This category will serve as the site for asking general questions regarding Karin and Kate's course and also where they will answer the questions for cohort members to view. They will also post information that all members need to know.

-- Anonymous, March 05, 1999

Answers

Dr. Kate, Here is my revised Utne Reader Response : )

I read an article titled Dont Buy These Myths by Cathy Madison. It addressed eleven misconceptions ranging from recycling to advertising. Is specifically like to comment on one myth dealing with recycling and how it will save the Western Civilization. When I look at the direction our recycling, I originally felt that our efforts were going to have a beneficial effect on our environment, otherwise we wouldnt be doing it. However, after reading the article, it made me question what we were actually doing. Were we making a futile attempt to reduce the amount of material being thrown into our landfills? The reason for any concern is based on the fact that the amount of paper (not including any other recycled product) dumped into landfills has increased by 14.7 million tons! We currently recycle about 27% of our waste. Between 1970 and 1994, paper recycling went from 15% (6 million tons) to 35% (28 million tons). So, whats the problem? Well, during that same period, the amount of paper we dumped into landfills increased by 14.7 million tons, page 53. With research and statistics as such, the grim reality seems clear. The elementary school I teach at, Grant Language Magnet in Duluth, has developed an extensive recycling project that has been very successful in lowering our garbage that is directly thrown into landfills. The following is a list of the areas that we have seen dramatic changes in: 1. All paper (Xerox, construction, newspaper, tissue paper, magazines, cardboard, etc.) is recycled in colored bins in each classroom. The 5th grade students come to each classroom twice during the week to collect our recycling. The custodian said that bagged garbage went from eight bags per week to one. 2. Aluminum cans are crushed and tab tops are separated to help support the Ronald McDonald house. The cans are recycled, and the money earned goes back into our school. 3. The lunchroom now uses silverware instead of disposable plastic utensils. It is washed in a dishwasher. Milk bags, instead of cartons, are used, cut open, rinsed and recycled with other plastics. Finally, uneaten food is dumped into one garbage, which is then divided up among worm bins in classrooms. The worms feed off of the leftover food. After reading this article, it seems that any efforts that we are making in this country are futile because as time goes on and the more we recycle, we are consuming. In 1995, after recycling, we discarded 152 million tons of waste-nearly twice what we discarded in 1960, p. 54. Also, one-third of todays land filled municipal solid waste is paper, more than any other category, p. 54. According to the statistics quoted in this magazine, the recycling efforts we make cant catch up to consumptions. So, are we actually wasting time trying to recycle? Are we, as a country, less concerned about being conservative with what we use since it will be recycled anyway. As a special education teacher, I am required to use an enormous amount of paper. I recycle everything I can, and even bring my aluminum cans and newspapers to school to recycle them. I feel as though my effort make a difference, especially with the results we are seeing at our school. Yet, based on these statistics, it really makes me question all that we are doing.

**Please clarify what is expected for the May 30th expanded Utne Reader paper. It really seems like each person has their own ideas. Since I will submit it to you for evaluation, Id like your input. Thank You!!! How does it differ for our paper due May 7th??

-- Anonymous, March 09, 1999

Kate and Karin: We were told at our last class that we should post our Utne draft here (I believe). I had entered it under my name on the Discussion page -- but I'm sure it would be difficult for you to find everyone's article on that site. So I shall copy it here for you, hoping this is right spot! Christine Osthus As an interested observer and sometimes-wannabee of the voluntary simplicity movement, I have read Small Is Beautiful, and admired friends who have chosen that lifestyle. I've even attempted to adopt some elements of their lifestyle; however, the attempts last as long as it takes a "J.Jill" clothing catalog to find its way into my home, or as long as it takes for me to admire a new acquisition of an affluent friend. So, knowing firsthand how easily my plans dissipate, I was interested to read in the two (above- mentioned) articles just why this is so. One author says that materialism spreads with the "contagion of a social disease." Another says that addiction to growth and to accumulating possessions is rooted in human nature and evolutionary history. There's even a biological basis to materialism: status, frequently made manifest by a display of possessions, stimulates the serotonin levels in the brain -- causing the high-status individual to "feel good" (Prozac works by doing the same thing - stimulating the serotonin levels). While those extolling simplicity say that ever-accelerating consumerism destroys resources and habitats, cutting off the branch on which we sit, those who recoil at the thought of simplicity say that it will fell the entire tree that contains the branch on which we sit (these, according to the article, are Keynesian economists, who say lessened demand for goods results in recession and unemployment). Thus, powerful enemies are arrayed against the desire for simplicity: anthropological, biological, economic, and human nature itself. But one author mentions that these enemies might be neutralized by the "nourishment" found in art, history, science-- a powerful argument, I think, for an enriched education: more than basics, more than "school-to-work," that includes possibilities like Shakespeare, Mozart, Cezanne, and the foci of ellipses!

