Sol Stern, What I Saw in the Schools. Excerpt:
Many of my sons’ teachers were trained at Columbia University’s Teachers College or the nearby Bank Street College of Education. At these citadels of progressivism, future educators were inculcated in the “child-centered” approach to classroom instruction. All children, in this view, were “natural learners” who—with just a little guidance from teachers—could “construct their own knowledge.” By the same token, progressive-ed doctrine considered it a grave sin for teachers to engage in direct instruction of knowledge (dismissed as “mere facts”). The traditional, content-based instruction that had worked so well for my generation of immigrant children from poor and working-class families was now dismissed as “drill-and-kill” teaching that robbed kids of their imagination. Progressives also rejected the old-fashioned American idea, going back to the Founders, that the nation’s schools should follow a coherent, grade-by-grade curriculum that not only included the three Rs but also introduced children to our civilizational inheritance.
I am tempted to explain just how wrong this is. But I will resist the temptation. If you are a regular reader of this weblog, then you don't need it explained to you. But if you are the sort of liberal who accepts the above claptrap, then you don't need explanations, you need treatment. Please seek it for your own good.
Read the rest if you can bear to.
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