Building a World
Democracy
is an evolutionary and aspirational project.
Democracies are continually faced with the need to redefine and redirect
themselves as the conditions of their existence change. One of the structural failures of our
democracy has been our inability to create and sustain an educational project
that fulfills this need. We have settled
on an educational system that promotes class stagnation and political
inaction. The potential is there to do
more, but the debate over our schools is mired in the tired and failed language
of individual performance and testing.
We have adopted the attitude that reading an isolated text on your own
and answering questions about it is enough.
An educational system that is capable of sustaining and invigorating a
democratic society has to have as its main goal the building of democratic
practices that allow democracy to adapt and flourish. We’re doing exactly the opposite.
I’ve
written before that, following an earlier critique of our nation, that
education has become ‘extractive,’ working to funnel public money and energy
into the hands of the rich. Another way
of putting it might be to use the image Ramon Feenstra uses and say that
education has been kidnapped, it no longer produces democratic outcomes and is
strangled by a managerial class of politicians, business leaders and
bureaucrats that all want schools to support their goals. Dewey thought that education and inquiry were
at the heart of an evolving democracy.
We have moved over time to an educational system that promotes a
sedentary instead of a dynamic image of the world. We’ve constructed schools to teach kids the
way it is instead of engaging them in the possibility of what could be. We stifle instead of grow their creative
energy, and then wonder why they seem so unenthused to be there. Education is not a factor in economic and
social mobility (not that there’s much of that going on anyway), and it creates
the undemocratic and unnatural feeling that learning is something done for
someone else’s interests.
Maturana
says that we ‘bring forth a world,’ it isn’t just sitting there as an objective
reality. In the process of bringing
forth a world, we have to conserve and tend to the transgenerational links that
allow us to evolve while preserving our social and structural couplings to a
world that sustains us and is in turn sustained by us. Hannah Arendt wrote that the ultimate goal of
education was preserve and celebrate a common world of our potential. You can’t develop a standardized test for
that. You can’t farm that out to a state
committee on outcomes. It has to be
woven into the daily fabric of interactions that reinforce the importance of
the democratic values we want to work toward.
Every word and every action is both important and impossible to undo.
The
transgenerational trust is broken. We
are not passing a sustainable, let alone a better or more promising world. We’ve treated our time here like we were in a
temporary rental that was going to be someone else’s problem soon, so why fix
it. There is no process or institution
in our world that could do more to address this than education, but only if we
stop the madness. The imagination that
it takes to dream a new world and bring it into being is there, but it’s buried
under a curriculum designed to fail instead of promote that dream. Kids will learn to read and do math – maybe
they’ll even learn it better if it’s their idea. Education is a conversation that unites us to
ever changing and evolving people and circumstance. It can’t be so scripted that it shuts out
insight, experiments and joy.
Instead
of sending our children off to ‘learn’ what the world is all about, we should
be sending them off to build and play.
If we knew the answers we wouldn’t be where we are now. They certainly need help and guidance, and we
need our faith rekindled by their faith.
Democracy requires participation in the most active and creative sense
possible. It’s more than a tweet or an
Instagram or a blog post. In order to
build and grow a democratic world, schools need to redefine their goals and
change their practices. Schools need to
be part of what brings us together and not an instrument for segregation and
marginalization.