Ernst Community Classroom located @ 1580 Scott Lake Rd in Waterford, MI 48328

Ernst Community Classroom located @ 1580 Scott Lake Rd in Waterford, MI 48328

Friday, October 28, 2011

GAME-CHANGER: On-line Learning Demand EXCEEDS Current Capacity (Hummm!)


State Senate OKs charter school bill

Amid controversy, 5 other bills also pass

By LORI HIGGINS FREE PRESS EDUCATION WRITER
   The Michigan Senate passed six bills Thursday that give parents more options for their children’s education, including one that lifts restrictions on the number of cyber charter schools that can open and the number of students that can enroll in them.
   Other bills would provide expanded opportunities for private school students to take public school classes; for public schools to provide programs for private schools, and for public and private students to enroll in both high school and community college at the same time.
   The bills, part of a nine-bill package pushed by Republicans, now move on to the House for consideration. The package has courted controversy from the beginning because the crux of the legislation is about expanding charter schools in Michigan.
   Sen. Patrick Colbeck, R-Canton, said demand is driving the need to expand cyber charter school options. He said the two existing year-old cyber charter schools — where students in grades K-12 take all of their coursework online — have thousands of students on their waiting lists.
   “I think it’s going to be a game-changer for Michigan and our kids,” said Col-beck, who sponsored the cyber charter bill.
   But Sen. Hoon-Yung Hopgood, D-Taylor, who spoke out against the bill during debate, said the Legislature is moving too soon. He said the current restrictions were put in place with the intent that they be lifted if, after two years, the schools demonstrated success. The schools opened in 2010, 
meaning the two-year mark won’t be reached until this summer.
   “It’s really disappointing that we’re just going to blow the caps off these schools when we don’t have all the information on them,” Hopgood said.
   Colbeck’s bill — which narrowly passed with a 20-18 vote — is a companion to a bill that cleared the Senate Oct. 6 that would lift a cap on the number of charter schools universities can authorize; allow charters to open in high-performing districts, and allow community colleges to authorize charters outside their geographic boundaries. Two more bills are awaiting action in the Senate.
   As a whole, the bills “remove arbitrary obstacles that will allow parents, students, even educators to have greater options for solving our educational problems,” said Dan Quisenberry, president of the Michigan Association of Public School Academies, a charter advocacy group.
   The package has been criticized by many — even some who support charter school options for parents — who say the Legislature is moving to expand charter schools without any statewide quality controls in place to ensure that authorizers and charter school operators with poor track records aren’t allowed to open charters.
   “We’re supportive of expanding choice options for parents but strongly believe that there’s a good way to do that. More bad choices don’t help anyone,” said Dan Varner, executive director of Excellent Schools Detroit, a group pushing for quality schools in Detroit.

Monday, October 24, 2011

Off Topic: Reality Check


A long, steep drop for Americans' standard of living

Not since at least 1960 has the US standard of living fallen so fast for so long. The average American has $1,315 less in annual disposable income now than at the onset of the Great Recession.
Temp Headline Image
Bernadette Llaga visits The Goodwill Store in Quincy, Mass., several times a week to hunt for bargains. The store reports an increase in customers since the economy weakened.
(Melanie Stetson Freeman/Staff)


By Ron SchererStaff writer
posted October 19, 2011 at 9:44 am EDT
New York

Think life is not as good as it used to be, at least in terms of your wallet? You'd be right about that. The standard of living for Americans has fallen longer and more steeply over the past three years than at any time since the US government began recording it five decades ago.

Bottom line: The average individual now has $1,315 less in disposable income than he or she did three years ago at the onset of the Great Recession – even though the recession ended, technically speaking, in mid-2009. That means less money to spend at the spa or the movies, less for vacations, new carpeting for the house, or dinner at a restaurant.

In short, it means a less vibrant economy, with more Americans spending primarily on necessities. The diminished standard of living, moreover, is squeezing the middle class, whose restlessness and discontent are evident in grass-roots movements such as the tea party and "Occupy Wall Street" and who may take out their frustrations on incumbent politicians in next year's election.

