Op Ed: Education, Economy, Deeply Damaged, Demands Action Now

(EUGENE, Ore.) - The insight of working and middle-class Americans is leading to a realistic and angry reaction over what has happened to our economy and our educational system.

Their American wit, wisdom and will now guides them to know the full damage they are experiencing every day, in every way, in their own lives. That’s all the proof they will ever need --with key numbers now found, painfully, in their checkbook and credit card balances.

Then, too there are the everyday results with their kids, in far too many schools. They are discovering that “clear, critical thinking” and individual responsibility; and many other 'true American values and goals' DO NOT 'just happen', even in the strongest of families. Those absolute essentials for 21st Century success MUST be taught, with “the common school” the great and working way-to-do-it, well-proven in our history.

Many now realize politically-motivated manipulation of corporate and private interests are causing these excruciating damages to our two most fundamental systems. Most now also understand the seducing and distorting/perverting impacts, manufactured and propagated since the early 70’s by a complex and lushly-financed neo-conservative Noise Machine; supported by complicit companion-perpetrators in the mainstream corporate-controlled media.

The unavoidable consequences of neo-conservatism have finally come home to roost --right there on the paychecks and the pile of bills-- in most American homes.

Workers at all levels -- and certainly now our middle classes, too-- have found out the hard way what false choices on economic and educational policies have already cost them; with more-to-be paid by children and grandchildren.

The final blow-back has been the 'preemptive attack' on Iraq and the phony war on terrorism; demanding trillions of dollars most desperately needed right at home, for our own survival and forward progress.

The most galling of reasons --now well understood by millions-- is the demonstrated failure of our once-esteemed 'free press' to fully inform, motivate and guide citizen oversight and surveillance, while this has happened. Outright lies, too easily accepted and published, have supplemented long-continued failure to discharge Constitutional obligations and responsibilities explicit for any free press.

Resounding failure of neo-conservative policies via a whole range of false decisions forced on the nation is all too well understood for motivation and consequence for detailing-again here. (See R/N for references and previous Op Eds for excruciating detail.)

The unavoidable consequences damaging education --and realistic remediation for them, too-- have become increasingly clear. First and foremost is the longterm damage done to the essential element in all education --the relation of the teacher to the learner.

Long ago we learned that this sensitive relation demands individual understandings of each student by the teacher. The school functions to provide full opportunity to work with that learner; to shape, guide, and strengthen what any student MUST inevitably do: LEARN by-own-effort.

You can transport them en masse, provide an efficient school, choose every teacher most carefully --yet fail when that relationship is not achieved, for any reason. In most schools it is the sheer impossibilities always involved in “too-many, too-close, too-involved”, for the demanded teacher-learner relation ever to mature and contribute its essential impacts.

Without that shaping insight in every one of these learner-teacher relationships, far too little can happen to motivate students for lifelong delight in personal accomplishments --which we know we must seek.

Many millions have learned to love learning in our system --always with just such a teacher caring and carrying out those demanded steps without which it might never happen.

Teacher-skill is that phenomenal professional ability to relate to every student. But its function is near-impossible without requisite physical tools aiding psychological means, in a learning environment skillfully created for those very purposes.

The basic approaches can be taught in essence; but deep and demanded levels of skill come only from actual working-experience, involving intense complex learning situations --FOR THE TEACHER ! Even the strongest of 'internships' can never substitute for “the real thing”.

That demands long-term teacher continuance in similar “surround”, with the same kinds, types and levels of learners, for some years; a fact too often overlooked at 'teacher-pay time'.

That failure to compensate at practical working levels comparable with private enterprise, forces early departure by the very best, current research has clearly proven --the very ones we should want and work to KEEP!

Their loss is a 'cost consequence' long-recognized but still far from realistic solution by local remediation. Action MUST start with school board recognition of inevitable, unavoidable realities, and budgets, since most of school funding must come from local control. ONLY THEN will legislatures chip in their fair and indispensable share, for the same excellent reasons.

