Cursive Writing and Coding: Conflicts over School Goals
I published this post originally on May 18, 2014. Since then the regular media run pieces on the disappearance and revival of cursive writing. I am re-printing this post since again proposals to resusitate cursive writing have appeared. As reported in the New York Times, 24 states now require different forms of cursive writing with seven that have adopted policies since 2013.
Schools as “museums of virtue”* and schools as engines of change have been dominant and conflicting metaphors in the history of school reform. In the mid-19th century, tax-supported public schools pursued Reading, ‘Riting, ‘Rithmetic–the three Rs. Basic literacy–being able to read the Bible, write one’s name, know elementary ciphering, and absorb family and community values–were the primary reasons for creating public schools. In a predominantly rural society, one-room schools sought to preserve the virtues of Protestantism, instill basic literacy, strengthen patriotism, and social custom through the three Rs.
One hundred and fifty years later, public schools are not only expected to instill the traditional three Rs and socialize children into dominant societal values but also expected to be responsible for the “whole child” and change society for the better. There has been an unrelenting expansion of traditional three Rs to now include a suite of literacies: scientific , numeracy, technological, and civic. The notion of schools as “museums of virtue” still exists but now competes with the idea that schools were (and are) engines of political, social, and economic CONTINUE READING: Cursive Writing and Coding: Conflicts over School Goals | Larry Cuban on School Reform and Classroom Practice