Today, I was quoted heavily in a USA TODAY column: More students thinking twice about the value of college degrees. It also features the work of Michael Ellsberg and Dale Stephens.
It outlines my thoughts on college and the underlying problem in public education fairly well:
Nikhil Goyal, a 17-year-old high school student, speaker and author of One Size Does Not Fit All: A Student’s Assessment of School, argues that while doctors, lawyers and engineers should go to college, those with a desire to major in the liberal arts should think twice about attending. Seminars, online communities and classes, forums and freelancing could replace it.
“I don’t believe there’s anything in a liberal arts course that you can’t find in the library or on the Internet, except for the discussion aspect,” Goyal said. “However, there are seminars and online groups, very cheap and accessible, by which you can fill that discussion facet.”
If students have the opportunity to go to Ivy League schools, however, they should still attend for the opportunities that being associated with that brand name will reap, Goyal argues.
“If you have an opportunity to go to those universities, you should,” he said. “While the likelihood that you will have real-world experiences and engage in meaningful work is slim, having that degree and that stamp of approval can make a significant difference later in life.”
“What I’ve noticed when I’ve spoken with employers is that their perceptions toward prestigious degrees and just college degrees in general are really declining in the sense that they are taking people who have real-world experience, who have apprenticeships and internships under their belt, who can actually solve problems and do real work versus somebody who just has a 4.0 GPA, who went to Harvard and got a degree,” Goyal said.
Goyal said the public education system has been indoctrinated with the idea that the purpose of school is to create obedient and submissive people, an idea brought to the United States with the birth of public education.
“We can’t treat children like factory workers and people who are just going to memorize and regurgitate information,” he said. “We have to shift that mindset to understanding that learning is messy, learning does not necessarily happen in an academic and formal setting.”
Historian Vincent Harding quoted a West African poet and said, “I am a citizen of a country that does not yet exist.” He went on to assert that this is a country that we still must create—a country “that cares about itself and about the world, that cares about what the earth needs as well as what individual people need.”
Harding hit the nail on the head.
Creating a country starts in our schools.
Our current learning culture is stale and reeking of industrialism. We educate children like they are blank slates and passive vessels. We pry out their talents and gifts until there are none left. And we cage them up like livestock for at least twelve years of their lives. And then we throw them into the scary and uncomfortable world of the unknown.
As a society, we aren’t realizing the true purpose of school—becoming lifelong learners and active, engaged citizens in democracy. Conformity and sticking in your shell is no longer the shortcut to success. What separates the best from the average in the world is grit, uniqueness, drive, and resilience.
Is it an accident that learning environments are contrary to the natural process of learning? Absolutely not.
One of the purposes for building a public school system a century ago was to ensure that millions of children weren’t roaming the streets and causing mayhem. School was there to civilize them into meek members of the population. It has worked perfectly, even to this date.
What’s more, the very dogmas that guide our schools go awry when stood up against the principles of basic cognition. Human beings learn best by doing and experience, not by ingesting and swallowing facts and figures. Look at young children: They laugh, they cry, they sing, they dance.
Suddenly, at age five, it’s as if they get arrested and thrown into an Alcatraz-like system called formal schooling. Most unstructured play vanishes. Days of freewheeling laughter, exploring, and creating get replaced by bubble filling content. What industrial-age institutions are engaging in is a crime, one that continues to cheat generations.
For all the chit-chat on education reform, very few are asking the question: What is the purpose of school? Ask yourself that. And then define what is “good” education. I suspect that far too many people will say that the end result should be high grades and test scores and prestigious college acceptance letters. That would confirm that in school, curiosity, happiness, and creativity are second-string and that America has lost its way. We need to recognize the fruits of American ingenuity.
That’s why we are desperately craving for a learning renaissance where the old order of education is shattered and institutions adapt and reinvent or go extinct. Public education may be the only institution that has largely remained the same as it was a century ago.
Imagine if we transformed schools into French salons of the 17th century, social engines, and public spaces for tinkering, hacking, and disrupting. Imagine if everyone in the community engaged with one another and the barriers that divide us came crashing down. Imagine if kids love going to school each and every day. A transformation on this scale entails setting people free to “unlock the code of their souls.”
Is this even possible? It is if we’re committed to shifting our industrial gears into a disruptive mindset and diverting trillions of dollars that we frivolously spend on standardized testing and “Race to the Top” circuses into making these radical changes a reality.
As Doug Thomas and John Seely Brown write in their book, A New Culture of Learning, “The goal is for each of us to take the world in and make it part of ourselves. In doing so, it turns out, we can re-create it.”