Yet we still allow a normal classroom-size of thirty --sometimes even more-- when few teachers, however skilled, can ever possibly cope with more than twenty; in limited-circumstance, with wide array of learning tools absolutely demanded.

What our kids get now is seen as appropriately appropriated in every state legislature, supplementing what 'local control' provides.

Far too often the realistic fact-experienced over our own two centuries in this nation is ignored.

EDUCATION is the most effective and efficient way in which we can invest in our mutual future, since it not only shapes the culture but also the economy.

Anyone surveying more than 200 years of American history can see overwhelming evidence, in every decade, every trend. every national development.

The deepening international competitive demands of the 21st Century make that intense economic and cultural experience of many decades an extremely explosive motivation for remediation now.

Action is the ONLY way to preserve any semblance of U.S. leadership, across the world, in ANY area, be it business, free trade and international competition --and especially in foreign policy.

“Wasting wars" are remorselessly the most draining and destructive element --surely demonstrating what 'false-choice' can guarantee as unavoidable consequence.

Yet, the most essential element-needed for practical remediation of our education is the very component all others in our society are already using, in full depth and detailed applications: The new technologies for communication.

ALL are based on digitalization of every detail involved, in every area of usage and endeavor, not only via broad computerization but also for the equally-broad and wide-open/for-free channel: The Internet.

The ultimate dream of every skillful teacher is to bring the world into our classroom. --and the Internet does just that --easily accessed by any learner.

Yet education lags far behind every other element of business, industry, finance, healthcare --and even home cooking (!)-- on utilizing this strong asset.

Kids with access to computers, now in nearly half of all American homes, find themselves without that most essential tool ready for individual usage, in most classrooms, even today. (But printed texts and teacher-talk still prevail, everywhere.)

Many (with home-experience) have already developed valuable self-learning habits, and the requisite attitudes are already in place, for millions.

School usage of audio-visual media and learning techniques, deeply stimulated by the National Defense Education Act (1958), strengthened and broadened that foundation learning-trend.

Those are the absolute essentials for learning the broad values and cooperative skills we know are needed components for our treasured “American way of life.”

Every one of these negative impacts on education -- shaping lifelong learning of every student-- also impacts our economy. They are at the heart of the absolutely demanded necessities for preparation of effective participants in our society and efficient workers throughout every level and every segment of our economy. These are the ones --in either the public OR private side-- who REALLY make that economy first GO -- and then GROW.

That’s what millions of Americans are now coming to understand. That’s what drives those solid changes we must now make --not only to GROW but simply to SURVIVE.

That’s how we can and MUST rescue our democracy-- now become a threatening plutocracy.

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Henry Ruark August 22, 2008 10:01 am (Pacific time)

To all: For strong "see with own eyes" reference, check out Comment re Korten classic report under story Cold War Is Over currently running. You will be amazed, involved, intrigued, and well informed via check-out on this one !!

Henry Ruark August 21, 2008 2:39 pm (Pacific time)

"A great many people think they are thinking when they are merely rearranging their prejudices." - Walter Lippman

Henry Ruark August 21, 2008 8:45 am (Pacific time)

To all: Here's "see with own eyes" on how language is so often misinterpreted. Remember the "big deal" made about this Obama insight ? Here's true feeling from one who knows: QUOTATION OF THE DAY "Obama got one thing right. We are bitter here." JAMES STANFORD, a retired steel worker, on how the presidential race is playing out in rural Pennsylvania. ---------- WHY it is far too early to give up on one last chance for change -which can be what we make it to be, given power of the people in the VOTE !! IF we do not allow ourselves to be deluded by skillful use of language...including any here AND mine ! USE your OWN MIND and VOTE your OWN TRUE VALUES...

