THE SCHOOLING GAME

...because education matters

 
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What is the Schooling Game?

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The Schooling Game was written to serve as a mirror for all adults involved in educating children:  parents, teachers, and administrators.  As with all mirrors, it can reveal details that are unpleasant.  However, changing the unpleasant aspects of the image requires that we look closely and honestly and free ourselves from commitment to tradition.

Many children do not survive public education.  They drop out, they rebel, they turn into delinquents, but they do not protest because they harbor the belief that they are in the wrong; that they are stupid and incapable. They learn this in school and they learn it early.  The idea of public education is wonderful.  The practice can be destructive. 

The Schooling Game can help parents:

  • Know the difference between schooling and education.
  • Know how to read signs of distress in their children.
  • Know how to help their children cope and compensate.
  • Know how to best utilize the services of public education

The Schooling Game can help educators:

  • Recognize that the needs of all children are not being served.
  • Wake up to the abuses inherent in mass education.
  • Stir up debate and promote change in education policy.

The objective of this website is to give readers a voice, to allow them to express their ideas about the book and about education in general and to give them access to some lists and tools shown in The Schooling Game.

Last Updated ( Sunday, 12 October 2008 21:46 )
 

As A Man Thinketh

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You are probably aware the title, As a Man Thinketh, is not original. It is actually taken from a Bible verse, Proverbs 23:7. It is also the title of a very well known "little volume" written by James Allen and first published in 1902. As a friend of mine said to me recently, "When a book has been in print for over a hundred years -- it might be worth reading. It is.

This article is not however about James Allen's book. This article is about what is determinative in man's thinking. What causes man to think the way he does? Obviously there is the old nature vs. nurture argument. Are humans shaped more by their genetics or their developmental environment? Without much effort you can think of people you know who have risen far above their apparent beginnings; who have left the models of their upbringing far behind. But those examples seem to be rare. It is more often that we lament the plight of children reared in terrible conditions because we believe that their future is determined to a great extent by those conditions. It is commonly accepted that children who go astray in a variety of ways do so as a result of conditions in their lives over which they have no control. This is accepted because it is generally true. The marvelous exceptions are fairly rare.

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Down the Rabbit Hole

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As the principal of a small K-12 school in rural Alaska, I can identify with Lewis Carroll’s Alice. The No Child Left Behind Act gets “curiouser and curiouser.” I live and work in the middle of the Arctic, yet lately the tentacles of Washington have reached out and grasped my school in a stranglehold of absurdity. We have been thrust headlong down a rabbit hole and met the Queen of Hearts, only to find that she looks suspiciously like George W. Bush.

All across the country, educators are scrambling to comply with the requirements of this federal legislation. They attend conferences on it, only to be confronted with ambiguity and uncertainty. The definition of “highly qualified teacher” changes weekly, for example, and what the criteria for “proficiency” are on a given day is anyone’s guess. It’s a bit like playing croquet with a flamingo.

Last Updated ( Wednesday, 24 September 2008 23:45 ) Read more...
 


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