Missouri HB 1490 Work Group wrap-up

I made a few comments at the final hearing for the HB1490 Curriculum Work Groups. There were enough cameras there that I'm surprised that no video has surfaced yet, but best as I can remember, this is what I'd said off the top of my head:

"Fortunately for you all I didn't come prepared to make a statement, so I really will be brief.

If a State Curriculum is actually needed, and seeing as we're all here it looks like it has been decided it is, then it's a matter of self governance. The standards should be developed by people from across the state who are representative of their communities, who have children and actual interests in the standards, rather than simply a financial stake in their use. It would be entirely inappropriate for a state's curriculum standards to be formed by external groups, whether Common Core or any other, and imposed upon our communities as answers received from external authorities.

But worst of all is the implied assumption that We The People of Missouri would be somehow unwilling or unable to develop quality curriculum standards ourselves. That is not only an insult to the people of this, or any state, but it presumes a level of technical difficulty and mystery to the subject that is inappropriate and untrue.

Our group, History 6-12, was formed from intelligent and capable parents, teachers, principals and professors from around the state, with widely varying views. Our group was one of the few successful groups where everyone of its members is in full support of the standards we created.

Our success might have been helped by the fact that we had no external standards or agenda to compete with, and no agency facilitators were participating in our meetings. But far more importantly, our Chair, Brian Schultz, did an excellent job in leading the group and in seeing to it that all issues were given a good and fair hearing. All of the members of our group were intent upon creating quality standards for our students education, and that enabled us to work together without our particular differences getting in the way. Everyone saw to it that all views were respectfully listened to, questioned, debated and voted upon. Over the course of the year, there were many good discussions and debates, some of which I lost, but none unfairly - which is how it should be - and Missouri's students will be the winners from it.

I'm proud of the standards we created and am proud to have my name attached to it.

And that I think that about covers it."

A Report upon the Italian city state republics, and a lesson in self governance for today

As I mentioned in the previous post, at the close of our previous MO HB1490 History 6-12 Curriculum work group, we had a disagreement over whether or not the Italian city state republics should be included in the list of governments to be studied at the close of the medieval period, apprx 600-1450 a.d. I was very much for including them, adamant even, while those with class time experience, thought it best to leave republics out, concentrating on monarchies, oligarchies, dynasties and theocracies.

I hasten to point out that this was not a 'democracy' vs 'republic' issue, but about what would be the best use of class time, for the closing of a semester. I do not, in any way, think that those opposed to my view had any hidden agenda in their selections, and I'm confident that were only thinking about what would enable teachers to cover the most material best, in the little time available to them.

At any rate, at the close of the previous session I was asked to prepare a report on why republics should be considered in that time period, so that the work group could consider the matter better and decide at the next meeting.

The following is what I reported to our work group (and it is, BTW, very relevant to what is happening in our nation today), and I'll note how the vote turned out, at the close below:

 ********************************************

Some of the reasons mentioned for not including 'Republic' while comparing and contrasting governing styles at the end of the middle ages, were that the Italian city states were in fact operating as oligarchies, without the vote, and that they were... Republics In Name Only (ahem). It was also mentioned that since it is common today to drop the term, we should too, as it would also simplify the course aims and ends.

I'll try to make three points about why both Republic and Oligarchy should be included:

1. The Italian city states have always been referred to as Republics, while well aware that they were at one and the same time Oligarchies and Republics, terms which are not mutually exclusive
2. Republic does not require public enfranchisement of voting, or even that votes be cast by individuals
3. Choosing Oligarchy to the exclusion of Republic, means staying silent upon what might be the most important lesson students can learn about government from, and from this period almost more than any other in history

The Italian City States have been, from their own time, up through ours, have been knowingly referred to as republics by everyone from Machiavelli (who we'll hear from below) to Sismondi, taking pride at their having overthrown external princely rule, and had become self governing. From "History of the Italian republics in the middle ages" by Sismondi, J.-C.-L. Simonde de (Jean-Charles-Léonard Simonde), 1773-1842:

"The spirit of freedom had penetrated to the Papal See, and schism enabled the Romans to revolt and complete the municipal enfranchisement of Italy. From the Alps to the confines of the Northern Kingdom every little city rejoiced in its own republican government, and exhibited a narrow, and too often a selfish, local patriotism. "

Having taken their government into their own hands, they experienced an explosion of wealth, prosperity and power, and yet soon succumbed and ceased being, in even their own eyes, self ruling. Why, is a question very much worth asking.