Henry Ruark August 21, 2008 8:37 am (Pacific time)

To all: Forgive old-editor (no pun !)instinct to seek definition for any truly meaningful dialog. SO here, for what it may be worth, are mine relating to different understandings now surfacing here. democracy (as in "political system") n. : a political system in which the supreme power lies in a body of citizens who can elect people to represent them republic (as in "political system") n. : a form of government whose head of state is not a monarch; "the head of state in a republic is usually a president" libertarian (as in "philosopher") n. : someone who believes the doctrine of free will democrat (as in "advocate") n. : an advocate of democratic principles conservative (as in "conservative") adj. : resistant to change conservative (as in "conservative") adj. : opposed to liberal reforms Obviously only scratching surface; "books have been writen about the differences"! But at least can be starting point for more good dialog here pointing up failures; which unavoidably is demanded for ANY remediation. Jefferson held that for any faults as democratic republic matured, the answer always would be more democracy. Happens I agree; that's WHY we need dialog's depth to give us "the wisdom of the crowd", which is truly the heart of any democratic form we may then choose. But language and our life experience hampers cooperative understandings --for which, again, democracy teaches us conversation (read dialog !) is the democratic answer --followed by VOTE, which is the power-applied from the entire process. It is when we allow it to be distorted, by those who will always seek some way to do so, that we fall into the traps we set for ourselves via lack of attention, interest, and the action that cometh only from true participation. So we need to "keep on keepin' on", as several of my (wildly assorted !!) mentors have beat into my skull over the past half-century or so. Thank you all for your good, strong, wise participation, proving for me the "wisdom of crowds" when sensibly allowed to operate --with competing "noise machine", at work for four decades, shut off !!

sts August 20, 2008 9:05 pm (Pacific time)

Democracy seems to me , the one with the most power. I remember a series I watched and admired called "Deadwood" It showed how a town grew from scratch back in the 1800's. Amazing stuff, and so simple. First, get power thru drugs and prostitution, then get power thru buying the media, make sure you have a preacher and a school so that you are not called a dictator.
I cant explain it all here, but, if you dont watch tv, (like me), and try to find a decent movie, it is worth the watching. Simple, and how america grew. In my opinion, our best bet is a republic, with rules written by people who have gone thru the tyranny, and for some reason, made more sense than a democracy.
To me, a democracy lies in whoever has the most charm, and the best lies to fool more that 50% of the people.
The republic seems to be the best thing going, if anyone has a better way, I am always willing to listen.
And keep in mind, the republic, and the constitution, said it was ok to make amendments with popular vote.
Lately, it seems to me, that laws are being broken without following the simple basics of the amendment process.

sts August 20, 2008 8:37 pm (Pacific time)

read the book.. Ron Paul..the Revolution, a Manifesto.. I will check this posting tomorrow, and if anyone is interested, i will buy it for you, and even pay for a cup of coffee between us as I hand it to you.. Stephen

Dorsett Bennett August 17, 2008 5:29 pm (Pacific time)

If I remember my history correctly, the United States of America is a Republic Utilizing Representative Democracy. We elect Senators and Representatives who then legislate (usually more for their good than ours. )

sts August 17, 2008 3:49 pm (Pacific time)

the answer...there is none until more people wake up and turn their tv off, and quit buying mainstream newspapers. http://www.youtube.com/watch?v=AMqJvhmD5Yg

Henry Ruark August 16, 2008 7:36 am (Pacific time)

To all: Mr. Many-Roles is back, as you can see... sure ID for person carrying on continued attacks on this channel is now recognized, via use of new approach to ID-source. He has already, long ago, suffered full loss of credibility here by past similar use of partisan links. We apologize for any slight disruption and attention-loss here, inevitable since we try to welcome each Comment-eer in same democratic way for all. But we DO have strong and inescapable responsibility to protect readership, too --which explains "intensity" of how we continue with any and all participants. For this one, we suggest you simply apply own common sense, perhaps starting with my final response. Thank you all for your own continuing participation.

