Tag Archives: responsibilities of citizenship

Every Human Being Needs Affirmation and Our Students Need it Most of All!

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One of the most important questions in organizational management and leadership is “who exists to serve whom?” In every organization and in every supply chain, everyone must know whom they exist to serve. They must also know on whom they rely because in addition to serving our customers, whether internal or external, we must also recognize the people on whom our success depends.

That recognition enables us to provide affirmation to the people who are important to us, whether in our workplace or in our private lives. It is, I believe, a universal truth that each of us requires affirmation from the people in our lives.

One of the underlying assertions and assumptions in Education Reimagined, One Success at a Time: The Hawkins Model©, my book-in-process, is:

“The value of everything in life is a function of the quality of our relationships with the people in our lives.”

There is no place where these principles are more essential than in education—in our schools and classrooms.

Everyone working in education exists to serve society because the future of our society is contingent upon the quality of the education we provide to our children.

Children are our society’s most valuable resource—all children, not just a fortunate few—so it follows that everything we do must serve the best interests of our children.

This makes the job of teachers, other educators, their leaders, and all the people who support them—who serve them—among the most important jobs in all of society. Our children are the foundation on which all our futures depend.

Another of my assertions and assumptions, is that:

“Education is the intellectual and cultural infrastructure of America.”

It is the most important of all investments our government and its citizens will make.

When we speak of education, we must understand that it is comprised of three components:

  • The education system
  • Its people
  • The education process.

We define the education process as “the way we structure, organize, task, staff, resource, and evaluate the performance of our schools and classrooms.”

It helps if we understand that the education process is a logical construct with which we conduct our mission and purpose. Like a manufacturing, assembly, or service-delivery process, or even a software application, the education process is the tool we provide to our people to fulfill their mission and purpose which is to make certain that every one of our nation’s children learns as much as they are able at their own best speed so they will have meaningful choices in life and will fulfill the responsibilities of citizenship.

“Learning is the only thing that counts and that should be counted.”

Is yet another of our assertions and assumptions.

To achieve this mission and purpose we must provide our teachers with an “education process” of sufficient quality and capability to meet the needs of a diverse population of children with a cavernous disparity in the levels of academic preparedness and emotional development that they bring with them when they arrive at our door for their first day of kindergarten.

The book you are about to read should be viewed as a strategic plan designed to fulfill this mission and purpose. Before we begin, let us present our biases for all the world to see.

The problems in education in America and the unacceptable outcomes of so many of our nation’s children—particularly children of color, who are poor, or for whom English is a second language, and millions of others—are not because our nation’s teachers are incapable of teaching. It is my assertion that teaching is one of the most essential jobs in all of society and that our teachers are responsible for all the good things that happen in our schools.

            Teachers are unsung American heroes who deserve our respect, admiration, and support. Blaming teachers for the problem in our schools is like blaming soldiers for the wars their nation asks them to fight.

            We will also show that the problem is not that our children are incapable of learning. A child’s brain is the most remarkable organic matter in the universe and nature has programmed it to soak up the world into which it is born. Just as teachers can only do as much as the education process enables them to do, a child’s brain can only learn what we give it the opportunity to learn.

Although they do not yet recognize this work as such, I am offering it as a gift to teachers. I have designed The Hawkins Model© to enable teachers to enjoy the satisfaction of a job well done, recognizing that they can only experience it when their students experience success in learning and are reaping the rewards that only an education of that quality can create.

My request to readers of this work is to read it not in search of reasons why it might not work but rather to imagine what it would be like for teachers to teach and children to learn in such an innovative and adaptive environment. Please open your hearts and minds to imagine a new way of thinking about education.

Remember, anything humankind can imagine human beings can do.

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Do We have the Will to Bring About Transformative Change: A Message of Hope and a Call to Action!

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We have the power, intelligence, and imagination to envision a better America and we have, in our possession, a new idea about how we can bring that vision to life. It requires that we challenge our assumptions about how we go about doing what is every society’s most important job: preparing our children for the future. Ultimately, the question is: “Do we possess the will to bring about transformative change?”

Public education need not be under attack! Public schools can be successful. Teachers need not flee the profession. Children need not fail. Teaching need not be stressful and frustrating. Learning can be fun. All kids can learn and be excited about learning. Parents can be effective partners with teachers to help their children get the best possible education. The American dream can be real for every child. People need not be poor and do not need to be entrapped in the cycle of poverty and failure, nor do they need to live under a blanket of hopelessness and powerlessness.

