Actually, I’m not.
I’m going to spend the rest of this essay talking about it.
I am very tired of talking about school, especially with people who think we are talking about education.
Education and school is not the same thing and I can prove it. School takes place for six, seven or ten hours a day. Education takes place 24/7/365.25.
If you don’t know why there is a .25 after the 365 you don’t need more school. Chances are the teachers don’t know either. You, and they, need more education.
Education, a.k.a. learning, comes from asking questions (Hey, Educationontheplate, why is there a .25 after the 365?) and getting, or better yet, finding or developing answer. Go to it.
People are sponges; we learn all the time. People learned long before there were schools and we will continue to learn long after schools finally choke on the curriculum they try to regurgitate and die.
From the moment we are born, and possibly even before then, we are observing, noticing patterns, making assumptions, testing them, revising them and starting over. This may sound familiar to science teachers who call this the “scientific method” and try to teach it to students who really just need to have it pointed out that this so-called method is what they’ve been doing naturally their entire lives.
What students do naturally, what we all do naturally, is learn. 24/7/365.25. We do it with or without schooling and often do it in spite of schooling. Schooling comes with an agenda but learning often does not. As in my life, and perhaps frequently, schooling gets in the way of learning.
It is true in kindergarten where the natural learning and socialization of play has been replaced by reading, writing, algebra and being yelled at for not standing in line properly. All this is to ready students for first grade. Children learn in spite of this.
In first grade students read more, write more, and follow more directions to get them ready for second grade. Children continue to learn in spite of this. Sometimes they’ve already learned that school is not right for them by testing it and finding that it does not meet their needs. When that happens we schoolers tell the student that he or she is not right for school, that they are not meeting the school’s needs for order, discipline and standing in line silently and we start to teach them that they are failures.
This is what school is best at: teaching students that they are inadequate, that they are failures.
They fail to stand in line correctly, form their letters correctly, or form their sentences and paragraphs according to the standards (I wonder what school thought of John Barth, e.e.cummings, Hemingway, Jonathan Safran Foer or, especially, Roberto Bolaño, known for incredibly long sentences, not to mention devastatingly evocative metaphors). They write like writers instead of three or five paragraph automatons and we call them failures.
Learning is free-range, we learn from what we manage to be exposed to; school has a curriculum (math, science, ELA, etc.) and a meta-curriculum (how to stand in line, how to raise one’s hand for permission to speak, the procedure for going to the bathroom).
I work in a school that’s part of a school network that’s part of a school system. That school system is one of 14,514 school districts in the USA (U.S. Department of Education, 2001). I’m willing to bet that at least 99% of those districts have the word ‘school’ in their name and that fewer than .0001 have the word ‘learning’ in their name.
But think about this: No one fails to learn yet many fail at school.
I’m tired of talking about school.
I’m tired of thinking about school.
I’ll never get tired of thinking and talking about learning.
Learning is education.
School is something else entirely.
U.S. Department of Education, National Center for Education Statistics, Common Core of Data, “Public Elementary/Secondary School Universe Survey,”2000-01 and “Local Education Agency Universe Survey,” 2000-01.
For those who haven’t figured out 365.25 yet, a clue: leap years.