© Opinions the other press Kali thurber opinionsubmit@hotmail.com October 8, 2003 Choosing Our Education Kali Thurber Opinions Editor Education has been separated from life so harshly that we are in danger of no longer possessing the ability to learn from ourselves. The first 18 years of our lives are pre-planned before we are even born. Pre-school, kindergarten, grade school, and high school dish out manu- factured educational experiences to everyone who goes through the system. The idea is that every Canadian citizen has a base of knowledge that is simi- lar to every other. This, I suppose, allows for a sense of unity with our country and fellow Canadians. But the downfall comes when these _~— anxious teenagers are thrust out into the “real world” of seemingly infinite possibil- ity. Suddenly the concept of choice is something far more consequential than the difference between woodwork and pottery. And it is likely that no one has taught these young adults to make real decisions without directional guidance from school counselors and __ parents. However, the expectation to instantly be an assertive and responsible adult is Students who come out of these “free” environ- ments often lack a sense of discipline still present. Throughout the mandatory school years, students are taught by their instructors. You remember what it looks like—one lone person standing at the front of 30 or so slightly younger people. This creates a false belief that authority figures know all, and until they fill these kids’ brains with knowl- edge, these students know nothing. Education and the idea of it then becomes confused because it enforces the belief that peo- ple cannot teach themselves. In fact, the word “teach” connotes a binary of educa- tion. There is the knowledgeable “teacher” and one or more previously empty-headed “learners.” Of course, these obstacles relate mostly to public school. There are many free schools that real- ize this paradox in the education sys- tem, and encourage real choice to kids of every age. Many of these alternative very approaches to learning support students to take part in any of the classes that are going on, at any time they choose. There is often no set curriculum, since students are meant to take an active role in their own education. In fact, in some of these free schools it is the students who are responsible for developing the curriculum democratically. This fixes the problem of choice, but there is a new problem that is gained by this approach. Students who come out of these “free” environments often lack a sense of discipline. For example, we have to ask ourselves if students whose main interest is in the arts would take math if they weren't forced to. I think not. Yet, having the capability to discipline one’s self is a large part of being successful in Western society. So where is the middle point between free choice and enforced discipline? I would like to believe that if children were given free choice from the time they were born, they would be capable of self-discipline. But there are few examples that prove this. Perhaps it is because our society does- nt have time for its children to learn through their own mistakes. It is obvi- ous that if free choice was a reality to mainstream education these children would be making plenty of mistakes. But wouldn't it be better for kids to be screwing up early rather than later? As it is now, I see more than enough young adults desperately struggling to keep up because they have grown so used to someone peering over their shoulder— giving them a happy sticker when they do something right. This doesn’t seem like the kind of sys- tem that promotes learning, it sounds more like an institution of social train- ing. I guess that is what public educa- tion intends to do. So what should we do? Join a commune, find inner peace and enjoy learning in an environment that actually values our opinions and intends to meet our needs? Seems a bit defeatist to me. I would hope that we could all just think more critically on the subject. Let’s not just come to terms with the current system of education, and let’s progress. Guess Who’s Back? Erin Culhane OP Contributor School's back in. The kids are running about on the playground, the teachers are fresh faced from their holidays, par- ents are talking the after-summer- catch-up talk, and the traffic is moving nice and slow in the school zones. But guess who else is back? (No, not Eminem.) The bully is back. My son was hanging out at recess on the very first day of school and this kid pointed over to some other kids and said to him, “Hey, let’s go bully those kids and take their money.” Yeah, I’m not kidding. When he told me I almost laughed at the utter absurdity of it. Had the kid just con- sulted his how-to bully handbook? Maybe he stole the line from a movie or TV show? Help me out here—tell me that in these bully-cognizant times kids arent really saying crap like this. “Well, what did you say?” I asked. “T told him ‘no, that’s stupid.” Phew. Two days later Minister of Education Christy Clark held a press conference on the subject of bullying in schools. Armed with a 40-page report put out by the Safe Schools Task Force, the gov- ernment plans to implement new provincial standards to address the problem. Said Clark, “Schools will be required to publicly report every violent bullying incident and how it was han- dled,” adding, “...more binders, pro- grams or kits are not the answer.” Recommendations include implement- ing dress codes, safety zones around schools, and publicly reporting bullying incidents. All good ideas, but only one of the seven recommendations men- tions parents, which talks about distrib- uting the Call It Safe workbook to moms and dads. I’m thinking that’s not quite enough. I’m thinking that parents need to have a bigger piece of the accountability pie. So what makes a bully? They've stud- ied it to death and there's no one answer. Bullies don’t wear signs or bright-coloured clothing to indicate who they are. They don’t stand out because that’s not their nature. They’re insidious, sneaky, vile little creatures who prey on others. They do their dirty work when no one’s looking. CBC Radio tackled the subject last Sunday, during a program in which arguably the saddest statement was this: “What's most tragic about the bully is that his or her behaviour is usually enforced in the bully’s home. Parent(s) of bullies usually support their child’s aggressive behavior toward other chil- dren and often bully their child.” OK, that’s just gross. But what can teachers, the school dis- trict, and the ministry of education do about idiots like that? Do you think providing a workbook to the shut-up- kid-I-can’t-hear-the-TV quota of par- ents will help cure the bully? The fact is, in as much as they study and report on this problem, and regard- less of which side of the nature-versus- nurture debate you're on, the problem starts at home and it’s likely impossible to get cooperation from parents who just don’t care. And it’s got to be even harder for parents of bullying victims to approach parents of bullies. What do you say—“Your kid’s a pinhead and I’m going to kick his ass if he doesn’t leave my kid alone?” There's another breed of parents of bullies who are in denial. You know, the oh-no-my-child-would-never parent. I a http://www.otherpress.ca love my kids more than the finest Belgian chocolate, but I wouldn't be doing them any favours by painting them with the holier-than-thou brush. And for parents who do, well, sooner or later the paint will chip away and years down the road youll be left with an adult who is just a big arsehole, and liked by no one. So when your kid says, “Fine,” when you ask how school was, don’t stop. You've got to play investigative reporter, get in there with some hard-hitting questions, like “How was recess? Who did you play with? Did everyone have fun? Was anyone left out?” You get my drift. It’s not just about protecting your kids or making sure they aren't hurting anyone else, but raising children with a social conscience, who will do the “right thing” in a bully situation. I asked my son what he would have done if the wannabe-bully had gone over and bullied the kids. Without missing a beat he said, “I would have stopped him...went in between them or something.” Again—phew. My kids may be angels (ha!) today, but I can’t guarantee what their behav- iour will be two years down the road. I've just got to keep talking to them, at them, whatever, and be aware of what’s happening at school. Got any bullying stories? Send ’em to me at takingissue@telus.net Page 7