-- Christine Osthus (costhus@d.umn.edu), February 14, 1999

Answers

-- Anonymous, March 14, 1999

Dear Kate & Karin: It's Christine, again! Please note that some of the punctuation -- like underlining and indentations -- did not come through when I pushed "Submit"!!

-- Anonymous, March 14, 1999

Dear Kate and Karin: We want to submit our position paper; we are hoping this is the correct spot! As you know, the computer reformats it in its own inimitable style!! Christine Sue Hendrickson Barb Olson Christine Osthus Tim White

Position Paper

Our research project proposal deals with the mathematics that should be acquired by high school graduates who intend to go into the workforce or to technical school immediately after graduation. Because much of the information in the study, "What Employers and Educators Really Test," is related to our intended research, we chose it as the topic for our position paper. The study itself was commissioned by SciMath,Mn (Raising Science and Mathematics Education to the Power of Minnesota), an organization that, among other activities, has aided in collecting and disseminating information for the Third International Math and Science Study (TIMSS). In her study, "What Employers and Educators Test: The Mathematics that Really Counts," Lynn Steen outlines some seemingly opposing views across society regarding what mathematic skills or knowledge that our students need to acquire by high school graduation. The community of mathematics educators believes students should reach higher levels of understanding: "college faculty, especially, mathematicians, consistently emphasize that understanding as well as skill is essential in order to cope with the demands of higher education..."(3). On the other hand, the general public believes students need only to master skills at the eighth or ninth grade level. This opposition poses a controversy that needs to be addressed. A consensus should be reached as to what mathematical abilities and degree of competence our students must obtain by the time they leave high school. The conflict hinges on whose persepective we are looking at. The answer, it seems, lies in determining what are the necessary skills, what is the appropriate educational program, and how are we assessing/evaluating the success of the process. Steen claims that because mathematics is required for ten or eleven years in school while employers consider mathematical competence to mean skill in procedures learned at only the eighth or ninth grade level, inconsistent messages are conveyed to students and parents. She refers to various published standards and employment tests to demonstrate how employers stress the mastery of mathematical skills. For example, the report, "What Work Requires of Schools," by the Secretary's Commission on Achieving Necessary Skills (SCANS) includes only basic arithmetic tasks in its Foundation Skills (2). Moreover, the math test in the ACT's WorkKeys Program "only requires multiple calculations with a calculator and substitution in simple area and volume formulas" (2). Steen then points out math educators' contrasting goal for schools which is competence in conceptual understanding, problem-solving, and logical reasoning. For example, the National Council of Teachers of Mathematics (NCTM) Standards (1989) recommends 11 years of study to achieve "mathematical power," or the acquisition of "methods of investigation and reasoning, means of communication, notions of context, and development of personal self-confidence" (3). "Skill" to NCTM is an auxilliary learning outcome; it is the primary priority for employers. Steen points out several other characteristics of employment tests, exit tests (from high school such as the GED), and college entrance tests that serve to reinforce the disparate views on math education. For one thing, the math questions are usually found in a section separate from other parts of the test; Steen thinks this strengthens the perception of math as existing apart from -- and thus perhaps ancillary to -- common life. Also, outcome tests, such as the Minnesota Basic Skills Test, contain primarily middle school math. Furthermore, she says that the math questions on employment tests are usually pitched at a level low enough to survive any legal challenges as to their relevance to the job. Of course, this reinforces the notion that 8th or 9th grade math is sufficient. However, the study points out that the kind of math really used on a job -- statistical charts and control, spreadsheet analysis, amoritization charts, etc. -- is rarely ever tested. Thus the paradox: what is important and used on the job is not or can not "be measured well, while that which is measured precisely is not really worth measuring" (17). After considering Steen's article, it is our belief that the employers are really asking for employees who have the mathematical power to do their jobs. NCTM clearly states that their mission is to provide students with not only the basic skills but also the knowledge base to utilize those skills in a variety of situations and at various levels. Thus, the gulf between the two entities is not so wide after all. In many ways their goals are one and the same: mathematically competent individuals who can apply basic skills in a variety of settings. It is in fact the invalid instruments of assessment that have fueled this controversy, do not test what is actually needed, and need to be realigned.

Steen, Lynn A. (1997) What employers and educators test: The mathematics that really counts. Northfield, MN: St. Olaf College.

-- Anonymous, March 18, 1999

UTNE READER ROUGH DRAFT

"The Stuff of Life" by Scott Russell Sanders tells us how the stuff of our lives tends to take over. I like the question he asks. "Do you own it, or does it own you?" His article starts out with a wonderful experience that he was having with his son in Rocky Mountain National Park. They were enjoying the peacefulness, the scenery, as well as each other's company. But when they returned to the city, the magic was broken and it was back to the fast pace of work, paying bills, and the multitude of other responsibilities. A majority of us fall into this cycle including myself.