It takes a village to raise a lifelong learner. If we follow the lead of schools which treat children like artists, creators, and empathizers, then we are on the stepping stones to creating a truly United States of America.
Nikhil Goyal is the author of “One Size Does Not Fit All: A Student’s Assessment of School.” Goyal, 17, is also a student at Syosset High School in New York.
Who is Osama bin Laden? Is he famous? Is he in a band as well? And why should I care? These were all questions that teenagers tweeted in May 2011 on the night President Obama announced that U.S. special operations forces killed Osama Bin Laden. Data released by Yahoo! concluded that two thirds of the people who searched “Who is Osama bin Laden?” that night were teenagers between the ages of 13 and 17 years old.
I’ll give these kids a break—many of them were very young during the September 11th attacks. Still, you would think that at some point in their many years of schooling that somebody would have mentioned and discussed the most wanted man in the world, his background, and why thousands of American servicemen and women are stationed in Afghanistan. With such a heavy focus on what’s tested—math and English—our public schools simply aren’t teaching civics and current events.
As a result, a 2007 Harvard University study determined that a majority of teens are ignorant about current affairs and do not read the newspaper. Moreover, a Pew Research Center survey found that people age 18 to 34-years-old are consistently less knowledgeable about current events than their elders. On a current events quiz, young adults averaged 5.9 correct answers out of 12 questions, fewer than the averages for Americans ages 35 to 49 and above age 50. Many of these teenagers are or will be voters in a short time. I don’t think there’s anything more frightening than this.
Fortunately, a former New York Times editor is trying to upend the astonishing rise of ignorant Americans with her new startup, Kicker. Intended for people who are “turned off by traditional news media and want to “make a difference” and “get in the know easily,” founder Holly Ojalvo, a Brooklyn-based entrepreneur, hopes to disrupt the way teenagers engage with the fourth estate.
“A lot of news products aimed at high school and college students are designed as curriculum supplement,” says Ojalvo. “Some are alright, but it shouldn’t be the only way to engage young people for current events.” For teenagers, Ojalvo explains that news is overwhelming, confusing, irrelevant, and hopeless. “We want kids to feel smart, not stupid,” she says.
What Kicker does is make the news accessible, engaging, and actionable. There are only few news stories a day, expressing the highlights of major stories and writers use info graphics, tweets, maps, and quotes—”whatever tells the story best,” says Ojalvo. Perhaps, the most significant in the trio of elements of Kicker is that each story has a way for the reader to take action.
For instance, a recent piece on global warming suggested that young people can get involved by signing the Climate Reality Pledge, joining a virtual march, or a local 350.org group. As Ojalvo puts it, “When someone’s telling you a story, the kicker is the gist, the takeaway, the zinger. The kicker to any story we tell you is that you can start taking action. Right now. And we’ll point you in the right direction.”
For the future of Kicker, Ojalvo plans on experimenting with a few new features and will be collaborating with a Columbia University class on a digital strategy for the company and Brooklyn Law School, who is providing legal assistance.
To hammer away at the civics crisis in America where three quarters of high school seniors are unable to identify a power granted to Congress by the Constitution among other embarrassments, we should be turning to sites like Kicker.
It isn’t just teens who need more civics and current affairs education, either. Do you recall the recent Saturday Night Live skit mocking “undecided voters?” Undecided voters were invited to ask questions about the election. Questions included, “When is the election? What were the names of the two people running? Who is the president right now? Is he or she running?” While the skit was undoubtedly exaggerated, it’s based in reality: Ojalvo says that adults in their 40s and 50s are secretly emailing her that they need Kicker to understand what’s going on, too.
So to every American who fails to identify the President of the United States, unable to pass the citizenship test, or just wants to comprehend the cluttered national conversation, it would do you very well to spend a minutes a day on Kicker. Let’s mark the words of Adlai Stevenson: “As citizens of this democracy, you are the rulers and the ruled, the law-givers and the law-abiding, the beginning and the end.”
Teen raising hand photo via Shutterstock
In today’s Sunday New York Times Fashion and Style vertical, there was a piece entitled “Saying No to College” by Alex Williams.
I was cited in a short snippet:
Nikhil Goyal, a 17-year-old high school student in Long Island, published “One Size Does Not Fit All: A Student’s Assessment of School,” contending that some students are better served by ditching lecture halls and treating the world as their classroom.
I highly suggest you read the piece, which highlights the work of Michael Ellsberg, Natalie Warne, Dale Stephens, James Altucher, Peter Thiel, Jean Fan, Benjamin Goering, and Mick Hagen.