IN PICTURES: The 10 happiest jobs

What has led to the most dramatic drop in the US standard of living since at least 1960? One factor is stagnant incomes: Real median income is down 9.8 percent since the start of the recession through this June, according to Sentier Research in Annapolis, Md., citing census bureau data. Another is falling net worth – think about the value of your home and, if you have one, your retirement portfolio. A third is rising consumer prices, with inflation eroding people's buying power by 3.25 percent since mid-2008.

"In a dynamic economy, one would expect Americans' disposable income to be growing, but it has flattened out at a low level," says economist Bob Brusca of Fact & Opinion Economics in New York.

To be sure, the recession has hit unevenly, with lower-skilled and less-educated Americans feeling the pinch the most, says Mark Zandi, chief economist for Moody's Economy.com based in West Chester, Pa. Many found their jobs gone for good as companies moved production offshore or bought equipment that replaced manpower.

"The pace of change has been incredibly rapid and incredibly tough on the less educated," says Mr. Zandi, who calls this period the most difficult for American households since the 1930s. "If you don't have the education and you don't have the right skills, then you are getting creamed."

Per capita disposal personal income – a key indicator of the standard of living – peaked in the spring of 2008, at $33,794 (measured as after-tax income). As of the second quarter of 2011, it was $32,479 – almost a 4 percent drop. If per capita disposable income had continued to grow at its normal pace, it would have been more than $34,000 a year by now.

The so-called misery index, another measure of economic well-being of American households, echoes the finding on the slipping standard of living. The index, a combination of the unemployment rate and inflation, is now at its highest point since 1983, when the US economy was recovering from a short recession and from the energy price spikes after the Iranian revolution.

In Royal OakMich., Adam Kowal knows exactly how the squeeze feels. After losing a warehouse job in Lansing, he, his wife, and their two children have had little recourse but to move in with his mother. Now working at a school cafeteria, Mr. Kowal earns 28 percent less than at his last job.

He and his wife now eat out once a month instead of once a week, do no socializing, and eat less expensive foods, such as ground chuck instead of ground sirloin. "My mom was hoping her kids would lead a better life than her, but so far that has not happened," says Kowal.

With disposable incomes falling, perhaps it's not surprising that 64 percent of Americans worry that they won't be able to pay their families' expenses at least some of the time, according to a survey completed in mid-September by the Marist Institute for Public Opinion. Among those, one-third say their financial problems are chronic.

"What we see is that very few are escaping the crunch," says Lee Miringoff, director of the Marist Institute in Poughkeepsie, N.Y.

Income loss is hitting the middle class hard, especially in communities where manufacturing facilities have closed. When those jobs are gone, many workers have ended up in service-sector jobs that pay less.

"Maybe it's the evolution of the economy, but it appears large segments of the workforce have moved permanently into lower-paying positions," says Joel Naroff of Naroff Economic Advisors in Holland, Pa.

"The economy can't grow at 4 percent per year when the middle class becomes the lower middle class."

He would get no argument from Jeff Beatty of Richmond, Ky., who worked in the IT and telecommunications businesses for most of his career – until he hit a rough patch. He and his wife are living on his unemployment insurance benefits (which will run out in months), his early Social Security payments, and her disability payments from the Social Security Administration. Their total income comes to $30,000 a year.

"Our standard of living has probably declined threefold," he says.

Mr. Beatty, who used to make a comfortable income, now anticipates applying for food stamps. He and his wife have sold much of their furniture, which they no longer need because they have moved into a one-bedroom apartment owned by his sister-in-law.

Even people with college degrees are feeling the squeeze. On a fall day, Hunter College graduate and Brooklyn resident Paul Battis came to lower Manhattan to check out the Occupy Wall Street protest. He tells one of the protesters that America's problem is the various free-trade pacts it has approved.

Mr. Battis's angst over trade is rooted in the fact that two years ago he lost his data-entry job with a Wall Street firm that decided to outsource such jobs to India.

When he had the job, he made a comfortable income. Now his income is sporadic, from the occasional construction job he lands. He used to buy clothing from Macy's or other department stores. Now he goes to

Goodwill or Salvation Army stores. He has even cut back on taking the city subways, instead riding his bicycle. Separated from his wife and his 15-year-old daughter, he says, "Try making child support payments when you don't have a regular income. I'm constantly catching up."

