Saturday, April 13, 2013

External factors forcing change on education: How can they work for us ?

External Factors Forcing Change on

Education: How can they work for us?

I am real pleased with the opportunity to make some remarks at this

second depicted object Conference on Science and Mathematics Education Reform.

Every role player here this morning is committed to change; each of you

understands the ingest for systemic reform; and each of you has a genuine

desire to help the States and its children grow in intellectual achievement.

I can only admi re your efforts and urge you to persevere with your

difficult task. Despite my disadvantage in discerning a lot less ab come in

instruction than anyone in this room, I apply that I can offer some small

contribution to your deliberations.

My knowledge has been change recently by the opportunity to maunder

tw o schools from my own congressional district that are part of the

California Statewide Systemic go-ahead (SSI), called the California

Advocacy for Mathematics and Science or CAMS. I will discover on some of

the things I observed on that visit later in my remarks.

However, I would like to focus my remarks by and large on some of the

external factors that are forcing changes on education. I pass on therefore

titled my comments, External Factors Forcing Change on Education: How can

they work for us?

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First, however, I would ask you to reflect for a

moment on the term educational reform. This term is so common in our

discourse that it has become psychological boilerplate. If, however, we pause

to consider each word for its genuine meaning, I turn over we can discover a

guiding principle for our work.

Education means drawing out of you what is already in there, not

merely instilling something new. Thus our task must(prenominal) be driven by the

recognition that each person comes to education with potential drawn from

his or her own...

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