Who Cares about Knowledge—or the Public Good?
I have to start with a confession: I am a PhD dropout.
After 31 years of teaching mostly secondary Instrumental Music, with brief forays into 7th grade math, English as a Second Language, a Gifted Student pull-out program, and random K-12 music courses (which I was actually qualified to teach), I decided to pursue a PhD in Education Policy when I retired.
I wanted to study education policy. I was tired of being the object of education policy and wanted to be a partner in creating that policy.
I wanted to learn everything I could about where the power levers were and figure out how we found ourselves—a wealthy, democratic society which generated the unique idea of a free, high-quality common school for all children—in a such a muddle.
Why I didn’t finish my terminal degree is a subject for a later column–but I genuinely loved all the coursework, especially digging deep into the purposes and history of public education. The single most impressive researcher and thinker I read was David Labaree. His piece, ‘Public Goods, Private Goods: The American Struggle Over Educational Goals’ made more sense to me than any of the hundreds of books, chapters, monographs and articles I read, reviewed and analyzed in white papers. From the abstract:
This article explores three alternative goals for American education that have been at the root of educational conflicts over the years: democratic equality (schools should focus on preparing citizens), social efficiency (they should focus on training workers) CONTINUE READING: Who Cares about Knowledge—or the Public Good? | Teacher in a strange land
