountered in the public schools in Hawaii, check out this Acton blog post.

Mississippi has a wonderful and generous culture, and the people have strong values. In fact, I love Mississippi. The state’s public schools, however, could often be described as nothing short of disappointing. It should also be noted that I went to one of the public schools that was considered to be the best in the state. The problem in my view was not that Mississippi was a poorer state. The teachers for the most part were intelligent and just as there are everywhere, there were good and bad teachers. I had an exceptional teacher in high school who helped foster a love for American history, and American military history.

But one of the fundamental problems with these schools was that most people did not want to learn. In fact, classes were daily interrupted by kids “pantsing” each other, or oddly enough, sometimes pantsing themselves. If you walk into many high schools in America, it becomes evident it’s more of a fashion show and popularity contest than an actual serious center of learning. While socialization is an important part of education, it’s hard to argue public schools are the best models for socialization.

I had an English class in 11th grade where the teacher was mooned by students on several occasions. The kids of course would be suspended. They would be back only days later to disrupt class and offer a rerun of their crimes. When I first moved to Mississippi, I was shocked to learn that corporal punishment was allowed to be administered by administrators in the school. Within weeks, I felt it was not administered enough.

Jeff Jacoby of the Boston Globe has a piece today titled, “Big Brother at school.” The fact that government schools are so steeped into our life and culture makes it hard for traction to be gained for reform, and for differing views to emerge about education. It may be why so many conservative leaders talk about government never voluntarily giving up power, or government never voluntarily reducing itself in size.

Jacoby delved into a host of ideological conflicts between parents and government run public schools. Here is his main point against government domination of education:

A more fundamental truth is this: In a society founded on political and economic liberty, government schools have no place. Free men and women do not entrust to the state the molding of their children’s minds and character. As we wouldn’t trust the state to feed our kids, or to clothe them, or to get them to bed on time, neither should we trust the state to teach them.

The point is all the more valid when we hear politicians talking about their federal and state programs for daycare and preschool. Many generations of infants, children, pre-teens, teens and beyond will be raised, taught, shaped, and cared for by the state. Do we really think that’s a good idea?

I’ve heard it said from a number of leaders in the Reformed community that there is a great opportunity for Reformed churches to be a positive influence on the growth of Christianity abroad, particularly in places like Africa where Pentecostalism has made such large inroads.

The thesis is that as time passes and institutions need to be built, the traditionally other-worldly Pentecostal faith will by necessity need to embrace a more fully comprehensive world-and-life view. Reformed institutions ought to be prepared to step into the breach and provide that worldview education.

On that note, I pass along two items of interest. The first is a newly released book from Fortress Press, Christian Education as Evangelism, an edited collection of essays that argues that if congregations “are to be active in their evangelical outreach, solid teaching is necessary. Likewise learning ministries that are well grounded and alive will spring forth into vital sharing of the good news of Jesus Christ. Christian education leads to evangelism and evangelism leads to Christian education.”

And as a counter-point to the potential for arrogance that might accompany a Reformed educational mission to the Pentecostal world, see this item, “Dutch Protestant leader apologises to Pentecostals,”

Utrecht (ENI). The Protestant Church in the Netherlands has apologised to Pentecostals for negative attitudes held in the past by Reformed and Lutheran Christians towards members of Pentecostal churches. “Even now, one still can often sense an attitude of negativity and condescension,” the church’s general secretary Bas Plaisier said at celebrations in Amsterdam’s Olympic stadium to mark the centenary of the Dutch Pentecostal movement. Such attitudes were also widely held among Protestants in the past, Plaisier said. “I hope that with this centenary celebration we can put an end to this [negative] way of speaking and thinking about one another,” he said. [355 words, ENI-07-0726]

Given the rather distinct lack of commitment to distinctively and confessionally Reformed education among the Christian Reformed Church at the moment (check out this synodical report), I wonder if this sort of educational impetus is something that Westerners find are good for other people, but not themselves.

Blog author: jballor
Thursday, September 6, 2007
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They say that those who can’t do, teach. But what if you can’t teach?

From the AZ Republic: “Hundreds of students in Arizona are trying to learn English from teachers who don’t know the language, state officials say.”

I’ve never been too attracted to the whole “English-only movement,” but I would think the language should at least be the sine qua non of our educational system.

That is, we should be teaching English and other languages. Some of the examples from the piece are pretty egregious, as teachers are employed who are clearly unqualified to comply with “Arizona law [that] requires teachers to use only English in the classroom and bans all texts and materials in any language but English.” I’m assuming that law is in effect for classes other than foreign language classes.

Read the whole thing, as they say.

There are a number of problems with Paul Krugman’s NYT piece earlier this week, “A Socialist Plot.” Krugman compares the American educational system to its healthcare system, arguing that because Americans aren’t inclined to disparage the former as a socialist threat, we likewise shouldn’t consider universal healthcare as a “socialist plot.”

“The truth is that there’s no difference in principle between saying that every American child is entitled to an education and saying that every American child is entitled to adequate health care. It’s just a matter of historical accident that we think of access to free K-12 education as a basic right, but consider having the government pay children’s medical bills ‘welfare,’ with all the negative connotations that go with that term,” says Krugman.

Krugman assumes that a defense of private versus public education is indefensible. After hypothesizing about making a case for abolition of public education, he purrs to his NYT audience who have never considered any practical option besides the government administration of education, “O.K., in case you’re wondering, I haven’t lost my mind.” Clearly to even consider getting rid of public education is insane.

First, let’s make a basic distinction between government mandates and government provision. The government mandates that I have car insurance before I take my car out for a spin, but I don’t sign up with the government for that car insurance. In the same way, drawing my own analogy, government could mandate K-12 education without being the primary provider of said education.

And as far as socialists plots go, government provided education should be ranked right up there. Even social observers who are largely sympathetic to socialism see the administration of public education primarily in terms of its utility as a means of social control rather than as a means of inculcating truth. Thus says Reinhold Niebuhr: “While education is potential power, because it enables the disinherited to protect their own interests by organised and effective methods, the dominant classes have suppressed their fears about education by the thought that education could be used as a means for inculcating submissiveness.” Whether the dominant class is the bourgeois or a politburo, public education as social control is a real concern.

Kristoff concludes, “We offer free education, and don’t worry about middle-class families getting benefits they don’t need, because that’s the only way to ensure that every child gets an education — and giving every child a fair chance is the American way. And we should guarantee health care to every child, for the same reason.” Socialism, apparently, is the American way. And middle-class families that send their kids to private schools aren’t “getting benefits they don’t need,” they are paying via taxes, often dearly, for education they don’t want.

There is an analogy between health insurance, car insurance, and education. It may be that the government mandate that all Americans have health insurance (although I doubt such a policy’s prudence), and yet not become the primary provider of such health insurance. Where market forces fail, nonprofits, charities, community groups, and churches must fill the gap. BlueCross and BlueShield is a nonprofit health insurance association providing coverage for about 1/3 of the American population. If need be tax credits and other incentives could be extended to promote private financing of such initiatives.

For more on the push for socialized health care in the US, check out this week’s commentary, “What’s Wacko about Sicko.”