Return to Watch District 46 Schools Home Page
June 4, 2001
Dear School Board Members:
I am reading Dr. Edward T. Clark’s book, called "Designing and Implementing an Integrated Curriculum, A Student-Centered Approach". I fear that teaching the necessary core academic subjects reading, math, science, writing, etc. are lost in the shuffle of making the major reform that he states is needed.
In the foreword, our superintendent, Dr. Anderson, states, “It all started rather innocently with a week-long workshop titled ‘Integrating the Curriculum.’” Since Dr. Anderson was the Principal of Thompson Middle School in St. Charles, and this workshop was the vehicle by which questionable changes were made, and about which St. Charles parents have contacted Grayslake parents; this causes me to want to alert you to some of the content of Dr. Clark’s book. Please see the enclosed sheets.
I don’t feel Dr. Clark’s approach is appropriate for K-8. Since the Board or Dr. Anderson are supposed to pick the consultants they feel are appropriate for our teachers, it implies to me that those selecting this book and the consultant to lead a teacher academy class are either exposing our schools again to controversial issues in the classroom, or they do not realize the content of this week-long curriculum integration academy class.
I feel Dr. Clark doesn’t follow the philosophies of strong academics that many people in Grayslake have asked for. I fear that reading, math, science, etc. are lost in the shuffle of the reforming that he states is needed. During my research into Dr. Spady, strategic plans from other districts, and Dr. Clark; I have found that other districts will NOT use programs that have only been around even for 5 years. I feel the same. I do NOT want my children involved in new unproven methods.
I realize the board members have much on their plate. Therefore, I would like to suggest the board ask for volunteers to form a Seminar/In-Service/Consultant Committee with parents, board representation, administration and whoever seems appropriate, to read materials by and about those we are considering relating to our children’s education. The committee can report on their findings. It would be hard for a Board member to read up on all these individuals, and do the rest of their work as well.
I am very concerned about having Dr. Clark for the teacher academy classes in light of information within and bearing in mind the original quote, “It all started rather innocently with a week-long workshop titled “Integrating the Curriculum.”
Please put this on the June 11th agenda so residents who are concerned can hear your thoughts on this issue.
Thank You,
Jill Rohrer
encl. (see below)
Quotes and Information
Dr. Anderson states in the foreword: “It all started rather innocently with a week-long workshop titled ‘Integrating the Curriculum.’” The “it” is the process of redesigning their curriculum, finding a vision etc. major changes at Thompson Middle School.
Dr. Clark talks about many problems, assumptions, images of poor schools etc. I am going to touch on the overall thread that I find upsetting. He states,
“… Whether we want to acknowledge it or not, the problems and issues we face at the national level are reflected globally where future generations will be confronted with profound and universal dilemmas that, at the present time, seem to be intransigent. These dilemmas, and their relevance to the goals of education, can no longer be ignored. “
Dilemmas Listed:
1. Destruction of the planetary ecological system.
2. Population growth and limited resources/resource depletion.
3. The economic imparity between the “haves” and the “have-nots.”
4. The vulnerability of technological systems.
5. Genocide/arms race/nuclear war.
6. The failure of political action at a global level.
7. The breakdown of community.
8. The lack of vision and the loss of will on the part of ordinary citizens.”In “Conclusion” to Chapter 1: (Immediately following the 8 points), Clark states:
“Education, as it is presently structured, is simply not capable of preparing students to face the real issues that will have most impact on their futures, primarily because outdated assumptions that have driven educational theory and practice for most of the twentieth century are no longer relevant to the real world. Organizational consultant Joel Barker (1990) states the case succinctly: “The solutions to the future lie outside the boundaries of our present assumptions about the way we do things.”
