Why Are Some Curriculars "Extra"?
It’s difficult to question things we don’t realize we assume. For example, few of us ponder why we easily trust our family doctor to diagnose pretty much ANY part of our body, internal or external, except our mouth. Our mouth, it seems, is so darned complicated and unique compared to, say, our aortic valve or epidermal sheath, that only SPECIAL DIFFERENT OTHER TYPES OF DOCTORS can even LOOK at this oral outlier.
The sole exception involves gagging you with a stick while you say ‘aaahhhh’ – a breach of etiquette required to view your throat (which doesn’t even count).
We don’t really think to question it. That’s just how it is, was, and always shall be. Except it’s not. It hasn’t been THAT long since your local barber would be as likely to pull your troublesome tooth as trim your sideburns. It was all above-the-shoulders care – why limit yourself?
School is rife with these sorts of assumptions. We simply MUST shuffle students from boxed area to boxed area in slightly-under-an-hour increments. We have roughly the same number of kids in each class, one subject per teacher, and at some point papers of various kinds must be placed in baskets to “grade.” Eventually, all experiences must reduce to a number between 1 – 100 and one of five letters, none of which can be ‘E’ because that’s stupid and wouldn’t tell us anything - unlike, say, ‘C’. It’s really rather bizarre.
But these things are at least being discussed, and challenged. The sense that we’re missing something isn’t new, but the subject does seem to be heating up lately, thanks to a variety of issues – Common Core, Race to the Top, No Child Left Behind, anything involving Bill Gates, Jeb Bush, Arne Duncan, or Michelle Rhee. If those don’t get your panties in a wad, I could add TFA, charters, vouchers, or Virtual Embezzlement… those oughta do it.
The ease of utilizing blogs and social media probably hasn’t hurt. Teachers can rant and Why Are Some Curriculars "Extra"? | Blue Cereal Education:
