Educator Discussions That Avoid “The Problem”
In 1942, Paul Diederich, senior research associate at Educational Testing Service, wrote “The Light Touch: 27 Ways to Run Away from an Educational Problem” for Progressive Education. He wrote this piece after being part of intense discussions with hundreds of teachers during summers when the Eight Year Study was being implemented in 30 high schools across the nation.*
Like Diederich, I have participated in thousands of discussions with teachers, principals, superintendents, board of education members, researchers, and policymakers over my half-century in public school work. I might be able to add one or two but Diederich does a fine job, in my opinion. When I think of (and listen to) current debates about problems like inequality, racism, and poverty as they influence what techers do, how schools operate, and effects on students, I recall many times when I heard and saw school baord members, superintendents, principals, teachers, and parents engage in what Diederich lists below. Here is what he wrote in 1942.
“Most educational problems become, sooner or later, a desperate attempt to escape from the problem. This is often done clumsily, causing unnecessary embarrassment and leaving the group without the comfortable feeling of having disposed of the problem. Educational leaders long ago worked out adequate techniques for dodging the issue.
The following list, of course, is a tentative, partial, incomplete, a mere beginning, etc. but it should give group leaders a command of alternative modes of retreat and enable them.
1. Find a scapegoat. Teachers can blame administrators, administrators can blame teachers, both can blame parents, and everyone can blame the system.
2. Profess not to have the answer. That lets you out of having any answer.
3. Say that we must not move too rapidly. That avoids the necessity of getting started.
4. For every proposal set up an opposite and conclude that the “middle ground” (no motion whatever) represents the wisest course of action.
5. Point out that an attempt to reach a conclusion is only a futile “quest for certainty.” Doubt and indecision promote growth.
6. When in a tight place, say something that Continue reading: Educator Discussions That Avoid “The Problem” | Larry Cuban on School Reform and Classroom Practice
1. Find a scapegoat. Teachers can blame administrators, administrators can blame teachers, both can blame parents, and everyone can blame the system.
2. Profess not to have the answer. That lets you out of having any answer.
3. Say that we must not move too rapidly. That avoids the necessity of getting started.
4. For every proposal set up an opposite and conclude that the “middle ground” (no motion whatever) represents the wisest course of action.
5. Point out that an attempt to reach a conclusion is only a futile “quest for certainty.” Doubt and indecision promote growth.
6. When in a tight place, say something that Continue reading: Educator Discussions That Avoid “The Problem” | Larry Cuban on School Reform and Classroom Practice