Reforms Targeting Teachers, Schools, Districts, and the Nation (Part 1)
“History doesn’t teach lessons, historians do.” Because historians interpret the past they often disagree, even revise, the meaning of events from the French Revolution to the American Civil War to school reform.
What historians can do is show that in the flow of time constant change occurs. As a wise ancient Greek said: you cannot step into the same river twice. Thus, the past differs from the present even when they seem so similar. Consider, for example, U.S. involvement in Vietnam a half-century ago and Afghanistan since 2001. Or “scientific management” dominating school reformers’ vocabulary and action in the early 1900s and the audit culture of test-driven accountability pervasive a century later. Historians can show the complexity of human action in the past and offer alternative perspectives that can inform current policy making but they cannot give policymakers specific guidelines. Although some try.
With that in mind, I turn to the current conventional wisdom among school reformers that focusing on the state
What historians can do is show that in the flow of time constant change occurs. As a wise ancient Greek said: you cannot step into the same river twice. Thus, the past differs from the present even when they seem so similar. Consider, for example, U.S. involvement in Vietnam a half-century ago and Afghanistan since 2001. Or “scientific management” dominating school reformers’ vocabulary and action in the early 1900s and the audit culture of test-driven accountability pervasive a century later. Historians can show the complexity of human action in the past and offer alternative perspectives that can inform current policy making but they cannot give policymakers specific guidelines. Although some try.
With that in mind, I turn to the current conventional wisdom among school reformers that focusing on the state