Even recently some Americans could tap the equity in their homes or their stock market accounts to make up for any shortfalls in income. Not anymore. Since 2007, Americans' collective net worth has fallen about $5.5 trillion, or more than 8.6 percent, according to the Federal Reserve.

The bulk of that decline is in real estate, which has lost $4.7 trillion in value, or 22 percent, since 2007. In Arizona, for example, more than half of homeowners live in houses that are worth less than their purchase prices, according to some reports.

Stock investments aren't any better. Since 1999, the Standard & Poor's index, on a price basis, is off 17 percent. It's up 3.2 percent when dividends are included, but that's a small return for that length of time.

"This is really a lost decade of affluence," says Sam Stovall, chief investment strategist at Standard & Poor's in New York.

Among those who have watched their finances deteriorate are senior citizens.

"Given the stock market, they are very nervous," says Nancy LeaMond, executive vice president at AARP, the seniors' lobbying group. "They want to keep their savings."

But Ms. LeaMond also notes that about 2 in every 3 seniors are dependent not on Wall Street but on Social Security. The average annual income for those over 65 is $18,500 a year – almost all of it from Social Security, she says. "This is not a part of America that is rich," she says.

At the same time, seniors are getting pinched in their pocketbooks.

"Our members are watching all the things they have to buy, especially health-care products, go up in price," says LeaMond.

In Pompano, Fla., some stretched seniors end up at the Blessings Food Pantry, which is associated with Christ Church United Methodist.

"We have quite a few grandparents who are raising their grandchildren on a fixed income, feeding them and buying clothes for them when they can't afford to do [that for] themselves," says Yvonne Womack, the team leader.

Others, she says, are forgoing food to pay for their medical prescriptions. "And then there is your ordinary senior whose Social Security [check] has not gone up in the last several years, but food and gasoline [prices] have skyrocketed," she says. (However, Social Security checks will go up 3.6 percent in January.) The

Blessings, she notes, is now feeding 42 percent more people than last year. "We also provide food you can eat out of a can," she says. "We do have seniors who are living on the streets."
Researcher Geoff Johnson contributed to this report.

Ten-Point Toss-UP! Trend or Distraction (Young People as Subject-Matter Experts?)


Automakers look to U-M solar car team for innovations, green ideas

By DAVID JESSE FREE PRESS EDUCATION WRITER
   Once an engineering novelty, the University of Michigan champion solar car that raced across the Australian Outback last week has become its own serious arm of research for an auto industry looking for any way to become greener.
   U-M placed third Thursday in the World Solar Challenge, the first American car to finish. A team from Japan won.
   The Detroit Three have partnered with the student 
team, offering manufactured parts, access to testing grounds and advice. In return, the companies get to see the technical systems on the million-dollar U-M car, named Quantum, and access the collective engineering brainpower of 100 young minds trained on a singular purpose.
   One student developed an iPhone app that gauges the car’s speed. The industry is particularly interested in battery life and implications of solar recharging. A large question 
remains about the role of the nation’s electric power grids, in need of rebuilding, and whether solar energy might one day provide reliable power for cars.
   “The team works closely with industry in Detroit and with the university. The technologies in the car are things we expect to see on the road in the next decade, such as a super-lightweight carbon-fiber body, a high-performance battery, and a motor that’s 98% efficient,” said Chris Hilger, a senior 
from Northville and the team’s business director.
MARCIN SZCZEPANSKI/University of Michigan School of Engineering
   After five days on the road, the University of Michigan solar car team celebrates a third-place finish in the World Solar Challenge in Australia.


