“Word Magic,” Education, and Market Forces
Writing about writing instruction, Lou LaBrant, in “The Individual and His Writing” (Elementary Education, 27.4, April 1950) sounded an alarm about “word magic”:
There is other sematic knowledge with which our students should become familiar. They should discover the danger in word-magic, that calling a man by a name does not necessarily make him what we say; that describing the postal system as socialist does not transfer our mail to Moscow, nor brand either the writer or the postman as disciples of Stalin. We must teach our students that words are symbols which they use, and that there is stupidity in word magic. (p. 264)
While LaBrant’s message about powerful and clear writing—as well as powerful and clear thinking—remains important lessons for students, it appears that there remains political advantage in word magic, particularly in how leaders frame discussions of education in the U.S. and the importance of the free market.
For example, a persistent refrain from self-proclaimed education reformers, political appointees, and government leaders is “poverty is not destiny.” However, in the U.S. poverty is demonstrably destiny, as is affluence.
“Poverty is not destiny” is word magic, but it doesn’t make that come true.