DESE: Are correct answers discarded if they are perceived to be Right?

I meant to address this issue last week (MO Education Watchdog has more details) but I let it slip my mind and now it's the last day for you and me to do so. If you agree with this post, please send an email with the subject:
"Principles expressed in the documents shaping the Republican Form of government of the United States.", to DESE's Sharon Helwig, to: Sharon.Helwig@dese.mo.gov

This is what I sent today:

A year or two ago, I was asked to provide some research assistance in addressing an error in the MO Social Studies documents, regarding some anachronistic references to our form of government being a "constitutional democracy", when it is properly referred to, as per our government's defining document, as a Republic. See Article IV, Section 4 of the Constitution for reference :

"Section 4. The United States shall guarantee to every State in this Union a Republican Form of Government..."

It would be legitimate to expand upon that, such as referring to 'Constitutional Republics', or 'Constitutional Representative Republics', but it is not legitimate to formally refer to our form of government, especially in Educational materials, as a 'Democracy'.

It is true that in our founding era, the terms 'Democracy' and 'Republic' were often used almost interchangeably when referring informally to the general spirit of self governance, but when making more formal references, especially when proposing actual measures for government, the term 'Republic' was the term usually used. Obviously, as this was long before the creation of either of our current two political parties, there was no party politics behind the choice (nor should there be today), they made that choice because the actual meanings and failures of each form of government were well understood. It's a simple fact of record.

Even DESE seemed to acknowledge the fact, though perhaps a bit petulantly, as I've found that a number of our social studies curricular documents were in fact updated, though apparently none too carefully, by means of a mass 'Find & Replace', from 'Constitutional Democracy', to 'Republic'. The result of that change was that in our standards, educational standards mind you, our form of government is often currently referred to, ungrammatically, as 'Principles of Republic', or still as 'Constitutional Democracy'.

State Sen. Emery recently took the concern over the misuse of these terms a step further than we had, in a letter to DESE, insisting, properly, that,

"The term "constitutional democracy" is a flagrant misrepresentation of the principles of the constitutional republic in which we live."

He went on to note that:

"The differences between the structures of government are clear. In a constitutional democracy, the majority has complete control through democratic elections without any protection for the minority. Conversely, a constitutional republic consists of the people electing representatives to serve on their behalf ruled by law with checks and balances established to protect the rights of the minority.
In order to provide clarity for educators that teach Missouri children and to ensure Missouri students are taught the proper governmental structure of the United States - a governmental structure that has made our nation exceptional - we urge you to correct this error in the Show-Me Standards."

DESE's response has been to propose making the change like this (the text within the brackets to be replaced by the bold text hat follows them):

"1. Principles expressed in the documents shaping [constitutional democracy in] the
government of the United States;"

So... while they acknowledge that they had made an error, they want to correct that error in reference to a very specific form of govt, by changing it, from 'constitutional democracy', to -'government'.

From Democracy, to government.

This feels a bit like it might if after pointing out to a printer that they'd made an error in listing your address as, say, "#1 Riverbend Drive", when you actually live on "#1 Riverview Drive", and after pointing that out, they offered to make the following correction:

"Oh, we see our mistake, tell you what, we'll correct your address to show that: "you live in a house".

What would you say to that? 

What sort of correction is this? It is difficult to see this correction as anything other than a rather blatant evasion. Republic is the correct word, please use it.

I had no problem accepting that an error had been made in using 'Democracy', though a careless (and probably ideological) error - it's still a mistake, understandable and forgivable. The fact that some efforts to correct it have been made shows that it has been recognized as an error. But to refuse to correct that error by naming it as it correctly, demonstrably, legally, is, a Republic (if you can keep it), is appalling.

To refer to the government of the United States as 'the government of the United States', as if that adds some educational clarity, is ridiculous. Democracy is the wrong term, Republic is the correct term, please, in the name of Education, use the correct term.

The Breakfast Club 30 years ago, tomorrow the HB1490 Workgroup club. The world's an imperfect place.

I'm getting ready to drive to Missouri's capital, Jefferson City, tomorrow morning, to meet up with a number of others - on all sides of the political fence - in the HB1490 Workgroup to help in rewriting our educational curriculum standards for Missouri's public school system.

30 years ago I was watching The Breakfast Club. Now I'm putting ridiculous amounts of time and money into trying to fix a system which makes Mr. Vernon's 'Schermer High School' seem a shining gymnasium on a hill.