This article really hit home for me, especially recently. My life feels like a whirlwind of responsibilities with work, family, and school. My weeks fly by so fast that my head is starting to spin, and I can count how little quality time I have spent at home. We recently bought a lake home with the purpose of relaxation and enjoyment, but you actually have to be home to do that. Then because of the lake home, we had to get a pontoon. And again, you have to be home to enjoy it, but you also have to work to pay those bills. I can answer Sander's question and say that my stuff is starting to own me. But like Sanders, once you are in that cycle, it seems very difficult to simplify your life. Although I do agree that it is the path that society needs to take. By thinking back and comparing stuff that I've had to experiences, the experiences have been far more meaningful. How can a materialistic society seek the needed simplicity? How can individuals start on the path to simplicity without being swallowed up by a materialistic society? One way that we can all start is to take time to look at the stars.

-- Anonymous, March 23, 1999

The following is my response to my 3rd Utne Reader: (Rough Draft)

For my third Utne Reader article, I chose to read the article titled The $100 Christmas. This article can be found in the November- December issue on page 62. In his article, Bill McKibben explains how his family, along with other families belonging to the United Methodist Church located in the upper east coast had made the decision to keep their entire Christmas expenses under $100. Within the article, McKibben describes some of the activities that he and his family take part in within their Christmas season. In addition, he also includes many comments and personal feelings about the idea of commercialism and the holiday season. It is this idea that I would like to provide further comment.

I grew up in a family of six children, of which I am the fifth. Christmas day at our home was filled with presents and activity. Being that their were six children to provide presents for, you can imagine how full the Christmas tree appeared on Christmas morning. Even though each child typically received three presents on average, the total still appeared overwhelming. I can just imagine what it must have been like for my parents to obtain all of these gifts for all of us. It was obvious that my parents truly enjoyed watching all of us open our gifts, but I cant help to think that the overall holiday season was stressful to say the least. Like most families, their pocketbook was put under extreme pressure. McKibben talks of this pressure in his article. Should this type of stress be part of the holiday season?

As all us grew into our teen years, I distinctly remember my dad suggesting that our family Christmas be changed. Because we were all more mature, he probably figured that we would better understand where he was coming from. He suggested that we dont worry about scrambling around trying to find gifts for one another. Instead, why not put on a Christmas feast...a special Christmas dinner including special foods that we would normally not eat throughout the year. Each person would be responsible for bringing their own special Christmas dish. He went on to suggest that if gifts were to be purchased, they would only be for the smaller children. Each year this idea was brought up, we all thought it would be a great idea. However, it seemed that as each season came and went, we fell back into the same old Christmas tradition. Everyone still scrambled to find gifts for one another, therefore another stressful holiday season.

Why is it that the holidays are so stressful? When did all of this take place? How did we all allow this to happen? Why is it so difficult to simplify Christmas? Have we allowed materialism to cloud our view of the real joy of Christmas? How can a holiday which is stuffed with so much potential, feel somehow empty? I applaud the families in this article. I cant help but think that they experienced a much more deeply enjoyable holiday season!

-- Scott Fitzsimmons (sfitzsim@proctor.k12.mn.us), March 10, 1999.

-- Anonymous, March 24, 1999

Dear Kate and Karin, Here is my rough draft for my Professional Journal Article #3 American Teacher Magazine - April 1999

The Title of the article is "The Wrong Rx" by Sandra Feldman

The premise of the article is written in the sidebar "Despite how well it usually works, the free-market model is not a good fit for health care or education." I tend to agree for the following reasons. One, since the health care industry has become a for profit organization there has been a noticeable decline in the care provided to patients. I have experienced this first-hand as a patient in the hospital. There was an obvious lack of adequate nursing staff available to meet the needs of the patients. Rarely do the doctors have the authority to treat patients as they see fit. Some doctors are given bonuses for keeping expenses down and others are only allowed seven minutes per patient. This doesn't sound like a place centered on caring for the sick regardless of economic status. It is based on the bottom line $$$$$$$. If education takes the same course government will be happy because much of the burden of expense will be transferred to the private sector. This will allow great disparity in the education services provided to children in our nation. Again, the bottom line will become the credo of those in charge of education and I believe the heart of education will be pierced fatally.

