I commented on an article today regarding Michigan's attempts to shake free from the Common Core. Many of the comments came from sadly misinformed individuals who seem to believe that "common" is good and anything to which a large number of others subscribe must amount to some kind of awe-inspiring notion, spawning my concern that none apparently had mothers like mine who constantly queried, "If Mary was going to jump off a bridge, would you?"
One man began his comment with this, "Not everything that counts can be counted, and not everything that can be counted counts." (Sign hanging in Einstein's office at Princeton)
This thought captured my imagination thoroughly. I have been blessed to know a man named Dr. Everett Piper, the President of Oklahoma Wesleyan University. I love to hear him discuss the horrors of Common Core from a philosophical perspective, not only because he is such an excellent orator, but because people tend to forget the philosophical point of view - the notion that ideas shape the human condition and ideas reduced to commonalities do not advance the human condition.
The best opponents of Common Core predicate their arguments on fact - in stark opposition to proponents who tend to use half-truths and lies upon which to base their case - but the philosophy behind our Common Core concerns are palpable and real and I believe we need to advance these arguments at least as often as we tout our facts.
In this thought, I penned the following response:
The Common Core State Standards were written by several individuals - without education degrees I might add - who then, knowing national standards are against federal law, sent them out through a private organization - Achieve - to the nation's governors and superintendents with the promise of federal money waiting in the wings - 500 BILLION dollars through Race to the Top - if they adopted them for their state sight unseen. It happened here in Oklahoma exactly as it happened in Michigan and all other adopting states.
Granted, the term "Common" was used to mean ubiquitous, however, another meaning for "Common" is the OPPOSITE of "individual", which begs the question: How in the world can America continue to be seen as the most innovative country in the world when states fully intend to collaboratively adopt standards to "commonize" all students across all states?
How do you INCREASE student knowledge levels by pulling successful students down to the level of the 'common'?
Are there really that many low performing students in every school in every state in the nation that we need to stop everything to bring them up to the 'common' level of each class?
Do we bring down 25 kids for 1 kid or even 6 kids in a class?
If so, then what are we doing to the other 21?
The simple, straightforward answer is that we're dumbing them down - there is no other characterization possible - and we can't scream "civil rights" for those at the bottom without inquiring about the "civil rights" of the individuals in the majority being pulled down.
For those of you in the Chamber of Commerce sect, how do you convince a company to come to Michigan when your students will be taught in a thoroughly homogenous way, forcing out uniqueness, drive and imagination - the very qualities necessary to produce the Einstein's and Edison's of this world?
How well do you think Einstein would fair with the Common Core?
Do you think we would have had a Theory of Relativity with the Common Core...well silly question...of course we would - the Common Core is nothing if not 'relative' among every state and every child.
Common Core is what it is - nonsense dreamed up by well-connected philanthropists (Carnegie, Broad, etc) and innovator/billionaires such as Bill Gates, with a dollar to be made in the education "industry".
I hope no one escapes the irony imbued in the fact that these people who worked and scrapped and sacrificed to make their dreams reality - who reached the pinnacle of success by truly innovating in America - suddenly seem to forget that the great thing about America - the thing that gave them the ability to get to the top - was the variety inherent in every aspect of the American condition - the FREEDOM to receive the best education one could seek out from the very variety contained within.