A few weeks ago, I had the privilege to speak at the Curtis School #PSP2012: Teaching and Learning at Home and at School event in Los Angeles alongside Richard Gerver, Yong Zhao, Carol Dweck, Steven Jones, Wendy Mogel, and Ken Kay (Sir Ken Robinson and Alfie Kohn offered videos). It was probably the best event I’ve ever spoken at.
#PSP2012: Teaching and Learning at Home and at School was a free event for all who registered to attend, owing to the generous financial support of 13 independent schools and the inspiration and support of the education leaders who helped to shape the design of the program. Each shares a commitment to erasing boundaries between private and public school communities, and between teachers and parents, and to facilitate collective dialogue and action amongst all stakeholders. The event was also livestreamed to a simultaneous gathering of educators and parents in Northern California, at the Jackson Theater at Sonoma Country Day School.
More information about the event, please visit: cfee.me/PSP2012.
As a 17-year-old high school student, I’m both a No Child Left Behind and a Race to the Top baby. I’ve lived through both pieces of failed legislation under former Secretary of Education Margaret Spellings and now current Secretary Arne Duncan that have seriously derailed the status of education in this country. But I’m optimistic. Along with millions of frustrated students, educators, and parents, I’m committed to a radical reinvention of the system from scratch.
And while it isn’t official yet, Secretary Duncan has hinted that he will return to President Obama’s cabinet for a second term. I can tell you that isn’t good news.
At the Council of Chief State Officers conference last week, Duncan outlined the basics of a second-term education agenda with plans to “replicate” the work the administration did in its first term. He hopes to reauthorize the defective No Child Left Behind law and continue his carrot-and-stick approach to ramming his proposals into states and school districts. Secretary Duncan’s most likely appointment is a clear sign to the American public that President Obama has turned a blind eye toward students, educators, and parents.
Look, I wholeheartedly respect Secretary Duncan and I’ve met him a number of times, but the Department of Education deserves nothing more than a big fat F for its first term. Race to the Top has been an utter failure for brutalizing the teaching profession, adding irrational testing for preschoolers (I wish I was kidding), driving a national obsession over high-stakes testing, and pushing for charters to hijack public schools. It’s like a “Russian novel, because it’s long, it’s complicated, and in the end, everybody gets killed,” as one superintendent quipped.
And now Secretary Duncan wants to “replicate” all of this. Give me a break. Education is not a race; it is a journey. And as John Dewey said, “Education is not preparation for life; education is life itself.”
I don’t have a doubt that the president will re-appoint Mr. Duncan, but my question is: Why should the future of American education hang in limbo because President Obama wants to keep his pal for basketball scrimmages? Let me begin by noting that the president doesn’t even agree with Duncan on a number of things. In his State of the Union address last year, Obama declared that schools should “teach with creativity and passion; to stop teaching to the test”—antithetical to his very own Department of Education’s policies.
This model of governing, adopted from the Chicago schools system, is simply broken.
Recollect Secretary Duncan’s unnerving operations when he was the head honcho of Chicago public schools a few years ago, when he bounced kids around from district to district to make it appear as though schools were “turning around.” Duncan did not confront the issue of the effect of poverty on learning in a city where 80% of the school children live below the poverty line. He dumbed down standards, misleading the public when he proclaimed that test scores had risen. Mr. Duncan shuttered “failing” schools, replacing neighborhood schools with charters, often run by billionaires and corporations. Duncan didn’t address the abysmal 40% dropout rate, a national embarrassment. If his reforms unequivocally failed miserably in Chicago, how the hell were they supposed to work successfully on the national level?
At NBC Education Nation, Governor Mitt Romney lauded Duncan for his stellar track record; Romney raving about a Democrat should raise some eyebrows. Finally, take note that Duncan called Governor Bobby Jindal, a politician who has tried strenuously with his iron fist to obliterate public education and establish a voucher system to more than half of the students in the state of Louisiana, ”a visionary leader.”
The last thing our schools need is Arne Duncan for four more years. President Obama—sack him now or you will soon find millions of educators, students, and parents in your backyard. Mark my words. Public education has had enough. Teachers have had enough. Students have had enough. Parents have had enough.
Call it whatever you want, but this is a blatant full-blown assault on institutions that educate the members of our democracy.
You know what would be a radical, and a popular, move by President Obama? If he appointed a progressive thinker to be the Education Secretary, someone such as Joichi Ito, Monika Hardy, Sir Ken Robinson, Lisa Nielsen, Gever Tulley, or Alfie Kohn, all of whom want to truly transform the way we learn. Now, that would be a big deal.
