Chapter 6 Philosophy of Education GHOSH GANDHI: I am so excited! This new charter school can be just what we need, a chance to reestablish a positive reputation for the quality of public educa- tion! Let's face it, we are competing in a global economy, against nations whose students outscore ours on all the standardized tests that matter. It's embarrassing. I'd love to see a school with a strict code of conduct and core courses, like literature, history, math, and science, and no silly electives. It's all about rigorous standards. SARAH MILLER: Ghosh, you and I both would like to teach in a more rigorous school, but the truth is I'm fed up with testing. I'll tell you a secret: I don't much care whether South Korean kids or those at Country Day School score better than us on a multiple-choice test. Kids thirst for meaningful ideas. The school I envision would focus on classic works of literature and art. How about a school where we discuss Great Books like Moby Dick, The Old Man and the Sea, Plato's Republic, and Homer's Iliad. Maybe we can re-invent the all-but-extinct Ameri- can student: One who knows not only how to read, but a student who actually wants to read, enjoys reading, and best of all, knows how to think. MARCUS WASHINGTON: I agree with Sarah that we need to move beyond today's tyranny of testing, but Hemingway and Homer are not the answers. Our job as teachers is to make certain that our students can do well in the real world. When I was in eighth grade, my class took a three-week trip around the Midwestern states by train. We researched and planned where to go; figured out how to read train schedules; used maps; and ended up learning math, his- tory, geography, and writing. Talk about an integrated curriculum! We learned by doing. I want students to learn how to solve real-world problems, not just answer test questions or discuss books. TED GOODHEART: At last, reality! But there are more pressing issues than a train trip. I want students to do more than simply fit into society; I want them to leave the world a better place than they found it. Behind our community's pretty façade are people in pain. Rather than insulate them from real-world concerns like poverty, violence, pollution, bigotry, and injustice, we should help our kids develop a social conscience and the political skills needed to improve our society. Teaching in a socially responsible charter school would be my dream. ELOISA MIRANDA: Everyone in this room has been trying to design a charter school backwards. Let's set aside what we as teachers want and consider a revo- lutionary idea: building a school based on what students want. Students must assume primary responsibility for their own learning. I would like our charter school staffed by teachers who are skilled in facilitating children to reach their personal goals. Believe it or not, I trust students, and I would give every child (even the youngest or least able) an equal voice in decision making. We have forgotten the purpose of schools: to help students find their way. MacBook Air