There is no requirement that our prisons be full. Black men and women need not be afraid of being shot by the police, white Americans need not feel threatened every time they see a black man in an unexpected place, Hispanics need not face anger and resentment when they speak Spanish to their children—besides, isn’t being bilingual something to which we should all aspire? Immigration need not be considered a threat to prosperity or democracy. Children of immigrants need not be separated from their parents. Children born in America must not be denied citizenship, whatever the status of their parents. Everyone must be free to worship according to their faith. None of the worlds great religions must be singled out for disdain or preference and their worshipers need not be subjected to prejudice.

America can, indeed, be great again, in fact, greater than it has ever been, and we need not be a divided people. The very things that divide us are, in truth, the things that keep the reality of America from matching our vision. Prejudice and bigotry impede rather than enhance the quality of life in America. We need not deprive our citizens of access to healthcare services or see the costs of healthcare become prohibitive. We need not place our environment at risk to have a strong economy or strip away regulations that were established to protect our citizens from abuses from those who would sacrifice our safety and well-being for the sake of profits.

Considering America great again does not depend on restricting the freedom of the press; questioning the integrity of our electoral process; or branding an entire race, ethnic group, or religious faith as unworthy of freedom and justice. Our greatness as a free people is not enhanced by withdrawing from the world community any more than our economy is enriched by protectionism. Like it or not, the future of the United States of America requires interdependency and the same can be said for the future of the world community.

America’s strengths and weakness are a reflection of what the American people have learned rather than a representation of who and what they could be.

All the problems facing American society and threatening the future of our participatory democracy are rooted in the historic ineffectiveness of our system of public education. Neither the interests of American society nor the world community are enhanced by ignorance, illiteracy, innumeracy, gullibility, or closed-mindedness. We need our young people to leave school with solid academic foundations, portfolios of a broad range of skills, and the ability to think exponentially (outside the box) with creativity and imagination. We need them to be able to accept the responsibilities of citizenship. We need for them to provide for themselves and their families, to understand the cogent issues of our time and to participate in their intelligent discourse. Ultimately, we need our young people—all our citizens, in fact—to be able to make thoughtful choices in the face of the extraordinary challenges that await us in balance of this 21st Century.

We cannot have citizens who are so poorly informed about critical issues that they will follow, blindly, high profile dilettantes based on jingoistic platitudes and outdated dogma on whatever side of the political spectrum they reside. We need our people to be sufficiently informed that they can distinguish between real and fake news, the latter of which is poorly disguised propaganda.

We want to create an abundance mentality in which everyone believes they can participate in the American dream because, if we work together, there is enough of everything for everyone. This is an enormous challenge, I know, but it is one that is possible if every American possesses a quality education. There are, indeed, deep prejudices in the hearts and minds of millions of Americans and we cannot legislate an end to bigotry and resentment. What we can do is ensure that all Americans, regardless of their race and/or ethnicity are able to fulfill their responsibilities as citizens, which, in turn, increases the frequency and quality of our interactions with one another. If we live and work in closer proximity with one another our similarities are magnified relative to our differences.

This can be an accurate representation of our society, but it requires that we abandon an obsolete education process that has allowed millions of our children to fail, has driven hundreds of thousands of qualified teachers from the profession, has created extraordinary anguish on the part of a significant percentage of the rest, and has left huge populations of men and women unable to participate in the American dream.

We must replace an education process that is structured like a competition to see who can learn the most the fastest. It is an education process that fails children on both ends of the academic achievement continuum. Children who had the misfortune to start from behind are pushed ahead before they are ready, placing them at an even greater disadvantage when success on subsequent lessons requires the application of knowledge and skills they were not given time to learn. This sets up children for failure, particularly disadvantaged children. A disproportionate percentage of these disadvantaged children are black or other minorities, and kids who come from homes in which English is not the mother tongue.

The incessant repetition of this practice erodes the diligence of educators and conditions them to tolerate some level of failure. It also inures teachers and educators to the tragic consequences with which their students will be forced to deal. Sadly, policy makers and government officials are so far removed from the suffering to which they contribute they are oblivious and learn nothing from it. These powerful men and women have not learned the lessons from “systems thinking” that help us understand how our own behavior contributes to the outcomes that do us harm. (Systems thinkin is a concept introduced by Peter Senge in his book, The Fifth Discipline: The Art & Practice of the Learning Organization (Doubleday, New York, 1990).

At the other end of the performance continuum, high achieving students are asked to slow down and wait for classmates to catch up. This is also tragic because when confronted with boredom and impatience, learning ceases to be fun, leaving hungry young minds to look to social media, video games, and even more harmful diversions for excitement, intellectual stimulation, and mindless distractions. When they get to high school, these students may be diverted into honors or advanced-placement programs but what happened to them in elementary school has diminished their enthusiasm for learning.

One of the dysfunctionalities of our existing education process is that it is brittle and unadaptable thus providing teachers with neither the opportunity nor the authority to differentiate between the divergent needs of their students.

As much as I admire teachers and administrators, only a minute percentage ever see the struggles faced by students, whom they proudly declared ready for graduation, when these young men and women find themselves woefully unprepared for the demands of the workplace, institutions of higher learning, or the military.

Every employer witnesses the tragedy when they turn away young men and women who lack the essential academic foundation and skills required of the jobs for which they have applied. Even those employers that offer remedial instruction to help new hires overcome their functional illiteracy and innumeracy, find these young people unmotivated to learn and unwilling to work hard. Even job candidates with impressive academic credentials are often found to be unmotivated and unimaginative. Employers are mystified when they discover that the “book smarts” of the men and women they recruit do not translate well in work situations. On the other side of the equation, these young people are frustrated to discover that what they have learned does not meet the expectations of their employers.

In many of my blog posts, I have shared stories about the difficulty young men and women have, typically recent high school graduates and second-semester seniors, when striving to pass the ASVAB (Armed Services Vocational Aptitude Battery) to qualify for enlistment in the military services. They may have been able to pass a test or meet some other criteria to qualify for a high school diploma but a few months later they are unable to apply what they had been expected to learn to the real-life challenge of achieving enlistment eligibility. When these enlistment candidates fail to achieve the minimum score for enlistment, they can retake the exam a second time, after a thirty-day period; a third time after another thirty-day period; and, a fourth time after an additional six months. Even with the use of study materials, few of these young adults ever achieve a passing score. Cramming for exams does not give one the mastery required to be able to utilize what one needs to know in life; mastery requires that we know it.

[to be continued]

If They Fail We All Fail!

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Over the last 150 years, the educational process at work in our schools, both public and private, has evolved slowly through a steady stream of incremental reforms. During those same 150 years, American society has changed exponentially. A combination of a growing population; increasing diversity; immigration, both legal and not; advancements in technology that would have seemed unimaginable even two decades ago; a crumbling infrastructure; a more competitive world marketplace; a fragile ecosystem; and, a far more complex political environment place great pressure on a democratic form of government.

Democracy depends upon our public schools to prepare young people for the responsibilities of citizenship and to be productive members of society. In the dynamic world in which we live, the current American educational process is ill-equipped to meet the needs of an incredibly diverse population of children, a significant percentage of whom are disadvantaged. If we were creating an educational process from scratch, given what we now know that process would look much different than it does today. It would be structured to produce the outcomes we want.

In order to alter this reality, we must start by clarifying the purpose of public education in America. As simply as we can state that purpose, it is to prepare our nation’s children for the responsibilities of citizenship and to help them develop the knowledge and skills they will need to become productive citizens. We must work to help each child maximize their talents and abilities so they will be able to enter adulthood with a menu of choices for what they want to do with their lives in order to find happiness and meaning. We also want them to be able to create value and add wealth to society. Of equal importance is that they be able to carry out their civic responsibilities as members of a participatory democracy. This requires that they have sufficient understanding of the complex issues facing our society to make thoughtful decisions.

We want their education to be well-rounded to include language arts and mathematics skills; a solid understanding of the natural world (science); a grasp of history in hopes that they can learn from our mistakes; and, finally, a full appreciation of the diverse cultures of humanity as expressed through the arts and social sciences. We need to teach them that diversity is our greatest strength as a nation.

During the balance of this Twenty-first Century, the world will continue to undergo unprecedented changes that will challenge the ability of our planet’s diverse population to live together in peace. We must address the issues of hunger, health, and economic welfare while protecting our natural habitat. We must do all of these things in the midst of the hatred some people have for others and in spite of the horrible violence people do to one another.

As a nation, we cannot be successful bickering among ourselves and neither can we meet our objectives if we must continue to support an ever-larger segment of people who live in poverty. Add caring for the steadily aging baby boomer generation and the burden will soon be overwhelming.