I shouldn't disclose details of private email conversations, but a friend who's very much involved in the process made an apropos, and very depressing, analogy between our public system of education and the Titanic, basically that it can't be fixed, it will sink, and in the meantime we do our best to help reduce injuries to as many of the passengers we can, while also doing our best to encourage as many as we can to get to the lifeboats as soon as they can.

For those of you out there with a more optimistic view of things, I'll remind you that we're trying to save a system that was largely designed by a fellow who, in 1909, after setting the template for our modern school systems with their superintendent structures, textbooks, centralized testing, etc, chortled that

"Each year the child is coming to belong more to the State and less and less to the parent.” 

If you're interested, I've got a few more details on that in this post from several years back.

So why am I heading out to Jefferson City early tomorrow morning for our HB1490 workgroup meeting? Partly because I couldn't forgive myself if I didn't do what I could to help make the system less bad, but... fix it? Well... here's a question I've yet to hear come up in any of the debates about 'education reform':

"What do you mean by Education?"

Shouldn't that be the very first question asked, before setting out to reform or fix it?

Yes, it should.

The Brat Pack we ain't, but we're working on it.

Any questions?

One more - a question for myself and everyone else who feels beaten down by the educational system and by the political system: What can't we do about it?

What we can't do, is do nothing. Our system of public education is not separable from our system of government. The education system we are all fighting right now is the very same system that is tearing our system of government apart before our eyes and it would like nothing better than to do so ever faster, without our interference. The state of our nation, our government, our culture and the widespread lack of understanding of all of it, is a result of our current state of education, and as my link points out, this problem began a heck of a lot earlier than the 1960's.

And it's not going to come back, or even improve, if we leave them to their own devices.

So long as we as a people retain some shred of ability to reason, then we have to do our best to change the system through the laws, and as the cooler heads among us have pointed out, that requires engaging with our legislators and with those who'd like nothing better than to 'teach us a thing or two' to the contrary.

And you know what? One of the nicer surprises I've had in this process, is that it is not only possible to work together with those who see things very differently from how I do, it can be interesting and rewarding to do so.

And hey, if you're stuck on the Titanic, might as well rearrange the deck chairs.

 So... see ya'll all again in the morning.

DESE: Facilitating the control of your education

Show Me MO Shame!
I spent two days last week in our state capital of Jefferson City, becoming a member of one of the work groups tasked with rewriting our states educational curriculum standards over the course of the next year. While I was there I learned a nice lesson in self governance, and the consequences of its abandonment, a lesson that was willingly taught by DESE (Department of Elementary and Secondary Education). Their lesson was very instructive, in one part teaching how to use chaos to control the sale, and in the other part how it is just as important what you do not to do, and not allow to be done, as is what you offer to and intend to do.

If you want to understand this lesson yourself, as well as how you and your children's education is being sold down the river by it, then there are five key issues that need to be addressed:

1. Why do we have work groups to write our curriculum standards.
2. Were the work groups convened with an eye towards success.
3. If not, why.
4. What does DESE need for a win.
5. What does Missouri need for a win.

1) The issue here is that the state of Missouri recently passed a law, HB1490, to undertake the significant task of rewriting our educational curriculum standards.The sole reason why this law was passed, was because of DESE's ham-fisted and incompetent attempts over the last several years to roll-out their pet Common Core standards by steam rolling them over any and all questions, debates, and opposition. That behavior infuriated both parents and teachers alike and caused the Missouri Legislature, Left and Right, to pass HB1490 into law, stating that our curriculum standards will be written by representatives from across the state of Missouri, selected from experienced teaching professionals and parents selected by Missouri's Governor, Lt. Governor, Speaker of the House and Senate Pro Tempore.

2) To successfully lead large numbers of people, departments, divisions and other entities who may have either no history of working together, or worse, a history of working poorly together, there's a common practice to follow. To getting all members working towards a unified goal, the formula would be to,

• Kick it off by gathering all parties together in one place for a launch meeting,
• giving leaders from the various stake holders involved an opportunity to set the general tone and key points for the project;
• clarify your project's purpose and getting understanding and buy in from the various departments and people involved.
• let participants know who they'll be working with and making them aware of any slots yet to be filled,
• establish clear channels for coordinating efforts and preserving communication between the several groups,
• informing all of who will be attending meetings, who to contact with questions,

, and so forth.