-- Anonymous, April 01, 1999

Rough draft Utne Reader article #3 from Linda Hart

In the article The Stuff of Life, Russell Sanders shared an unforgettable moment that he experienced with his seventeen year old son while backpacking in the Rocky National Park. This experience helped Sanders rethink his need for more, bigger, and better things. Restraint and simplicity, Sanders says, could lead us to seek a spiritual rather than material growth. Living modestly and sharing what we have, would also allow our needs and the needs of the planet to peacefully coincide. And by slowing down, focusing on the present, we would be able to enjoy life and our work better through art, literature, friendship, and nature.

When I discussed the article with my husband, it reminded us of our own family camping trip to the Rockies. We laughed about the video that no one took the time to watch until we had found an unmarked video tape that needed to be put away. When we put on the tape we quickly realized what was on it. Everyone sat on the floor in silence and awe and watched the prairies dogs pop in and and out of their holes. My husband had taken the video two years before on our three week trip out west. After the trip we had gone right back to our over scheduled lives and no one had taken the time to watch the family video.

My husband and I also talked about the changes in both of our jobs over the last twenty-five years. We both say that we are enjoying our careers more. But we also feel that our busy schedules and increased work loads have made our work not easy and more stressful. We agree with Sanders that taking time for the simpler things in life are important. But we feel the commitments to our work, raising our two teenage daughters, giving time to our elderly parents, and keeping our house, cars, televisions, house appliances, and computers repaired and running makes it much easier said than done.

-- linda hart (lhart743@hotmail.com), March 09, 1999

C sroseen@d.umn.edu

-- Anonymous, April 03, 1999

Susan Janson Cohort 3 Alternative Professional Journal Response #3 April 7, 1999

"Development of Logical Reasoning in the Context of Parenting Style and Test Anxiety" Mark S. Chapell and Willis F. Overton Merrill-Palmer Quarterly April 1998, Vol. 44, No. 2, pp. 141-156.

The results of this study showed that students who have authoritative parents: ones who are "responsive, supportive, democratic yet demandingsupplies to and expects from children and adolescents a great deal of thought (Baumrind 1991; Darling & Steinberg, 1993; Maccoby & Martin, 1983)" (p 143) showed "more advanced reasoning performance and lower test anxiety." (p 152) The above characteristics of authoritative parents are possessed by those parents who provide their children with the "right ingredients" for encouraging their child(ren) to develop logical reasoning and achieve to their highest potential. In doing so, their child(ren)s' self-esteem is raised. Consequently, the children want to be better prepared for upcoming tests, thus reducing their own level of anxiety associated with test taking. It ends up being a snowball effect! Mark Chapell and Willis Overton studied a cross-cultural group of 40 students from grades 6, 10 and 12 in the Philadelphia area. The authors did not take into account the socioeconomic status of the families studied. Generally speaking, I feel that there may be a correlation between the socioeconomic status of a family and the level of test anxiety and reasoning performance of their children. This could be another facet for further study. Shapell and Overton did not survey any student younger than the sixth grade. "Given that test anxiety has a serious negative impact on children beginning as early as the first grade, and peaks by the fourth grade (Himbree, 1988)" (p 152) I feel that students in grades one through five would be an interesting population to target for further research. In the meantime, we, as educators, must continue to support and encourage those parents exhibiting an "authoritative" style. On the flip side, we must also be sensitive to those students who have not developed logical reasoning skills yet and consequently have high anxieties related to test taking.

-- Anonymous, April 04, 1999

Jodi Smolnikar-Joki Reflection Paper Due: May 26, 1999

Internet filtering is a serious issue in education. School officials believe filters will resolve the Internet problem in their district by monitoring and controlling its content. As we progress in our technologically advanced society, it is clear that Internet filtering is not the answer. The use of filtering provides for two things: a false sense of security and a clear example of censorship. Only through utilizing an enforced Acceptable Use Policy (AUP), suitable training and proper supervision will the Internet be properly managed in an educational setting. With these three steps in place, Internet filtering could be eliminated to the benefit of education.

Through filtering, a sense of security is given to administrators who believe their students are safe. Most people believe that porn and smut are examples of obscene or offensive topics to surf onto. As a society, we are beginning to realize porn is the least of our concern. Pedophiles are infiltrating chat rooms to meet our children, large databases of personal information is gathered on each individual logged on and downloads are literally making viruses a click away. Internet filtering does not address these issues. Senator John McCain backs a self-titled bill that pushes for filtering as a solution to the Internets problems. Critics argue that his bill is a "fraud, offering . . .citizens false security that filters will somehow protect their children" (Berry III and St. Lifer, 1998, pp. 6). Filtering provides a dangerous sense of false security to parents, staff and administrators by blocking out their perceived dangers while admitting others unbeknownst to them. Consequently, the premise of filtering is misleading because absolute protection is not and cannot be guaranteed.