Telford August 14, 2008 6:15 pm (Pacific time)

Henry I believe you have failed to see that what I'm interested in is having a polite conversation (or debate) about issues that explore all sides. I am not interested in creating a one-sided dialog, what purpose what that be for, unless one had an agenda to mislead, right? You are correct when you state that readers/posters should see with their "own eyes", hence a link to an article by a Harvard Ph.D that provides another viewpoint (not mine). It has information that should be part of the vetting process for Sen. Obama. The voters need more information on any candidate that may possibly assume command of our military forces and the power that comes with it. The link is : http://www.weeklystandard.com/Content/Public/Articles/000/000/015/386abhgm.asp. It is a relatively short read, but provides some much needed insight into Obama's background, which is essential info for the voters to evaluate and to accept or reject, partially or in whole, don't you think? I assume when you provided me with your links, you realized that I also would accept and/or reject the themes of those articles. That's what thinking rational people do.

Henry Ruark August 14, 2008 1:27 pm (Pacific time)

Tel: Your key phrase is: "...an article written by a Harvard Ph.D in Social Anthropology, what's the difference who carries the article?" Even PhD's have been known to write for the dollar, not necessarily for the truth. Ref. to delivery channel was to alert all-here to where it cometh from, as for yours, too well demonstrated for failure to understand motivations. Question here is NOT our small bits/pieces of dialog, but head-on conflict of basic philosophies: Neocon vs Centrist Liberal...albeit labels belie both. FYI, I read every line in your 16pp.link, with some special knowledge since know Hyde Park publication and the neighborhood very well. It is nice example I'll use often of how to distort.pervert even public-print record of what Obama did, said, and wrote. On what basis do you offer it to readers-here, except own endorsement ? Which in itself is surely now in question. We continue to publish free speech here, and welcome all kinds; but we would be in full contempt of our own readers if we did not continue to warn them to "see with own eyes" and THEN evaluate with OWN MIND...not what I tell them OR what YOU tell them. That is precisely what we have done, and will continue to do. Proof is obvious via "see with own eyes" in publication of yours, to which this is response. SO ref. to Hitler et al is only one more ploy proving our need for careful assessment here, since it demonstrates your "SAY" but not you "DO" --while ours is right out here in the public eye, for more than three years...where were you then ? Why appear now ? Why retain anon-via cognomen, with no Op Ed ? Why not now ID to Editor, re usual practice here on request ? What MORE do you want, Tel ? "Endorsement" for neocon-style propaganda-links ? S-N "official" endorsement for McCain and more neocon disasters, as clearly shown here continously via content AND Op Eds ? Politics played neocon style can only smother and kill what is left of democracy, as is obvious fact now recognized by growing large majority of all thinking Americans. Future is by definition an impossibility to define. But don't hold your breath until we change here; and I suggest open, honest links in any future Comments, since I do believe readers will check 'em out --yours OR mine...as we continue to stress, via their own values, and with more full understanding given honest, open dialog. One debates "to win" as you demonstrate; we dialog "to inform" --and perhaps bring on a rush of cogitation within the head, occasionally...

Telford August 14, 2008 12:41 pm (Pacific time)

Henry my questions to Glen were pretty straight forward, and I think he must have some idea on how to respond. In regards to the link that was to an article written by a Harvard Ph.D in Social Anthropology, what's the difference who carries the article? You provided me links to very far left organizations which I read and some I even enjoyed. I assessed the articles based on their content, not their publication in some far left organization. To truely have honest democratic debates Henry, we should look at all sides and in-between. I certainly am not afraid of the printed or spoken word, and I hope you are not either. To stifle debate, or to just view one side is how totalitarianism gains strength and gets established. When Hitler burned those books he was cutting off future debate,and the same thing applies when you disallow information that challenges prevailing information/status quo, don't you think? Henry when I get the time I will provide a "primary source" link that shows income levels and other educational cost related factors coupled with national test scores. Certainly the more resources one has the better it is for the student, but sometimes those resources are not properly allocated, and of course there are those students you shall see who excell beyond those (on average) who have more resources. The database that supports the latter is quite large, and it probably creates more questions than answers, but problem solutions is what education is all about in the end, don't you think Henry?

