There is a need for a paradigm shift towards “critical” pedagogy in which we, as educators, have a really big responsibility to improve and transform ourselves in fostering criticality in the classroom not only to let students think beyond but also to encourage them to find their voices by education.
I found Seth Godin’s TED-talk titled “Stop stealing dreams” highly crucial for anyone, who has been/will be teaching, in terms of his critique of the current education system by historicizing it since the beginning. He starts endlessly questioning “what school was/is for” in his talk.
He argues that the sole intent of universal public education was not to train the scholars of tomorrow but to train people to behave, to comply, to fit in. Godin very nicely explains this logic by historicizing the actual aim of the capitalist system which was to train “human bodies” to be productive, mechanic yet obedient and docile (workers) for the sake of the effective functioning of capitalism. He further talks about the ways in which “school” seeks to normalize people with the particular textbook, force them to take standardized tests which eventually brings about ranking system.
Specifically, I really like how he makes an analogy between school and factory and ties it to the complaint of educators when students ask: “will this be on the test?” He says, “when we put kids in the factory, that we call the school, the thing we built to indoctrinate them into compliance. Why are we surprised that the question is ‘will this be on the test?’
This is a very important insight that we think about if we, as educators, really want to transform ourselves towards “critical pedagogy.” As our guest lecturer, Dr. Hometo Murzi, mentioned last week when we were talking about the assessment of PBL, firstly we can think about “measuring experience instead of test scores” if we believe that “our students are more than their scores” as Dr. Michael Wesch says in his TED-talk. Again, similar to our class on PBL, Seth Godin also talks about the need to “transform the teacher’s role into a coach.” And, I believe, the most interesting part of his speech is his question, which implicitly covers what we have discussed our class throughout the semester: “are we asking our kids to collect dots or connect dots?” In this regard, he argues,
We’re really good at measuring how many dots they collect, how many boxes they have filled in, but we teach nothing about how to connect those dots…you can only teach it by putting kids into a situation where they can fail. Grades are an illusion. Passion and insight are reality. Your work is more important than your congruence to an answer key.
At this point, I believe, Godin can be put into conversation with J. Palmer. Palmer, in his article “A New Professional: The Aims of Education Revisited,” similarly discusses the current education system and how it shapes students’ personalities as “being” future professionals. Palmer overall suggests that,
The education of the new professional will offer students real-time chances to translate feelings into knowledge and action by questioning and helping to develop the program they are in. I am not imagining a student uprising but rather an academic culture that invites students to find their voices about the program itself, gives them forums for speaking up, rewards rather than penalizes them for doing so, and encourages faculty and administrative responsiveness to student concerns (p. 12).
Similar to Godin’s points, he also suggests five proposals to educate the new professional, which are:
1) “We must help our students uncover, examine, and debunk the myth that institutions are external to and constrain us as if they possessed powers that render us helpless — an assumption that is largely unconscious and wholly untrue”
(2) “We must take our students’ emotions as seriously as we take their intellects”
(3) “We must start taking seriously the ‘intelligence’ in emotional intelligence”
(4) “We must offer our students the knowledge, skills, and sensibilities required to cultivate communities of discernment and support”
(5) “We must help our students understand what it means to live and work with the question of an undivided life always before them” (pp. 9-11).
Specifically, I found the fifth proposal very interesting, sincere, and supporting on the part of educators. He affirms that mentors must be exemplars of an undivided life, that is to say, mentors must also show how to tackle with this question: “How do I stay close to the passions and commitments that took me into this work – challenging myself, my colleagues, and my institution to keep faith with this profession’s deepest values?” (p. 11) I believe this is equally as important as teaching criticality to create a “circle of trust” between students and instructor.
Palmer, P. J. (2007). A new professional: The aims of education revisited. Change: The Magazine of Higher Learning, 39(6), 6-13.