The issue of censorship conflicts dramatically with Internet filters. Many students who perform searches on lesbianism or witchcraft may be filtered out because school administrators consider these subjects morally wrong. Their freedom of speech is clearly infringed upon for two basic reasons. First, students are working on a topic pre- approved by their teacher, which is suited for their curriculum. Second, the instructor approval signifies that their topic is not in violation of school policy. Prior approval or topic and communication between the technology staff and teacher allows these two steps to research their chosen topic. The student then has every legal right to gather information on it without biased filtering.

In defending the right of free speech in a public building, advocates in Loudoun County, Virginia, challenged their public library on their use of filters to protect minors from objectionable Internet data. U.S District Judge Leonie Brinkema ruled that filtering devices installed on all computers violated the First Amendment (Goldberg, 1999, pp. 14). Subjective morality issues play a major role in Internet filtering. A second instance of filtering run amuck is displayed in Surfwatchs decision to squash online publishing of the Starr Report. Surfwatch claims that the Starr Report was nothing more than a "sex story" that it "may be a federal document, but it is not one that 12-year olds should be exploring by themselves" (Borenstein, 1998, pp. 9). CyberPatrol (Surfwatchs competitor) counters their claim by stating the Starr Report is a "public document, of public importance" (Borenstein, 1998, pp. 9). The filtering issue and the Starr Report are clearly moral issues that should be handled locally in schools. An instructor must have the freedom to choose what topics are appropriate for their students and their curriculum without judgement passed by a public entity.

To curb against inappropriate literature, a three-tiered step must be taken to replace the use of Internet filtering in education. These steps include a district adopted Acceptable Use Policy, proper training and proper supervision. An Acceptable Use Policy (AUP) is a legal document that students and parent/guardians sign. The AUP outlines acceptable technology based material, content and behavior within a district. This legal safeguard holds the students accountable for their behavior on and off the Internet in regard to technology. The AUP "establish clear ground rules and expectations, as well as the consequences of any violations." (Marcroft, 1998, pp. 52). Any content that would violate sexual harassment, weapons, racial, violence or other district policies will not be accepted. The AUP will educate the students and parents/guardians in what is or is not acceptable Internet content and outline proper punishment for violations. The form, co-signed by the parent/guardian, is a tool to overview the Internet with their children. The AUP must be enforced with options ranging from suspension to expulsion if policies are violated. This policy, defined by the School Board, will clearly reflect what the district deems acceptable or unacceptable Internet content and technology utilization.

Suitable training of all staff is crucial in making a non-filtering environment successful. Administrators must be Internet savvy to understand the perils of the Internet. "Technology is too often treated as an add-on to the teacher education curriculum" ("More Teacher Training" 1998, pp. 39). All teachers, regardless of subject matter, must learn how to teach and productively use the Internet. Technology-based staff must be experts on every facet of web-based content. In many cases, students have outpaced adults in technological literacy. Schools must keep up with the technology revolution and painstakingly train their teachers and staff. The Internet is a serious place with serious issues. It is not an area to be treated lightly or ignored. When filtering is removed, educated, trained and knowledgeable individuals must step in to make it work. Money and time must be expended to educate the staff on acceptable Internet usage. Through Internet and district policy training, the staff will ultimately realize the positive and negative forces of the Internet and supervise accordingly.

Proper supervision is the third element in the elimination of Internet filtering. After the AUPs are signed and the staff is educated on the Internet, technology-based staff must step in to train students and staff on Internet policy. Properly paid, properly educated individuals will enforce the AUP policies and provide ongoing training in current issues to staff. Although Marcroft believes in filtering and asserts that "nobody can look over that many (childrens) shoulders at once", she does allow that "monitoring" is a major element in Internet guidance (Marcroft, 1998, pp. 19). Technology experts will provide a source for guidance on Internet policy and procedure by creating further guidelines for students and staff. A student to Examples of proper supervision may include no access to chat rooms or e-mail, monitoring of screens and printing restrictions. The far-reaching brush stroke of deeming a particular topic (i.e. lesbianism) would become taboo. Instead, elements of the topic could be researched (life style, discrimination, legal issues, etc.). Clearly, proper supervision will not infringe on a students right to research a specific topic, but guide them in their journey. The combination of these technology guides and proper training will ultimately eliminate the need for Internet filtering.

Internet filtering is a dangerous area for education and educators to lean upon. The false sense of security conveyed to parents and staff is clearly unwarranted. There is much Internet content to be wary of as there is legitimate information to embrace. Broadly categorizing certain subject areas as taboo is clearly censorship. Proper safeguards such as instructor approval and consent will define allowed topics to work within a restricted curriculum. Through the implementation of an Acceptable Use Policies, proper training and proper supervision, Internet filtering will successfully cease to exist. Consequently, education will interactively lead Internet research instead of being fearful of it.