Henry Ruark August 14, 2008 9:12 am (Pacific time)

To all:
Right on heels of last one comes this NYT News Alert, here's "see with own eyes" link to facilitate your rapid "own mind" evaluation of how it strengthens truth re impacts of neocon policies on YOUR own life:
Breaking News Alert
The New York Times
August 14, 2008 -- 8:44 AM ET
Consumer Prices Rose Sharply in July

Inflation ran at 0.8 percent, twice the expected pace in
July; the year-over-year change was 5.6 percent, the most in
more than 17 years, pushed up by costlier energy and food.
Read More:
http://www.nytimes.com/?emc=na

Henry Ruark August 14, 2008 9:05 am (Pacific time)

To all: Contempt takes many forms, and using notorious partisan URLS's here demonstrates that destructive attitude towards the readership --which you should rightly resent. That's no pun but demanded warning deserving attention. Check out any-and-all links as you can do so, surely also including mine. BUT THEN evaluate with own mind AND your own values. One cited by Tel re Obama in Chicago era is to "Weekly Standard", leading neocon journal established by William Kristol, owned by Australian press guru Murdoch, labelled in Wikipedia as neocon Bible. SO what does that tell you about Telford test-by-behavior here ? "Good-faith sharing be damned !" is what it states, unmistakably, with "political win only criterion", precisely the neocon philosophy which forced us into our current perilous world situation, and is now openly destroying our few-left shreds of democracy. FYI, Kristol and his neocon colleagues, including Cheney, initiated and have long pressed original statement on which Bush cabal has now built its extremely damaging --and notoriously lie-supported !--"foreign policy" which resulted in two "wasting wars". SO "see with own eyes" and then use OWN MIND, for each and every link given here --definitely including mine. That's what open, honest -- and definitely democratic-- dialog channel does. Its roots lie in the Federalist Papers, early predecessor for Founder "choices" to establish a new form of governance in this world. IF you value it, defend it from such obvious attack and depredation by HOW you use it. IF you do NOT do so, you, too, aid in the destruction of YOUR OWN democratic freedoms, including First Amendment rights. WHO is your real enemy ? Can you tell ? Do you believe in plutocracy and return to "royal rule" as in feudalism ? Plutocracy is first step in that direction, long so seen by worldfamed philosophers in all the ages, leading first to the Reformation, and then to the Enlightenment...worth your examination as we enter the 21st Century in our tattered and torn once-democratic republic.

Henry Ruark August 13, 2008 2:11 pm (Pacific time)

Tel et al: Yours implies dollars NOT main reason for differences; that's simply not true and old stuff in neocon myth-book. IF you have data otherwise, why not share it, rather than ask obviously provocative questions designed for still more myth-making ? IF you have anything at all realistic, give us links to checkable sources for "see with own eyes" evaluation, not veiled references to silly ploys. Great income disparity is what created "pockets of poverty", maintains them, and creates real costs far beyond what educational-opportunity costs demand. We pay in crime, illness, violence, despair and forced desperation consequences at least ten times realistic educational funding. Given one month's cost of Iraq/Afg. war, we could provide teachers, schools, progressive approach, all learning media, and full access to computers for every student in whole nation. Second month would provide healthcare for all uninsured. Ref. to "other nations" is gambit to break attention on U.S. issues, since no other nation has even closely similar economy, culture, background history, and other controlling factors --thus entirely irrelevant. Even Britain, closest in language, varies infinitely in details. One might even think your response was intended for old and very obvious political purposes, rather than good faith/sharing here !! But all that proves is that some prefer political games to open, honest, democratic --and thus realistic-- dialog here on real problems, thus somehow distracting attention, wasting time and effort, and further delaying. damaging, and even defeating, if possible, the real processes of democracy. That opens the question of who is our enemy, and what we need to do to guarantee such obvious techniques fall as flat as their ostensible "points". Honest, open dialog is the conversation of democracy, and he who distorts/perverts its working processes is no friend of our "republic form" of that great blessing from which true freedom flows --if we can but appreciate it and defend it when demanded.

