A New Role for the U.S. Department of Education

serlioPresident Trump suggested during his campaign that he would get rid of the U.S. Department of Education. His nominee for secretary of education, Betsy Devos, calls for more “local control,” charters, and vouchers; in addition, she intends to end the Common Core initiative.

I have criticized Obama’s “Race to the Top” program and many aspects of the Common Core–but I see a different and more promising role for the Department of Education. Here are some things that it can do if it stays intact.

First, it can seek out, vet, and publish the best curricular materials from schools and colleges around the country–so that, for instance, someone teaching Aeschylus’s Oresteia, or someone introducing students to statistics, can easily access a curriculum map, texts, questions, problems, and more. The schools and teachers whose work was published would be duly acknowledged and honored.

Second, it can initiate nationwide discussions that cut through typical ideological divides. Regardless of where people stand on issues such as charters, unions, testing, and “grit,” they can come together to discuss, for instance, the teaching of algebra or medieval history. These discussions would kindle public interest and stimulate additional dialogues.

Third, it can do its usual work: conduct, analyze, and disseminate research; oversee and award grants; and support the implementation of federal education law. This work would be substantial and ongoing–but the curricular work and the nationwide discussions would illuminate and elevate the rest.

Why bother?  someone might ask. Why not leave it to local entities to figure out their own curricula? Surely there’s enough published online that they won’t have trouble gathering resources.

Well, a lot of the material currently online is junk. Also, a lot of good work never gets posted publicly online, as schools see no benefit in posting it. Many curricula exist just as rough drafts (at best), since people are too busy during the year to revise them. Also, a curriculum does not tell you much, unless you know the subject matter. Since schools have such different bases of knowledge, one school’s curriculum might not even make sense to others.

By honoring schools with outstanding curricula, the Department of Education could create an incentive for them to polish and develop their  work. In addition, it could help supplement and interpret such curricula. It could work with education schools to include some of the works and topics in their education courses. Some items in the curricula could become topics of nationwide conversation.

What do you mean by “outstanding”? someone else might ask. Your idea of “outstanding” might differ from other people’s.

Yes, but I see ways to cut through these shells of opinion. By “outstanding” I mean, in this context, intellectually sound and rich. An outstanding curriculum honors the subject matter, considers it from different angles, and helps students understand, interpret, and question it.

I have been in the room when a colleague taught memorable lessons on Hamlet. They stood out for their close attention to Shakespeare’s language, the subtle combination of exposition and open discussion, and the quality of questions. Such lessons, if published, would inspire others; before long, there would be not only a repository of excellent Hamlet materials, but a lively nationwide discussion of Hamlet itself.

Yet another person might comment: “The idea of nationwide discussion sounds great, of course, but is this really the government’s business?” To this I answer: Why should a federal department (especially a department of education) not initiate lively and vigorous public discussion? Doesn’t that enhance democracy itself? It would not be the sole locus of such discussion, but it would set an example.

In short, the U.S. Department of Education could help promote intellectual vitality in the schools and beyond. Some may say, “This will never happen.” Well, it probably won’t happen in the next four years, but that does not render it impossible for all time. With all the talk of educational innovation, why not try the most interesting of all: the public study and discussion of works and ideas?

Image credit: Frontispiece for Sebastiano Serlio’s Book of Antiquities.

Note: I made a few edits to this piece after posting it.

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1 Comment

  1. After posting this, I thought, “Now that is one of the worst ideas I’ve ever come up with.” Then I thought, “On the other hand, it’s one of the best.” My conclusion: It’s a bit of both. Much depends on the execution.

    Reply

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