Works Cited

Berry III, J. N, and E. St. Lifer. (1998). Senator McCain's phony "protection". [Online]. Library Journal, v123, 6. Available: Doc. No. A20458062

Borenstein, S. (1998, September 11). Internet filtering company says Starr report too obscene for kids; blocks it out. Knight-Ridder/ Tribune News Service p911K4400.

Golberg, B. (1999, January). "Loudoun County Library Loses Filtering Lawsuit." American Libraries pp. 14.

Marcroft, T. (1998, November). Filtering Ensures Safe Passage to the World of Online Information. Technology & Learning, 119, 52.

Technology & Learning (1998, January). More Teacher Training Urged. Pp29.

-- Anonymous, May 04, 1999

Hi Kate and Karin! We are trying to do our annotated bibliography. You said that a sample would be posted for us. It would save us a lot of time, knowing that we've done ours as you'd like. I cannot find the sample posting. Please help!!! Thanks!!! Sue Janson

-- Anonymous, May 15, 1999

COHORT III 1998-1999 REFLECTION PAPER "Toxic Child": Examining the Effects

Susan D. Hendrickson

The "Toxic Child" presentations and the ensuing Cohort III discussions greatly affected me. The data and perspectives shared by the speakers, panel members, and audience gave me a conscious awareness and a fuller understanding of today's students' physical, mental, emotional, and academic challenges. I all too often relegate student concerns and issues into the unconscious and subconscious regions of thought when confronted with the seemingly unending organizational, managerial, financial, and operational duties of the THHS Language Arts Department, activities of the various faculty committees, and obligations of extra-curricular supervisory positions. The following pages contain parts of my Toxic Child journal entries. I have not wasted space restating the facts and statistics provided in the oral presentations and accompanying handouts. Instead, I've organized my responses (to this workshop series), my observations (of my own classroom and community), and my continuing queries and ruminations (of the thirteen topics Cohort II attended) into an overview of today's students in our changing society and in an age of uncertainty.

The American dream of education for all young people has become a reality. The majority of children between the ages of six and sixteen are listed on school rolls; the exceptions are those whose physical or mental health makes school attendance impossible, and even those children are generally given special instruction of some sort. The number of high school graduates going on to some form of higher education is growing. At one time, just a little over a century ago, there were no high schools. When such schools did come into existence, they were for a long time regarded as for the few, not for the majority. A number of states did not have the minimum school-leaving ages until the present century; these ages now vary from sixteen to eighteen, and there's always talk of making them higher. Educating all American youth obviously means educating a wide variety of American youth. They come in various colors, shapes, and sizes. They are the children of millionaires, the children of parents of government welfare, and especially the children of parents who are not very rich or very poor. Some come from homes that attach a high value on education, others from homes where schooling is considered unnecessary or even downright undesirable. Some parents are themselves well educated, but others have spent only about ten years in school. Most of the children share certain environmental characteristics. Since they have never lived through a depression, few of them know what hunger is, they have never out of necessity worn rags, and they have never seen their fathers trudging the streets looking for work. And since they are of a post-world-war and post-Vietnam War generation, relatively few of them have felt the sickening fear that a father or brother will be killed in combat, the feeling of helplessness that exists when much of the world is burning and one can do nothing to extinguish the flames. They are in a sense a soft generation for they have not known the hardships of the pioneers, most of them have never grasped a how handle or a broom, and many have been given so many luxuries that they cannot distinguish luxury from necessity. They are a mobile generation. From the natal crib in the hospital to the four-on-the floor that some of them drive to school, they have been on wheels. Although a few, especially in urban or rural ghettos, have seldom been over a few miles from home, some have been in a dozen or a score of states, and many have traveled abroad. Hence they have seen much more of the world than their parents had, a generation ago. Many have lived in six or eight communities as their fathers' work changed. Some have attended a dozen schools. Because they have seen so much, many have become blase if not sophisticated. They do know more than earlier teenagers. They grew up staring at television; and despite its flaws, TV is a powerful educator. Some of them learned to read via commercials for shampoo and dry breakfast cereal. By television they have been taken to distant lands and into space, into family brawls and gang warfare, drug addiction and music concerts, hospitals and offices....They have seen on television the faces of presidents, murderers, soldiers, prostitutes, comedians, singers, poets, artists, laborers....They have learned the superficialities of countless crafts and innumerable ways of life. They have learned little or nothing in depth, but the breadth of their vicarious experience is considerable. Most have grown up in highly permissive homes. The legendary stern father and the demanding mother have nearly disappeared. Children stay up late, and a few years afterward they stay out late. They are given an allowance to spend as they please, instead of having to work to earn money that must then be accounted for. They start dating early, little girls wear brassieres before they need them, and many a mother provides her daughter with the Pill or closes her eyes when the daughter acquires access to birth control on her own. Movies are frank and explicit; lovers are followed in the bedroom. Magazines are no less lurid. Many teenage bodies have undergone erotic experiences that their grandparents did not know existed, and many youngsters have experimented with drugs as their forbears tried smoking cornsilk or that first cigarette behind the barn. But despite all this, many young people retain a sturdy idealism. Much of the unrest of youth can be accounted for by the fact that the world is not a perfect place that the young believe it should and can be. Though many of their complaints deal with trivia or are based on inadequate information, and though many of their proposed solutions seem completely impracticable, they have a right to protest; and the future shape of society is dependent upon how successful they will be in effecting reforms. They see injustices, and they are right to protest aginst it. They see dangers of a war that can annihilate them, and they are right in crying "I want to live!" If youth believed that injustice, war, tyranny, hunger, and constant fear are inevitable, then such things would indeed be inevitable. The hope of tomorrow lies in the idealism of today, guided into rational and potentially productive channels. As in every generation, the abilities of individuals differ. Some learn quickly, some slowly. Some will never master more than a fraction of what we can offer them, but others will far outstrip their teachers. Some will become drivers of taxis, and they will serve society well if they are considerate and resourceful drivers. Some will be carpenters and we need quality housing. Some will become secretaries and we need more and better secretaries. Some will become research scientists, doctors, lawyers, teachers, professors, and political leaders; we never have enough highly able people in these occupations. Most will become parents, and the world needs wiser parents. As we teachers think of the future contributions of our students to society, we may well remember Browning: "All service ranks the same with God...there is no last nor first." How does the change in the type of student affect English teaching? The society of the Nineties demands a citizenry more capable of abstract thinking than ever before--the society of the New Millennium may bid to extend this demand. Because much of this thinking takes place through language, the teaching of the language will remain central in the education proess.

