Eeper than how a bill becomes a law in order to balance the scales in favor of students who currently do not or may not in future be as economically empowered via technical education and technological or may not in future be as economically empowered via technical education and technological as those who are privileged over time making our society euitableThe problematic frame for this argument elaborated in Chapter 1 Education reform has everything backwards by focusing on accountability for skills that are measurable under assessments focused
on state standardsCommon Core The K 12 system overall ignores the true state standardsCommon Core The K 12 system overall ignores the true for education in the case of individual students which is to promote their overall flourishing over against society s justification for it which is crudely pragmatic and economic in natureThis is a false dichotomy for many reasons One of the strongest is that the same technical and utilitarian skills that Prof Allen derides in the first chapter are necessary if not sufficient for readiness for civic and political. Think about education and euality in relation to each other Allen asks For all of our talk about the two we don’t actually talk much about how education itself relates to euality regardless of whether the euality we have in mind is human political or social or connected to economic fairness The basic problem that motivates these lectures then is the following Allen thinks that
"Education Itself A Practice Of "itself a practice of development has important contributions to make to the. There is a reat idea here wrapped in an unhelpful frameThe idea elaborated in Chapter 2 Our conception of civics education in K 12 here wrapped in an unhelpful frameThe idea elaborated in Chapter 2 Our conception of civics education in K 12 is too tactical and too marginal to empower students of all backgrounds and meaningfully support human flourishing Prof Allen points to colleges as a model for K 12 those who complete college vote and participate in civic institutions at much higher rates than those who do not even controlling for socioeconomic status Something happens in college that empowers raduates to be eager and powerful agents in their societiesAllen points to verbal acuity and the ability to understand how to collaborate and interact with others as being key to this admitting that the only data that exists linking these skills to civic participation are correlational However she makes a powerful and convincing case that our K 12 education system ought to prioritize verbal empowerment and a positive understanding of politics that oes much This book features Danielle Allen’s 2014 Tanner Lectures delivered at Stanford University along with comments from four distinguished contributors Harvard philosopher Tommie Shelby; education and lobalization scholar Marcelo Suárez Orozco UCLA; Michael Rebell executive director of the Campaign for Educational Euity At Teachers Euity at Teachers Columbia; and Pulitzer winning playwright uiara Alegría Hudes along with Allen’s response to the commentaries Why it is so hard to. Participation and are becoming increasingly so Numeracy particularly fluency with summaries of statistical data is now indispensable if one hopes to understand political discourse make reasoned judgments as summaries of statistical data is now indispensable if one hopes to understand political discourse make reasoned judgments as juror or weigh policy alternatives on issues ranging from fiscal policy to retirement security to the environment Even if somehow a student could hold her or his own in the civic context without the same levels of technical skill that are tested by current summative assessments in K 12 which is uestionable it is not at all clear to me that we are doing all we can to ensure that student s flourishing if she or he cannot compete economicallyProf Allen says toward the end of Chapter 2 that she has wandered into a defense of the humanities in making her case for participatory readiness I wish instead SHE HAD INTENTIONALLY EMBARKED ON SUCH A DEFENSE IN had intentionally embarked on such a defense in with a focus on utilitarian and economically focused skills instead of in opposition to the. Defense of human euality the cultivation of political and social euality and the emergence of fair economic orders But she thinks we have lost sight of just how education relates to those egalitarian concerns If we are to do right by the students we purport to educate in whatever context and at whatever level we need to recover that vision Allen’s oal therefore is to recover our understanding of just how education and euality are intrinsically connected to each othe.