GOOD Education: The Rise of Democratic Schools and ‘Solutionaries’: Why Adults Need to Get Out of the WayPosted: November 19, 2012
Twenty years ago at the Earth Summit in Rio de Janeiro, Severn Cullis-Suzuki, a 12-year-old girl from Canada, “silenced the world for six minutes” with her raw and powerful oration lambasting adults for dumping the problems they created onto the next generation. “At school, even in kindergarten, you teach us how to behave in the world,” she said. “You teach us to not to fight with others, to work things out, to respect others and to clean up our mess, not to hurt other creatures, to share, not be greedy. Then, why do you go out and do the things you tell us not to do?”
Last March, Esquire revealed what it called the current “War on Youth”. In July, Newsweek dubbed millennials “Generation Screwed”. In the middle of this mayhem, young people have been left on the sidelines, given the cold shoulder, and ignored. In my life, I’ve been told to shut up, sit down, and listen. I witness this every single day at school. Top-down, rigid policies dictate word-for-word what students and teachers must do and learn. As a young person, very few seem to be on our side and even fewer attempt to strengthen our voice. Education thought leader Paulo Freire once quipped, “If the structure does not permit dialogue, the structure must be changed.”
Young people bring a fresh angle to the conversation. It may not always be correct, but at the very least that perspective isn’t drowned in years and years of expertise. You wonder why this may be the best time in human civilization to be a young entrepreneur. Anyone can invent or create something without the risk of failing miserably considering the networks, mentors, and resources we’re bathing in.
Most adults are simply not doing enough, except for perhaps Charlie Kouns and David Loitz—the visionaries at Imagining Learning. Around the United States, Kouns, Loitz, and their team have been hosting listening sessions, inviting young people to share their revelations and insights on education.
“We have been told by students that this was often the first they had been asked to share their own views on education,” says Loitz. “We must provide a safe space for them to express this vision, to dream, critique, revise, and reinvent the world in which we live.”
After these listening sessions, Kouns and Loitz analyze and try to make sense of what they have learned by connecting the voices of young people around the nation. Now students are even calling up Imagining Learning to hold sessions in their own communities. Their ultimate goal as Kouns tells me is to “create a national collective voice on the wisdom of young people.” They are certainly on their way.
Now let’s frame the disenfranchisement of youth in terms of the role that schools play. Zoe Weil, president at the Institute for Humane Education, puts it point-blank. “Given the grave problems that confront them—at a time when we face dwindling resources and when one billion of whom don’t even have access to clean water and enough food—young people need real knowledge, tools, and motivation, and if they don’t receive these in school we are, in essence, wasting their time and threatening their future.” That’s why Weil argues that we need to create a generation of “solutionaries.” Ones who are willing to attach themselves to a cause or issue that is greater than themselves.
Some schools, that rarely get much media attention, have made Weil’s philosophy their mission. This includes some democratic, Montessori, and public schools, like the Brooklyn Free School, Sudbury Valley School, and the MET Schools.
Let’s put the microscope on democratic schools. In 2005 at the Berlin International Democratic Education Conference, participants agreed on this statement to define these institutions: “We believe that, in any educational setting, young people have the right: to decide individually how, when, what, where, and with whom they learn to have an equal share in the decision-making as to how their organizations—in particular their schools—are run, and which rules and sanctions, if any, are necessary.”
I spoke with the leading voice in the alternative school movement, Jerry Mintz, the founder of the Alternative Education Resource Organization. “Democratic schools,” Mintz explains, “harness the authority of all members of the community and believe that every community member has something to contribute.” Children are treated and respected like human beings in society and transform into self-directed learners with teachers and mentors as guides on the side. Above all, “the rights of the students are supported,” adds Mintz. (Full Disclosure: A.E.R.O. published my book).
This is a type of school that perhaps I would be anxious to attend every day. Imagine if governments, businesses, and schools took these principles to heart. Imagine how radically different our planet would operate. At first it would ruffle the feathers of an old, white male elite system, but it would in due time result in a spree of efficiency, transparency, and inventiveness
Consider Joichi Ito, director of the M.I.T. Media Lab, in the book What Matters Now (PDF): “We live in an age where people are starving in the midst of abundance and our greatest enemy is our own testosterone driven urge to control our territory and our environments. It’s time we listen to children and allow neoteny to guide us beyond the rigid frameworks and dogma created by adults.” A generation is an invaluable thing to throw away. More than half of the world is under the age of 30. In other words, start listening to my peers—young people!
Severn Cullis-Suzuki’s father has said, “You are what you do, not what you say.” Grown-ups, it’s up to you to give this generation a seat at the table. You owe this to us.
A version of this post originally appeared at WISE-Quatar
Teenager walking image via Shutterstock