-- Anonymous, June 07, 1999

Utne Response #4 (January/February 1999 issue)

In his article entitled "Breaking the Job Lock," Andrew Kimbrell, president of the International Center for Technology Assessment in Washington, D.C., proposes we search for meaningful work in order to reduce the stress that endangers our mental, physical, and spiritual health. He contends that technology has not freed us "from the toil of work" (47), but rather has brought about an increase in the pace or speed with which our tasks at work need to be completed. Kimbrell further states that we must re-envision work so that it nurtures the family, connects us to our community, and allows us to better protect our natural environment.

The remainder of the article outlines the path we would need to follow to achieve this transformation of our wage work from an insignificant job to a meaningful profession. He first examines the hisorical and sociological concepts and terminology concerning our physical and/or mental labors for wages. Although the information in this section is not new to me, I feel he effectively explains for his readers the differing attitudes, associations, and meanings for the wage-work words: job, occupation, career, vocation, and profession. These explanations support his claim that the first step in re-envisioning how we earn our livelihood is to examine what words we now use and what words we would like to use to describe our wage work. This establishes where we are in our attitudes and how far we have to go to create a new vision of our wage work.

The second feature in Kimbrell's new vision of wage work is that our society needs to replace the workplace values of speed, productivity, and efficiency with the personal life values of caring and empathy. He states that "we are still seen as replacable spare parts for the great machines of production" and that "we are all expected to work faster, waste less time, and produce more" (48). But we are not machines and extending understanding and compassion towards workers, in his opinion, would reduce their anxiety, stress, and depression.

Next, Kimbrell writes that labor unions should push for any components in a contract that give workers a sense of purpose and accomplishment, an outlet for creativity, and an opportunity for flexibility and better co-worker relationships. In addition, more people should consider pursuing self-employment as a way to find more fulfilling work and lives.

Kimbrell then asserts that "a new vision of good work involves pressuring corporations to make a firm commitment to the places where they do business and working to end the game of global economic pinball where jobs are endlesssly bumped from location to location. It also requires that we begin to value family concerns, community connections, and ties to the places we live above the financial gains of job mobility" (49).

Finally, the author urges his readers to examine what their wages really buy. Do we purchase things we don't really need to compensate and comfort us for the little meaning our jobs give us?

Kimbrell states that in order to find a profession that truly meets our values, we may need to be willing to earn less in order to have more time to spend with our families. In addition, we need to pressure political leaders to create national health insurance which would free many wage-earners to pursue part- time work or entrepreneurial inclinations. Also, teachers, counselors, and clergy need to be "mentoring young people to seek vocations rather than settling for jobs. Raising children, nurturing families, and volunteering in your community are wonderful vocations in their own right, deserving at least as much respect and support as wage employment" (49). Moreover, our educational system needs to instruct the next generation of workers and bosses about socially responsible business behavior.

