[RSCT] Herb Kohl's Open Letter to Arne Duncan

[Bob Peterson]

http://www.rethinkingschools.org/archive/23_04/good234.shtml

An Open Letter to Arne Duncan

Rethinking Schools, Summer 2009

 From Herbert Kohl

Dear Arne Duncan,

In a recent interview with NEA Today you said of my book 36 Children,  
"I read [it] in high school … [and] … wrote about his book in one of  
my college essays, and I talked about the tremendous hope that I feel  
[and] the challenges that teachers in tough communities face. The  
book had a big impact on me."

When I wrote 36 Children in 1965 it was commonly believed that  
African American students, with a few exceptions, simply could not  
function on a high academic level. The book was motivated by my  
desire to provide a counter-example, one I had created in my  
classroom, to this cynical and racist view, and to let the students'  
creativity and intelligence speak for itself. It was also intended to  
show how important it was to provide interesting and complex  
curriculum that integrated the arts and sciences, and utilized the  
students' own culture and experiences to inspire learning. I  
discovered then, in my early teaching career, that learning is best  
driven by ideas, challenges, experiences, and activities that engage  
students. My experience over the past 45 years has confirmed this.

We have come far from that time in the '60s. Now the mantra is high  
expectations and high standards. Yet, with all that zeal to produce  
measurable learning outcomes we have lost sight of the essential  
motivations to learn that moved my students. Recently I asked a  
number of elementary school students what they were learning about  
and the reactions were consistently, "We are learning how to do good  
on the tests." They did not say they were learning to read.

It is hard for me to understand how educators can claim that they are  
creating high standards when the substance and content of learning is  
reduced to the mechanical task of getting a correct answer on a  
manufactured test. In the panic over teaching students to perform  
well on reading tests, educators seem to have lost sight of the fact  
that reading is a tool, an instrument that is used for pleasure and  
for the acquisition of knowledge and information about the way the  
world works. The mastery of complex reading skills develops as  
students grapple with ideas, learn to understand plot and character,  
and develop and articulate opinions on literature. They also develop  
through learning history, science, and technology.

Reading is not a series of isolated skills acquired in a sanitized  
rote-learning environment utilizing "teacher-proof" materials. It  
develops through interaction with a knowledgeable, active teacher— 
through dialogue, and critical analysis. It also develops through  
imaginative writing and research.

It is no wonder that the struggle to coerce all students into  
mastering high-stakes testing is hardest at the upper grades. The  
impoverishment of learning taking place in the early grades naturally  
leads to boredom and alienation from school-based learning. This  
disengagement is often stigmatized as "attention deficit disorder."  
The very capacities that No Child Left Behind is trying to achieve  
are undermined by the way in which the law is implemented.

This impoverishment of learning is reinforced by cutting programs in  
the arts. The free play of the imagination, which is so crucial for  
problem-solving and even for entrepreneurship, is discouraged in a  
basics curriculum lacking in substantial artistic and human content.

Add to this the elimination of physical education in order to clear  
more time to torture students with mechanical drilling and shallow  
questioning and it is no wonder that many American students are  
lethargic when it comes to ideas and actions. I'm sure that NCLB has,  
in many cases, a direct hand in the development of childhood obesity.

It is possible to maintain high standards for all children, to help  
students learn how to speak thoughtfully, think through problems, and  
create imaginative representations of the world as it is and as it  
could be, without forcing them through a regime of high-stakes  
testing. Attention has to be paid to the richness of the curriculum  
itself and time has to be allocated to thoughtful exploration and  
experimentation. It is easy to ignore content when the sole focus is  
on test scores.

Your administration has the opportunity, when NCLB comes up for  
reauthorization, to set the tone, aspirations, and philosophical and  
moral grounds for reform that develops the intelligence, creativity,  
and social and personal sensitivity of students. I still hold to the  
hope you mentioned you took away from 36 Children but I sometimes  
despair about how we are wasting the current opportunity to create  
truly effective schools where students welcome the wonderful learning  
that we as adults should feel privileged to provide them.

I would welcome any opportunity to discuss these and other  
educational issues with you.

Sincerely, Herbert Kohl
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