John Thompson: Should Schools Grade Students' Moral Character?
Guest post by John Thompson. Part two of two.
Last week I read Paul Tough's New York Times Magazine article, "What if the Secret to Success is Failure?," about the approach being taken by the KIPP schools and others, inspired by the work of Martin Seligman. Two big issues came up for me. The first were some practical concerns, regarding what happens when public schools attempt to implement a "no excuses" model. The second were some larger philosophical questions about the moral lessons being taught, and the roles our schools play in this arena. Yesterday's post addresses the first set of issues. Today, part two addresses the second set.
Let's just say it is the 1990s and you are a young educator pioneering methods for overcoming poverty. You have developed a system of rewards and demerits designed to train middle school students not only in fractions and algebra but also in "perseverance and empathy." Wouldn't the next step be obvious? After all, once they move on, who will care about 8th grade test scores? Clearly, your students' future will be determined by their "grit,"