A significant emphasis of conservative right Americans is that it is time to cut off those who depend on government assistance. The problem, of course, is that these millions of Americans who are dependent are not going to slip away into oblivion and let the rest of the population do their own thing.

We must also recognize that there will be a shift in political power over the balance of this century. According to the projections of the U.S. Census Bureau, by 2060, the population of non-Hispanic whites is projected to decline from 62 percent, today, to an estimated 44 percent of the total US population. Any illusions white Americans have that they will continue to rule the roost into the latter half of this century are pure fantasy, which may explain, at least in part, the vehement demands that refugees be barred from entry and that illegals be returned to their home nations.

If we are committed to the preservation of the great American democracy, we must invite the poor and the non-white to become full and equal partners. Somehow, we must close the gap between white students and their black and other minority classmates. This requires that we make the reinvention of public education in America our highest priority.

If we continue to allow these children to fail, we all fail.

The Primary Purpose of Public Education

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Because we live in a participatory democracy that depends on its people to accept the responsibilities of citizenship, the overriding purpose of public education is to prepare children to understand and accept their civic duties when they reach maturity.

Democracy exists on a precipice that represents a delicate balance between the rights of individuals to choose how they wish to live while accepting the responsibilities of citizenship. Implicit in those responsibilities are expectations that individuals will:

• Abide by the laws of their communities, state, and nation;
• Share the burden of government by paying their taxes; and,
• Participate in their government through prudent exercise of their right to vote.

The ability to participate in one’s governance and to have choices in life requires a sufficient level of literacy, numeracy, cultural awareness and tolerance, and common sense. Providing the populace with that knowledge, skill, and wisdom is the shared responsibility of parents and our systems of public education.

How we respond to the economic, political, ecological, and socio-cultural challenges of this ever-more-complicated Twenty-First Century is totally dependent upon the quality of our systems of education and the efficacy of the educational process that drives it.

There are some educators who seem to resent the inference that at least part of their purpose is to prepare young people for the workforce. Given the rampant greed with which so many corporate leaders seem consumed there is a sense that the corporate world wants a workforce of unthinking, unimaginative, uncultured worker bees.

As a former business leader, I can assure the reader that automatons are the last thing the vast majority of employers want and there is a real frustration among employers that young people entering the workforce, today, cannot think creatively; lack literacy and the ability to do basic math; are unwilling to work hard; and, are selfish and unmotivated.

The community is the customer of our systems of public education and if the customer is unhappy with the quality of the product, educators must respond or the customer will take its business elsewhere. In that sense, public schools are no different than any other producer of goods and services. When we become dissatisfied with our meal at what was once our favorite restaurant, we start exploring alternatives. Providing alternatives to public schools would seem to be exactly what reformers are striving to do.

Dissatisfied customers are the driving force behind the educational reforms that are sweeping the nation. That the reform efforts of the corporate and government leaders are misguided is a result of their arrogance and ignorance regarding the real challenges in our public schools. They do not understand the challenges because they have not taken the time to walk in the shoes of public school teachers.

The only people who can fix what is broken in American public education are the educators themselves. Because public school teachers are being pummeled with blame for the problems of which they are, themselves, victims, they struggle to separate themselves from the problems. It is also natural that when we are immersed in our daily activities and challenges that we forget to step back to review our purpose and challenge our assumptions about what it is that we do. As professionals, however, this is exactly what educators must do.

Our teachers are in a perfect position to fix what is wrong in our schools and the answers are right there in front of them. It is like a painting with a design hidden within its content and texture. We know it is there but it is not until we step back and view the work from alternate perspectives that the embedded image begins to reveal itself to us.

Educators must have the strength of character and faith in one another, as members of an honorable profession, to acknowledge the things that do not work. They must then accept responsibility for addressing them. Only then can we begin to work together to resolve them.

It is vital that we all work together to maintain the equilibrium between rights and responsibilities and that we assess, unapologetically, the challenges we face as a society in the Twenty-First Century. What we have is a cherished thing but it is jeopardized when we live and interact on the basis of our biases and prejudices rather than the wisdom of an educated populace.

The reader is invited to read my book, Reinventing Education, Hope, and the American Dream: The Challenge for Twenty-First Century America, in which I offer a blueprint for a solution to the challenges of public education with a focus on teachers, students, and success.