This article comments on implications from the Aspen Institute Report and the importance of a balanced view of student achievement and success. The article also focuses on "the need for schools and communities to embrace children as individuals and future citizens, and ensure that they don’t feel like test-taking cogs in a bureaucratic enterprise."Source:
Frederick M. Hess and Tim Shriver, Real Clear Education, January 16, 2019Description:
This embrace of social, emotional, and academic learning is a moment of opportunity. Done wisely and well, it’s an opportunity to translate growing knowledge about how people learn into real-world practices that benefit students. It’s an opportunity to focus on values and student needs that matter deeply to parents and unite Americans across the ideological spectrum—things like integrity, empathy, and responsible decision making. Most importantly, it’s an opportunity to put an end to the era of false choices in education. Schools should not have to choose between chemistry and character; between trigonometry and teamwork. Since the dawn of the republic, teachers and schools have been tasked with teaching content and modeling character―at issue is whether we want this to be done consciously, carefully, and effectively. What might strike some as a faddish enthusiasm for the “whole child” should be nothing more than a measured call for schools to once again unapologetically be about academic achievement and also the social and emotional skills that equip students for citizenship, life, and work."Read the full article here!