“REAL” SCHOOL By David Reid Otey 11-09-2014

The basis of this piece is founded upon the fact of how knowledge is naturally acquired and naturally applied. All knowledge ever gleaned by humankind has come from the process of “living”. Living means experiencing the elements and connections of knowledge through personal relationships with observation and motion with all working senses collecting information into the brain. Living is made up of collecting and experimenting. Living is a scientific process in natural form. Science is the result of living. You learn something (gain knowledge)  from all your senses. Then you get curious about some of it (an idea comes from your brain’s connection of facts). Then you experiment in some fashion ( try out the idea based on the question “what will happen if and when I do…”). The results are more knowledge gained. The point to understand here is that before any experimentation was done knowledge was first collected through natural experiences. That knowledge was eventually written down to guide the next generation so they could “keep on experimenting” to review, maybe double check and then to further the knowledge and understanding,  to add content of “what we learned by this point in time”.

In most schools all knowledge is taught separate from experiencing it. Lists of facts and photos and sentences “telling” you what things are and how they connect are presented like a ready made meal on a ready made plate with ready made tools to eat with. The only act required is to take it in, ingest it (memorize it) and say it back, write it back, pick out the right answer from the wrong ones and say it back. Occasionally you are asked to create a copy of what you memorized (like the models of Indian villages displayed in a library). That is a very unfortunate, extremely limited  process of  education. It is only the first step of learning and it is not connected to “really using” that information at all. It is NOT the way people have successfully learned how to create and connect all that we have in this amazing world we live in. I have another teaching idea that involves the “living” process over the spoon fed process.

Here is my dream school for all students starting with at least 6th grade. All Special Ed and Regular Ed kids would be in the same class room because they would be peer guiding each other as a supplement to the teacher guided lessons.  This school would combine academics with apprenticeship to create “real” knowledge, meaning lessons that form understanding in a context allowing immediate application to real life situations.  Gone is the concept of teaching pieces of knowledge separated from their original source of real life connections.  Gone is the mystery of how all the knowledge connects. Gone is useless repetition of facts and figures that keep younger generations  in stupefied mystery. Here is how it works.

I start this enlightenment with the first day of registration. You and your child  walk in the front door and are directed by guides to the main hall where a series of professionally designed posters show a list of ‘occupation’ classes.  The ‘occupations’ cover plumbing, carpentry-house framing and finishing work, wood working crafts, building furniture, electrician, cooking-choice of two areas/types of meals, musician-choice of two instruments at the same time, medicine (beginning with first aid)–aide, nurse, doctor, medical science, veterinarian, space science for astronauts or space exploration, writing to be a writer, mathematician-to teach or to work in a field of math, clothing design and creation/sewing, business development-choose a business you would want to create, money management for banking and investing, sports-choice of 2 at the same time, the arts-dancing, theater, painting, drawing, clay, statues, etc., exploration-historical studies of great explorers and real-life explorations as a class in field trips, journalism, broadcasting, and more.  I think making everyone learn first aid and how to swim would be powerful personal growth confidence features.

The students show up for their classes where 2 or more teachers will instruct their sections of  the class. In PHOTOGRAPHY, for example, the class sections will be already arranged by the teachers. Some would say it is necessary for professional photographers to teach the class. That will be true at a later stage of the lessons where the services of the local professionals, already connected to the teachers during the planning stage, can be paid to add practical authenticity for instructions, as well as ”field trip” locations to practice.  Sections can be divided into the history of camera development, of techniques developed by historical photographers, comparing the old cameras to the new cameras, of making a home made box camera, using ‘film’ strips, developing images from negatives, practicing with natural and artificial lights and angles, taking care of cameras, switching lenses, all sorts of detailed lessons connected through the art of creating images and catching historical moments for family and community. Taking photos can start right away, giving real time photos as examples of how certain images are created and to show how and why we get weak or strong results. Learning a bit about each historical photographer and life in their times, and what it took for them to be able to make just one photograph compared to today, can count for history and social studies. Studying the photographs of historical moments through world history will enlighten the students and spark questions for discussion and for ideas to flow. Photography will teach students to look inward as well as take a closer look at the outer details of their world and their lives. This creates an inner awakening for some. Every occupation comes with a list of terms, a vocabulary. These terms contain the ideas, the processes and the connections of the occupation. Students will be writing about their projects, planning projects, actively creating projects alone and with others, accomplishing reading and language skills related to not only this occupation but also to other concepts in life: such as, how your own life “develops” from who and what you “expose” yourself to for a specific amount of time. Can you see how the development of confidence through personal growth of a “real” work can happen here ? Math is used in the angles, in the amount of light needed, in the distance for clarity, in the varying degrees of focus for effect and much more. Teachers are trained first and foremost to be excellent at research. That means finding, understanding, arranging in sections for lessons, any content that needs to be taught. Connecting with professionals who do that work for a living adds the life element to create the perfect class. My vision is for consistent activity in the class, always creating something while learning the foundations, even if they are not immediately connected.

A University teacher of mine told us the order of understanding. It is something I never forgot. It is MPCB-First comes Motor skills which lead to Perceptions which lead to Concepts which lead to Behaviors. He stated, in my paraphrasing, ‘ If there are any holes in the first two, there will be serious deficits in the last two.’  I feel, as a professional teacher, that our public school system seriously shuts down the Motor skill area to the point that student boredom and carelessness result and then lead to the eventual negative behavior problems so prevalent in every school.  That’s always the challenge, isn’t it? What is commonly said that teachers talk about in teacher lounges ? Problem students.  And what happens to most of the graduates from high schools ? They just ship off to another school (college) for more of the same unsure about a degree direction while they pay good money for useless training of the first two years, or go into the military, or begin working for someone else who wonders why they cannot add or write well or even remember a list of things. Now, some graduates end up growing in the business they started in as a clean up person or server of some sort, to eventually become their own boss opening their own business of the same type. And why did that happen ? Real life learning, knowledge connected with a real job in real time learning and actively doing real things that mattered. And what was their test ? Improving in the job in skill and in attitude and their grade was the praise and raise they got from their boss.

A story to share that has influenced this way of thinking for me. I had a student in Junior High School whom I felt–by my professional experience and perspective–was heading to a life of working for the local developmentally disabled business agency. The only jobs there are sorting recycled trash and cleaning at local businesses. I had not been at the same school to see that student graduate. I discovered later from talking to his parents that he ended up working on cruise ships and then connecting to a photographer and traveling with that person. His life had turned out far richer than I anticipated. His mom was super happy for her son, even though it meant he had to be away from home to have this life. I learned a lesson: maybe the doors are not already set as ‘closed’ for those who “seem” to be unable to succeed. There was something there regarding connections to “real” life to understand.  That something is this: LIFE is the real school. So why not turn school into a reflection of real life.

If we run schools the way I see them as being successful, then we have a guarantee that our children will graduate ready to work in a chosen field, ready to be deeply involved in the process of maintaining and improving the communities they live in, ready to handle their choice of college starting at a higher level instead of repeating the last four years of high school all over again at a faster pace during the first two years of college , and ready to make a life instead of crawling through life as a cleverly ‘educated, conditioned and enslaved’  worker bee for mass production. Some will choose that mass production life/work style happily for themselves and that is fine. But it is very wrong to maintain an educational system geared to ‘force’ a mindset and extremely limited opportunity lifestyle upon our children from k-12. The basics can be covered easily between grades k-5. The REAL SCHOOL can start at grade 6 and we can watch our children grow into the strong and talented people they were meant to be.

The end.

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