U-M solar car team’s ideas on roads
100 young minds captivate industry
By DAVID JESSE FREE PRESS EDUCATION WRITER
   Blocked on the road in the heart of the Australian Outback by out-of-control brush fires, the solar car team from the University of Michigan didn’t panic.
   They tilted the deck of their car to a perfect angle to soak in as many rays as possible in hopes of fully charging the batteries before getting the go-ahead to continue the World Solar Challenge race.
   They waited along with two other teams — one from Japan and one from Netherlands — that had broken away from the pack. The trio set up camps along the roadside to wait and charge batteries on the cars, each worth $1 million or more.
   It’s not likely Woodward Avenue will soon see a similar scene of solar cars soaking in the sun, but the collective creativity of the 100 young minds that make up the U-M solar car team is closely watched by auto companies and also is turning up in cars that mainstream consumers currently drive.
   Battery life, aerodynamics, and even an iPhone app that gauges telemetry and speed, all are coming under happy scrutiny by the auto industry.
   “It’s considered for us a huge input that allows us to advance our project strategy and electrification strategy,” Mark Fields, Ford executive vice president and president of the Americas, said in a video interview on the solar car team’s website.
   It’s all part of the big push by auto companies to turn out better electric cars aided by 
green-friendly energy sources, students on the team, auto company executives and outside observers told the Free Press.
   Several companies — Ford, General Motors and Chrysler — are among the team’s sponsors.
   The companies have provided the U-M student team with manufactured parts and also let the students use testing grounds to make sure everything is working. The arrangements allow the companies to be the first to see the latest ideas.
   A solar car works by gathering 
the energy from the sun through silicon solar cells and then storing it in lithium ion batteries that power the electric car.
   That’s much the same technology that U-M Professor Brian Gilchrist has in his Chevy Volt, with one difference — his Volt gets power from a plug 
that draws electricity from power plants likely fueled by coal, nuclear energy or natural gas. Quantum, U-M’s solar car, gets it from the sun.
   The auto companies and the solar car team are looking for the best possible batteries. They want the most energy-efficient drivetrain. They scavenge for energy anywhere they can.
   “It’s not just those areas,” said Gilchrist, who teaches in the electric engineering and computer science department and has advised the solar car team. “It’s things like aerodynamics. That’s very important. 
It’s also how to minimize the load of the HVAC (heating and cooling), system.”
   Heating and cooling can be a big drag on a car’s energy requirements. Figuring out how to do that more efficiently helps save energy that can be used to make the car go faster or longer in between plug-ins.
   Gilchrist and others agree mass production of a solar car is a ways down the road. The complete technology is still expensive. Quantum cost more than $1 million to construct.
   But he can see a day coming when a small solar panel might be mounted somewhere on a car to complement some other form of energy. For example, a small solar cell could run the HVAC system, he said.
   The auto companies are also picking up on other technology the solar car team is developing.
   A U-M student developed an iPhone app that monitored the telemetry of the car and allowed them to set the speed of the car, said Chris Hilger, a 22-year-old senior from Northville and the business director for the team. That’s helpful in making improvements to the technology down the road, he said.
   “This is the ultimate electric vehicle, on the leading edge of where the auto industry is going,” he said.
   The app is one example of the innovation coming out of the team, said David Cole, the chairman emeritus of the Center for Automotive Research in Ann Arbor.
   “This is just a tremendous group of students. Everyone tried to hire them. They are going to be the ones who are really going to lead the innovation in the coming years.”
Photos by MARCIN SZCZEPANSKI/University of Michigan College of Engineering
   University of Michigan students charge the batteries of their solar car, Quantum, last week on the third day of the World Solar Challenge in Australia. The race had been interrupted by brush fires in the middle of the Outback. The U-M team used the time to let Quantum’s batteries soak up rays.
U-M’s head strategist San-tosh Kumar gets soaked with champagne during the celebrations at the finish line at Victoria Square in Adelaide.

Sunday, October 23, 2011

As in ALL things relating to the human condition, true SUCCESS is always found in the right BALANCE


October 22, 2011

A Silicon Valley School That Doesn’t Compute




LOS ALTOS, Calif. — The chief technology officer of eBay sends his children to a nine-classroom school here. So do employees of Silicon Valley giants like Google, Apple, Yahoo and Hewlett-Packard.
But the school’s chief teaching tools are anything but high-tech: pens and paper, knitting needles and, occasionally, mud. Not a computer to be found. No screens at all. They are not allowed in the classroom, and the school even frowns on their use at home.
Schools nationwide have rushed to supply their classrooms with computers, and many policy makers say it is foolish to do otherwise. But the contrarian point of view can be found at the epicenter of the tech economy, where some parents and educators have a message: computers and schools don’t mix.
This is the Waldorf School of the Peninsula, one of around 160 Waldorf schools in the country that subscribe to a teaching philosophy focused on physical activity and learning through creative, hands-on tasks. Those who endorse this approach say computers inhibit creative thinking, movement, human interaction and attention spans.
The Waldorf method is nearly a century old, but its foothold here among the digerati puts into sharp relief an intensifying debate about the role of computers in education.
“I fundamentally reject the notion you need technology aids in grammar school,” said Alan Eagle, 50, whose daughter, Andie, is one of the 196 children at the Waldorf elementary school; his son William, 13, is at the nearby middle school. “The idea that an app on an iPad can better teach my kids to read or do arithmetic, that’s ridiculous.”
Mr. Eagle knows a bit about technology. He holds a computer science degree from Dartmouth and works in executive communications at Google, where he has written speeches for the chairman, Eric E. Schmidt. He uses an iPad and a smartphone. But he says his daughter, a fifth grader, “doesn’t know how to use Google,” and his son is just learning. (Starting in eighth grade, the school endorses the limited use of gadgets.)
Three-quarters of the students here have parents with a strong high-tech connection. Mr. Eagle, like other parents, sees no contradiction. Technology, he says, has its time and place: “If I worked at Miramax and made good, artsy, rated R movies, I wouldn’t want my kids to see them until they were 17.”
While other schools in the region brag about their wired classrooms, the Waldorf school embraces a simple, retro look — blackboards with colorful chalk, bookshelves with encyclopedias, wooden desks filled with workbooks and No. 2 pencils.
On a recent Tuesday, Andie Eagle and her fifth-grade classmates refreshed their knitting skills, crisscrossing wooden needles around balls of yarn, making fabric swatches. It’s an activity the school says helps develop problem-solving, patterning, math skills and coordination. The long-term goal: make socks.
Down the hall, a teacher drilled third-graders on multiplication by asking them to pretend to turn their bodies into lightning bolts. She asked them a math problem — four times five — and, in unison, they shouted “20” and zapped their fingers at the number on the blackboard. A roomful of human calculators.
In second grade, students standing in a circle learned language skills by repeating verses after the teacher, while simultaneously playing catch with bean bags. It’s an exercise aimed at synchronizing body and brain. Here, as in other classes, the day can start with a recitation or verse about God that reflects a nondenominational emphasis on the divine.
Andie’s teacher, Cathy Waheed, who is a former computer engineer, tries to make learning both irresistible and highly tactile. Last year she taught fractions by having the children cut up food — apples, quesadillas, cake — into quarters, halves and sixteenths.
“For three weeks, we ate our way through fractions,” she said. “When I made enough fractional pieces of cake to feed everyone, do you think I had their attention?”
Some education experts say that the push to equip classrooms with computers is unwarranted because studies do not clearly show that this leads to better test scores or other measurable gains.
Is learning through cake fractions and knitting any better? The Waldorf advocates make it tough to compare, partly because as private schools they administer no standardized tests in elementary grades. And they would be the first to admit that their early-grade students may not score well on such tests because, they say, they don’t drill them on a standardized math and reading curriculum.
When asked for evidence of the schools’ effectiveness, the Association of Waldorf Schools of North America points to research by an affiliated group showing that 94 percent of students graduating from Waldorf high schools in the United States between 1994 and 2004 attended college, with many heading to prestigious institutions like Oberlin, Berkeley and Vassar.
