Recent reactions to “Common Core” principles indicate that many parents, teachers, and visionary scholars are not in support of these mandates. I have no desire to waste my time criticizing such initiatives because … are posted. If you desire to look into the matter further (which I do not); you shall discover that concerns have been raised in regards to “the business” of common core initiatives, the content and implementation criteria of “core” principles, and the dissemination of “standardized” assessment rubrics.
I believe that the primary objections directed at these initiatives stem from a legitimate belief that the constructs are too prescriptive (and that financial and/or political motives may be in play). So, regardless of the intentions of those involved with the production and distribution of such materials – I must support proponents on the side of Democracy. Democratic principles are based on the concept of “E PLURIBUS UNUM” (i.e. “out of many we are one”). Since, many oppose the fundamental precepts of these initiatives and few are …? I shall assume the majority of voices are “instinctively” opposed to any agenda that is a threat to “our” democratic traditions.
I worry (as many others have) that homogenization (i.e. standardized mandates) will stifle creative thinking and innovation! My experiences as an independent scholar have given me reason to “doubt” that change will occur if we all get on-board. The changes I propose in education (and teacher training) will foster innovation from within; my conceptual framework includes a set of “common” recommendations for curriculum. However, I believe that communities of practitioners must be given the “freedom” to decide what is relevant in their classrooms and schools.
For example: If we took the concept “students ought to learn about aquatic environments” as one of our core principles and allowed local agencies to determine “how” that core principle would be addressed; we would perpetuate Democratic principles in our schools. Accordingly, in the state of DELAWARE we might address the concept via curriculum(s) that are centered around the CHES. BAY. However, practitioners in IOWA may want to address this “core” principle via curriculums that incorporate aqua-culture or pollution from agriculture. Freedom (not mandates) is the only way to continue the process of transformation that began more than a century ago. DO NOT abdicate your responsibilities as citizens (and practitioners of education) to determine “what is best” for our Nation (and our public schools)!
We must build a strong network of practitioner communities and ensure that teachers are provided with adequate training before we can expect democracy to become … in our schools. Want to learn more about Becoming a Reflective Practitioner and/or The Dichotomy of Instructional Design (i.e. student-centered and/or teacher-centered learning)? Sample/Purchase my books which are available at: http://www.smashwords.com/profile/view/kennethfetterman