This article made me wonder what makes a person today decide on teaching as a career. What advantages does he or she expect from the job? What does teaching offer that no other profession can give? In my various teaching experiences, there has been a diverse range of reasons. My colleagues and I have said we went into the field because of: status, family pressure, love of children, the fun in teaching, helping to build a better world, reliving childhood patterns, or desire for affection.

A large number of men and women enjoy working with youngsters. This experience can also be highly revealing. Many children, who are less inhibited than adults, make a teacher aware of the kind of person he or she is. One of the most positive aspects of teaching is that while helping others to grow, the teacher also grows,

Teaching also offers constant diversity and opportunity to experiment. Helping people learn is an exciting job that will utilize one's inventiveness, sympathy, and understanding of the social world and the particular problems of the children taught. What is more, the teaching profession provides for periodic leaves of absence for further professional study or for travel.

In addition, for the most part, teachers are part of the most respected members of their communities. They are looked up to as community leaders. Many times teachers lead intellectual discussions at town meetings and help in various city programs. An individual gets prestige in being a teacher-- prestige that is not measured in dollars and cents. While there are exceptions and some communtiies neglect their teachers, most teachers are considered persons in the community who can be counted upon at all times to serve their fellow citizens when such help is needed. This is an intangible compensation that makes teaching worthwhile.

Another important advantage to the teaching profession is that today every state has a retirement plan. The existence of a retirement plan in an occupation gives the worker peace of mind and a sense of security for the future. When a person reaches the age of sixty or sixty-five or seventy and can no longer teach, he or she is not left without resources. The school system, through its retirement program, will take care of the teacher.

Teaching offers another important compensation--a majority of the nation's teachers now have tenure. Under tenure, a person cannot be fired unless involved in something illegal or found incompetent. It is another area of great security for teachers.

In addition to the long vacations, teachers have a pleasant arrangement for their classroom teaching. The average teacher is in class six hours a day, five days a week. Of course, the day doesn't end there; but with experience and good organizational and time management skills, a teacher's day can become "8 to 3." Teaching's "8 to 3" day with weekends off is an enviable aspect of the job. In addition, the various holiday breaks and summer vacation also compensates for the after-class work.

On the other hand, teaching does not have the highest rate of pay when compared to other professions, and there are often out-of-class work responsibilities. However, these conditions that may be considered disadvantages may or may not be such, depending on one's personality. What you are as a person will determine your happiness and success in teaching. If you are a mature, emotioanlly healthy person, you will expect certain irritations that are a part of living itself, and that exist in all human relations--whether you are a teacher, a nurse, a computer programmer, or any other kind of worker. These irritations may be considered disadvantages by certain individuals who cannot overcome them and are then frustrated by them.

For instance, a person's ability to become an integral part of the life of his or her school and to live in harmony with fellow teachers is important. Maintaining this quality is not always easy. Certain teachers may be unfriendly; some may act superior; the principal, department head, or other school administrator may do things or issue orders which are disagreeable. All of these things require stability on the teacher's part and the ability to adapt to such conditions.

Furthermore, some teachers feel saddled with an unusual amount of clerical detail that is not really their job. Others may feel defeated and fear that their talents are not appreciated. But here again a healthy outlook and broad viewpoint will help a teacher adjust to temporary situations and inconveniences. For example, there are days when I have a headache or am just not in the mood to cope with thirty different young peoiple every hour. When I have to face problems or when I feel the least bit of resentment toward my job or classroom duties, I can usually view things in their proper perspective.

Realistically, there are both advantages and disadvantages to teaching. Teachers do not make much money, but their jobs are usually stable and secure. Teachers spend long hours outside the classroom making preparations, supervising clubs or sports, working with faculty committees, and helping with community projects; but these undertakings contribute to the teachers' effectiveness in the classroom and help them become valued and responsible citizens of the community. Teachers live in a goldfish bowl of community attention and gossip, but they have many pleasant social contacts. Some teachers become bossy when they spend so much time with younger people, but most teachers delight in the success of their pupils. Teaching is monotonous work for some; but for others, it is highly individual, creative, and responsible. Teaching is hard work, but it is work that makes an difference in the lives of boys and girls and ultimately in the future of the nation. Other disadvantages of the profession include stagnation, children getting out of hand, and isolation. Yet I believe teachers in general find their work interesting, challenging, and creative, affording them an opportunity to earn a living in a subject field of special interest to them and giving them the immense satisfaction of being an important factor in the physical, moral, and intellectual development of young people. Good teachers receive great professional satisfacrtion from working with their students, their colleagues, and the public to advance the objectives of democracy and American education. I believe I have found good work, a job that matters, and a world where pursuing my passion pays the bills.

-- Sue Hendrickson (shendri2@d.umn.edu), June 15, 1999.

-- Anonymous, June 15, 1999