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Webcast Videos & Podcasts
(for complete list, click here)
 NEW! Panel of educators at North Dakota Study Group: Deborah Meier, Alyce Barr, Julie Woestehoff. Ontheearthproducaitons.org. February, 2008
Video: Speech at The Coalition of Essential Schools Fall Forum, Chicago, IL, November 4, 2006 |
I Wonder…
July, 2008
I wonder, as someone not trained as an economist, whether there is any connection between the future of the American economy and better schooling—not just better test scores, but a better educated workforce. Clearly the biggest reason for jobs going overseas is lower wages there. So, why would a better-educated workforce draw them back here? How much smarter would Americans have to be to make them worth paying two and three times as much? It is easier for me to see how a smarter workforce might also be a smarter citizen-force. Then I think, maybe a smarter society might help us devise new ways of thinking that could, in turn, create alternate ways of living better while earning less?
I wonder what would happen if we stopped talking as though the future were predetermined: that the 2lst century was something we had to adjust to, rather than reshape. Is this just a different version of the first musing?
I wonder just how adaptable and resilient the human specie was. For example, if I am right that there is a serious loss of play in the lives of young children, will it matter in terms of the creativity of the adults of the future? Their resiliency? Their capacity for self-governance? Two possibilities come to mind. One, I am wrong about the role of play. Two, that play cannot be stamped out--new forms of play replace old ones as circumstances change.
I wonder, maybe connected to the above, what the impact of all the new reality shows and videos are on what happens to human minds and hearts. My grandson, Ezra, was telling me the other day more about the nature of the new war videos that allow users to participate as active agents in “war play”—as though it were real. I had just watched Ezra and Daniel (my other grandson) “playing” baseball on a huge screen. I was stunned. It looked (almost) like a real game, but they were controlling it! They were “being” players. It led Ezra and I to speculating about the impact of participating in killing on the big screen. Given that one knew it was not really happening did it really matter or was I being unnecessarily fearful? Or will it reach a point where it becomes harder and harder to tell that it is not “really” happening?
I wish sometimes that I could live long enough to find out some of the answers to these questions. But for the sake of my grandchildren I am certainly wishing that the answers are hopeful ones for our ornery, unpredictable and surprisingly adaptable species.
© 2008 Deborah Meier
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Did you know that...
The $1 billion-a-year Reading First program has had no measurable effect on students’ reading comprehension, on average, although participating schools are spending significantly more time teaching the basic skills that researchers say children need to become proficient readers, a major federal report finds.
The long-awaited interim report from the Reading First Impact Study, released last week by the Institute of Education Sciences, says that students in schools receiving grants from the federal program have not fared any better than their counterparts in comparison schools in gaining meaning from print. (EdWeek, may 7, 2008)
See Nicholas Meier's Column for commentary on this finding.
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