Teaching is one of the most misunderstood interactions in the world.
Some people see it as a mere transaction, a job: you do this, I’ll pay you that.
The input is your salary. The output is learning.
These are distinctly measurable phenomena. One is calculated in dollars and cents. The other in academic outcomes, usually standardized test scores. The higher the salary, the more valued the teacher. The higher the test scores, the better the job she has done.
But that’s not all.
If the whole is defined in terms of buying and selling, each individual interaction can be, too.
It makes society nothing but a boss and the teacher nothing but an employee. The student is a mere thing that is passively acted on – molded like clay into whatever shape the bosses deem appropriate.
In this framework, the teacher has no autonomy, no right to think for herself. Her only responsibility is to bring about the outcomes demanded by her employer. The wants and needs of her students are completely irrelevant. We determine what they will become, where they will fit into the burgeoning economy. And any sense of curiosity or creativity is merely an expedient to make children into the machinery of industry and drive the gross domestic product higher to benefit our stock portfolios and lower corporate taxes.
And since this education system is merely a business agreement, it must obey the rules of an ironclad contract. And since we’re trying to seek our own advantage here, it’s incumbent on us to contain our workforce as much as possible. This cannot be a negotiation among equals. We must keep each individual cog – each teacher – separate so that they can’t unionize together in common causeand equal our power. We must bend and subject them to our will so that we pay the absolute minimum and they’re forced to give the absolute maximum.
That’s just good business sense. It’s the best way to establish this relationship.
Moreover, since we see education in terms of pure capital – human financial units flowing through a systemic framework – the same rules that govern business will govern our schools.
We can pit one student against another, one school against another, one district against another, one race, one gender – anything quantifiable can and should be placed in competition. Because that’s how you maximize outputs.
We can initiate hostile takeovers, engage in vulture capitalism where the loser schools are stripped of resources and to the victor go the spoils.
But who is the victor?
It’s getting confusing here. Do we give the plunder to the students at the schools with the highest outcomes? That’s illogical. After all, this whole process isn’t about what’s best for the students, per se. It’s about the system of profit and loss. So any profit squeezed from the defeated should go to the winners – the investor class who put forward the capital to start this whole process.
But that’s not how public school is organized. There are rules and regulations you have to follow – outdated legislation that doesn’t define the process in terms of economics.
We have to redefine those laws, rewrite them so that our goals are aligned. So we can enshrine virtues like choice and disruption over anything as old fashioned and pedestrian as the good of the child.
Thus we invent charter schools – institutions funded with tax dollars but not necessarily subjected to any other regulations – not run by elected school boards, not accountable to the public for how they spend that money or educate the children under their authority. They are subject only to the rules of the free market. The invisible hand guides all.
Thus we invent school vouchers – take that tax money and give it directly to the customer – the parents – to spend however they wish. If they squander it or are fooled by unscrupulous school systems and education purveyors, that is their fault. And, in fact, we will ensure that there are multiple pitfalls, deathtraps, blind alleys and snake oil salesmen in their way. Because competition maximizes profits.
Caveat emptor is the only rule.
Because, you see, the hidden premise in all this nonsense is that you are not the boss.
The community is not in control of this system – the business world is. Everyday people who might be parents or taxpayers or voters or concerned citizens – at best we are just consumers. It’s not our role to do anything but choose the simple, watered down options presented to us. If we try to exercise our rights through collective action – including our right to vote – that’s unfair and will be met with the rule of capital as speech until we’re drowned in it – in fact, drowned out.
This is how many people today envision teaching.
This is what has become of our schools.
This is what is being done to our children.
It’s obvious in the ways our laws are structured, the ways the media covers our schools and the ways our students are mistreated.
And it is mistreatment.
Because teaching is none of those things.
Teaching is not a transaction. It is relational.
Teaching is not about inputs and outputs. It’s about curiosity and knowledge.
It shouldn’t be governed by market forces that dehumanize all those involved into mere widgets to be manipulated in a systemic framework. Teaching should be governed by empathy, art and science.
The driving force behind any education system must be what’s best for the child. And that “best” ultimately must be defined by parents and children.
The goal of education can never be to prepare kids for a career. It must be to eradicate ignorance, to quench curiosity, to aid self-expression and guide students toward becoming whatever it is they want to become.
Measuring learning outcomes by standardized test scores can never achieve this goal. That’s like trying to monetize a rainbow or putting the ocean in a cage.
School privatization can never achieve this goal. That’s like treating human beings like cash, like thinking the rules of football can govern architecture.
And treating teachers like worker drones can never achieve this goal. You can’t entrust a whole class of people with the most precious thing you have – your children – and then treat them like dirt.
Teaching is hard to define.
It is messy and unruly and doesn’t fit into many of our society’s preconceptions.
But it is optimism made real.
It is an investment in the future. A mark of value and love.
It is the most vital and important thing a society can do.
And we’re messing it up – big time.
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