Clark states, “This suggests that if our children and grandchildren are to have any hope of living in a better, safer, happier world, their education must be based on a different set of assumptions – assumptions that are appropriate to the realities [the 8 points above] of the world as it is today. THE REST OF THIS BOOK IS DESIGNED TO AID IN THIS TASK.” [emphasis added] (pp. 11-14)
Dr. Clark teaches us through metaphors how he has come to many of his conclusions. I am not finding a substantial basis underlying his conclusions, nor in the information he is using to come to these conclusions. He even talks about scientific methods saying, “Thus, the only way to eliminate bias and other value-laden, subjective qualities from research is by the appropriate application of the scientific method.” (p. 20) The point he makes is the scientific method is useful if used correctly. What concerns me is that I don’t see the scientific method being applied in Dr. Clark’s deductions.
We then move to Chapter 3 : “Creating a New Educational Vision.” Clark states: “Before we can begin to design an integrated curriculum, we must define what is meant by curriculum. Most of us still think of the curriculum as content or subject matter—information that is the focus of classroom attention and what, presumably, students learn in school. Given this context, it logically follows that the only difference between the present, textbook-based curriculum and an integrated curriculum is the content/subject matter that is to be studied.” (p. 38)
Clark finds support for his view in this theory by Catherine Bateson: “’There is only one subject-matter for education, and that is Life in all its manifestations.’ Anthropologist Mary Catherine Bateson (1994) reinforces this point of view when she points out that the educational model created by our Western technological culture is the only one that defines curriculum in such a narrow way. ‘In other societies and times…most of learning occurs outside the settings labeled as educational. Living and learning are everywhere founded on an improvisational basis.’ In their discussion of educational reform more than 15 years ago, Ernest Boyer and David Levine (n.d.) suggest that the curriculum focus on ‘the fundamental relationships, common experiences, and collective concerns that all humans share.’ Such a definition would include, as a minimum, everything students experience/learn in school—by feeling, watching, thinking and doing. But even this definition is not broad enough to reflect ‘the fundamental relationships, common experiences, and collective concerns’ of the real world. If we are to redefine curriculum as life in all its manifestations, we must also redefine the classroom to include the home, the community, and the world. In this expanded classroom everyone becomes both teacher and learner. Perhaps the least important component of this expanded educational experience is subject matter or content as it is traditionally conceived.” (p. 39)
Clark states: “This perspective is perpetuated by the great majority of textbooks whose publishers are more concerned about presenting noncontroversial content in an attractive package than with relevance and substance.” (p. 42) What concerns me is that he is saying he is presenting something which is controversial. Then he deems his material as having more relevance and substance than traditional content. In my view the children need to learn core academic subjects to lay a foundation which in future years they can build upon.
In a section called “Integrated Curriculum Must Reflect a New Vision for Education” Dr. Clarks states: “In the absence of a coherent cultural vision that challenges the status quo, it will not be easy for educators to evoke a vision of potential compelling enough to transform educational policy and practice. For some, the possibilities of liberating the unrealized potential of their students is challenge enough. For others, the challenges presented by a learner-centered, integrated curriculum will energize them because it taps into their own imaginative idealism. For the majority who have seen too many programs come and go, these challenges alone are not sufficient to cut through their passivity. Although a few schools and classrooms will be transformed, education as a whole will continue relatively unaffected. The only thing that will overcome the cynicism and apathy and lead to systemic transformation is a vision of potential that will challenge the imaginations of educators in the same way Kennedy’s vision challenged an entire nation. Since no such vision seems to be forthcoming in the political arena, enlightened teachers may have to create their own vision of the future.“ (p. 46)
Kennedy’s reform was in a grand vision which transformed science and math education, which was academic in content.
In summary, we are addressing a K-8 district and in Dr. Clark’s book he says himself that the world will be a better place if we use the 8 dilemmas as the realities of the world today. The dilemmas can no longer be ignored in regard to school. He then says the difference between his curriculum and the old textbook-based curriculum is the content/subject matter to be studied. Then says perhaps the least important component of this expanded educational experience is subject matter or content. Then he says the only way his plan will succeed is to have a new vision. He admits that this vision is probably not forthcoming in the political arena so teachers may have to create their own vision. I do NOT approve of these reform philosophies that continue to be brought into our district. I am happy to help my children work on projects at home, but I need the core academics such as math, reading, writing, and science mastered at school so I don’t have to be at home teaching my children these core subjects.
Return to Watch District 46 Schools Home Page