Of course, that figure may not be surprising, given that these are students from families that value education highly enough to seek out a selective private school, and usually have the means to pay for it. And it is difficult to separate the effects of the low-tech instructional methods from other factors. For example, parents of students at the Los Altos school say it attracts great teachers who go through extensive training in the Waldorf approach, creating a strong sense of mission that can be lacking in other schools.
Absent clear evidence, the debate comes down to subjectivity, parental choice and a difference of opinion over a single world: engagement. Advocates for equipping schools with technology say computers can hold students’ attention and, in fact, that young people who have been weaned on electronic devices will not tune in without them.
Ann Flynn, director of education technology for the National School Boards Association, which represents school boards nationwide, said computers were essential. “If schools have access to the tools and can afford them, but are not using the tools, they are cheating our children,” Ms. Flynn said.
Paul Thomas, a former teacher and an associate professor of education at Furman University, who has written 12 books about public educational methods, disagreed, saying that “a spare approach to technology in the classroom will always benefit learning.”
“Teaching is a human experience,” he said. “Technology is a distraction when we need literacy, numeracy and critical thinking.”
And Waldorf parents argue that real engagement comes from great teachers with interesting lesson plans.
“Engagement is about human contact, the contact with the teacher, the contact with their peers,” said Pierre Laurent, 50, who works at a high-tech start-up and formerly worked at Intel and Microsoft. He has three children in Waldorf schools, which so impressed the family that his wife, Monica, joined one as a teacher in 2006.
And where advocates for stocking classrooms with technology say children need computer time to compete in the modern world, Waldorf parents counter: what’s the rush, given how easy it is to pick up those skills?
“It’s supereasy. It’s like learning to use toothpaste,” Mr. Eagle said. “At Google and all these places, we make technology as brain-dead easy to use as possible. There’s no reason why kids can’t figure it out when they get older.”
There are also plenty of high-tech parents at a Waldorf school in San Francisco and just north of it at the Greenwood School in Mill Valley, which doesn’t have Waldorf accreditation but is inspired by its principles.
California has some 40 Waldorf schools, giving it a disproportionate share — perhaps because the movement is growing roots here, said Lucy Wurtz, who, along with her husband, Brad, helped found the Waldorf high school in Los Altos in 2007. Mr. Wurtz is chief executive of Power Assure, which helps computer data centers reduce their energy load.
The Waldorf experience does not come cheap: annual tuition at the Silicon Valley schools is $17,750 for kindergarten through eighth grade and $24,400 for high school, though Ms. Wurtz said financial assistance was available. She says the typical Waldorf parent, who has a range of elite private and public schools to choose from, tends to be liberal and highly educated, with strong views about education; they also have a knowledge that when they are ready to teach their children about technology they have ample access and expertise at home.
The students, meanwhile, say they don’t pine for technology, nor have they gone completely cold turkey. Andie Eagle and her fifth-grade classmates say they occasionally watch movies. One girl, whose father works as an Apple engineer, says he sometimes asks her to test games he is debugging. One boy plays with flight-simulator programs on weekends.
The students say they can become frustrated when their parents and relatives get so wrapped up in phones and other devices. Aurad Kamkar, 11, said he recently went to visit cousins and found himself sitting around with five of them playing with their gadgets, not paying attention to him or each other. He started waving his arms at them: “I said: ‘Hello guys, I’m here.’ ”
Finn Heilig, 10, whose father works at Google, says he liked learning with pen and paper — rather than on a computer — because he could monitor his progress over the years.
“You can look back and see how sloppy your handwriting was in first grade. You can’t do that with computers ’cause all the letters are the same,” Finn said. “Besides, if you learn to write on paper, you can still write if water spills on the computer or the power goes out.”

