Teaching is a radical act, as is learning. Our systems of public schooling require authentic transformation not only to increase student achievement but to reconnect learners to what it means to be fully human. As with all radical transformations, history shows us that an activist stance is necessary.
How do we connect activism with school reform? Thomas Merton wrote: “Do not depend on the hope of results . . . . As you get used to this idea, you start more and more to concentrate not on the results but on the value, the rightness, the truth of the work itself . . . . In the end, it is the reality of personal relationships that saves everything . . . .”
We live in an era of results-oriented curriculum and instruction evaluated through high- stakes testing institutionally presented as the sole measure of accountability. Unfortunately, these arbitrary and finite testing mechanisms take precedence in the schooling process over the kind of education that places personal relationships and all that defines us as being human. By doing this, we contribute to the dehumanization of our society.
We ask that our local school district, our state and nation re-evaluate and potentially challenge this system of accountability that presents a very limited vision of what a quality, accountable and just education is for our youth.
Educational activists agree with Merton: Personal relationships “save everything.” We passionately support schools as places of learning that promote, develop and evaluate skills needed to create and sustain our complex lives.
We believe, however, that without the prioritization of skills that promote, nurture, evaluate and develop relationships, education falls short in providing a foundation for our future citizens, who will be asked to “save everything” — our environmental, political, economic and family systems, and all that we consider to be critical to our life on earth.
Our current system of accountability does not provide justification for the saving of society. Rather, it creates human beings who lack the ability to prevent self-destruction and ultimately disaster.
What does teaching and learning incorporate when it values personal relationship and places humanity at the center? We envision the comprehensive and intentional grassroots development and organizing of schools as integral parts of community living. These schools act as community hubs. When schools close, neighborhoods and communities are injured and personal relationships are severed. This can only harm a democracy.
Community schools must integrate a radical curriculum that promotes the skills necessary to have meaningful and powerful personal relationships. It is the relationship to others that enables individuals to “save everything.” Well- trained and reflective teachers and leaders must implement this curriculum that does not focus solely on content; rather, it connects the learner with community and the process of relationship-building in a diverse society. This curriculum offers rigor and challenge as it focuses on creative problem solving, compassionate and loving interactions, storytelling, and conflict resolution. Collaboration is critical among educators, parents, children, and all community members.
We are at a time of great crisis. Our children must understand radical and activist thought as a means to support relationship to others and to themselves, inviting them to learn what they must in order to “save everything.”
Karla Haas Moskowitz and Lisa Martin manage MHM Educational Services (www.mhmeducation. com), the Teacher Institute at La Academia (www.teachandlead.org) and the Center for Educational and Economic Equity, a nonprofit that works with Denver area youth (www.theceee.org).