Friday, October 21, 2011

No Wonder!


The Age of Wonder

As we begin a school year, it might help to wonder. Just that.
To question, to search, to wonder.
“All men by nature desire to know,” Aristotle wrote.
Our students, whether in 2nd grade or 7th, whether “partially proficient” or “advanced,” want to know. How critical that we as teachers tap that desire, that curiosity.
To that end, we must remind ourselves how little we know and how much there is to know. As Eric Chivian, the director of the Center for Health and the Global Environment at the Harvard Medical School, has said:
“We have incredible knowledge about life on Earth, but it is such a small portion of what is there. We know so little. The belief is that we have cataloged about 1.9 million species, but there may be 10 times that number, there may be 100 times that number; nobody knows.”
Look to the sea. A 10-year census of marine life just completed finds that today we might know only one-quarter of the species in our oceans. The census revealed over 20,000 forms of life in zones previously considered barren, below the reach of sunlight. We have yet to explore more than 5 percent of the oceans, which cover 71 percent of Earth’s surface.
"Searching invites participation. Knowing says, 'I hope you can begin to catch up to me, here at the finish line, here with my wealth of information.'"
Look up. The universe is thought to be 13.7 billion years old and probably bigger than a distance of 13.7 billion light years. And we’re just beginning to understand Mars, Venus, and Jupiter.
“The greatest obstacle to discovery is not ignorance,” the late historian Daniel Boorstin observed, “it is the illusion of knowledge.”
“Wonder is sweet,” Aristotle wrote.
(How clever of him to sound just like an American teenager!)
To learn, it is best to begin humble, open, unsure.
Most adults know that feeling. Teachers must know that feeling. And yet, we forget. Sometimes, as we focus on convincing parents, students, principals (our evaluators), even colleagues, of how much we know, we lose touch with this quality we so hope to find in our students. Our foolish pride gets in the way as if we need to prove we know more than those darn bright kids staring back at us, who read better than we ever did and absorb new information faster than we ever could.
Better to wonder, to inquire. To open with a question, as Professor Ogden did, in that three-hour seminar on Milton’s Paradise Lost at Trinity College. He looked around, leaned forward in his chair, stroked his beard, and asked, “What is freedom?” It was almost 40 years ago, but I remember.
Aristotle wrote, “Wonder implies the desire to learn.”
As teachers, do we demonstrate that desire?
Many of us recall that first year of teaching a novel or story and how exciting (and nerve-racking) it could be. We didn’t know the material as we would in a few years, after our questions grew stale. I taught Russian literature in four settings. No class was ever as engaged as my first-semester juniors and seniors. I knew full well that I was in over my head as we read Tolstoy, Dostoevsky, and Solzhenitsyn. Those students were discovering this largely unknown and still—in those Cold War days—almost forbidden territory. This was a mystery for us to try to unravel together. Similarly, one of my best experiences was as a college student, when tutors led seminars in subjects that were almost invariably out of their fields. The Great Books they examined with us were usually far removed from their own doctoral work. They were tutors with a desire to learn Plato or Euclid, Aquinas or Machiavelli, humbled before some of the great minds of our civilization. We never dismissed the texts as out of date. We studied them with respect that they might have something valuable to tell us.
Searching invites participation. Knowing says, “I hope you can begin to catch up to me, here at the finish line, here with my wealth of information.” The former fosters wonder and learning; the latter, regurgitation and boredom.
We’ve had many fine teachers who knew so much, who shared that knowledge, who cared about the subject and us, their students. And we learned from them. A recent study found that lectures have great value. This is no surprise. It is highly engaging to enjoy the twists and turns in a good lecture. But in K-12 schools, especially in the grades leading up to high school, teacher-talk must be brief. The questions, the invitation to participate, those must be central.
I struggled as a teacher when I saw in my students little sense of wonder, the armorlike shrug, the impress-me-I-dare-you look, their challenge for me to make the subject interesting or fun. How lucky we feel, as I did a year ago, to see Mollie’s and Jake’s fascination as they recounted what Tom and Huck are up to in the graveyard, and at what Achilles and Priam are feeling as the Trojan king asks for the return of his son’s body. How grateful we are to see the confusion and hurt in the eyes of Amy and Zach when they read the questions a young Anne Frank, nearly their age, asked in 1944 while hiding in Amsterdam: “Who has made us Jews different from all other people? Who has allowed us to suffer so terribly up till now?” Wonder, of course, can be at man’s capacity for Evil, as well as for Good.
We all wish we knew how to nurture that, how to make it the norm.
A place to start, perhaps, is A Place for Wonder: Reading and Writing Nonfiction in the Primary Grades, by Georgia Heard and Jennifer McDonough, which, in spite of its title, has applications for all K-12 students. Or Richard Holmes’ The Age of Wonder, in which he takes a look back at the dawn of the 19th century, inspiration perhaps for our 15-year-old future scientists and poets.
There are endless possibilities, really. It is both our challenge and our privilege to see our students as alive and curious in their own Age of Wonder.

Broadly yet Succinctly (20:00 to 27:00 41:30 to 44:00) Summarizes yesterday's meeting conversation while adding several thousand words to our DM&L Grant Draft "Framing Sketches"

MacArthur Foundation October 2011