Telford August 13, 2008 12:43 pm (Pacific time)

Glen what are your ideas's about "solving the differences in income levels?" There are also pockets of poverty where some poor kids do as well, and even better than kids in a higher socioeconomic levels. Your ideas on solving this income disparity sounds interesting, especially considering our capitalist economy. Also can you point to other countries where this problem has been solved? And if so, how are things going there?

Henry Ruark August 13, 2008 12:02 pm (Pacific time)

Glen: Right-on ! Differential in those districts is often 3, 4, 5 times dollars-spent per student. We need national-and-state cooperative action for system which equalizes funding while permitting local boards and legislative oversight still to control. That was prescient intent of Founders, obvious in many statements re 'common school" as foundation for democracy, with republic/format as chosen option. Cannot reflect 200 years of education growth in ONE Op Ed, but CAN share intense feelings from long experience in broad various levels --esp. re AV and learning media production which demands insights. Re "choice"-concept, NOT mine alone: See E.L. Doctorow, famed writer, in NATION 7/14.

Henry Ruark August 13, 2008 10:56 am (Pacific time)

To all: Re "national control", almost impossible to achieve since both content and methods are state-supervised and legislature- mandated, heavily influenced by local school boards. Curriculum (what's taught) and basics (controlling methods and teacher approach) are still and always have been set at state level via "very-republican" legislative action. Federal funding can shape and help determine, but that is CHOICE; as opposition to NCLB currently proves neatly; as does state responses to NDEA, with which I'm painfully familiar: TEN published national surveys in decade, using some 500 respondents. (See Op Eds re those points, and look for upcoming re the "control" issue.)

Glen August 13, 2008 8:22 am (Pacific time)

Some schools are successful and some aren't. Have you thought why? While all children can learn regardless of their background schools in areas of low income do more poorly than schools with high income. Solve the differences in income levels and you'll see test scores as a nation go through the ceiling.

Henry Ruark August 13, 2008 7:43 am (Pacific time)

sts et al: Here's def. for both: democracy (as in "political system") n. : a political system in which the supreme power lies in a body of citizens who can elect people to represent them. republic (as in "political system") n. : a form of government whose head of state is not a monarch; "the head of state in a republic is usually a president". Re control of education, the Constitution and following development established "local control" via state supervision of city/town governance. What we have is consequence of our own choices; if we do NOT like it, we can CHANGE IT --IF we have wit, wisdom, will to do so. Remember Franklin when lady asked "what kind of government have you brought us"--and he answered: "A republic --if you can keep it !" "Home-school" and charters both have special faults; we may explore issues here soon. Your kind continung sharp participation really well appreciated. I confess writing to "jangle a nerve or two", onstrong advice of many mentors, some perhaps even "more checkered" than myself !

Vic August 13, 2008 6:16 am (Pacific time)

Once again sts...Right On !!!

sts August 12, 2008 9:09 pm (Pacific time)

One last thing. I see very good writers, very learned and caring people write amazing things. But I am sick and tired of these same people saying "save our democracy" or "fight for our democracy".. WE ARE NOT A DEMOCRACY, WE ARE A REPUBLIC ...darnit!!!!!! I pledge alleginace, to the flag of the United States of America, and to the REPUBLIC for which it stands.. darnit Democracy is not any differnt than communism. The "powerful" rule in democracy. I am not a republican, nor a democrat, just a thinker.

sts August 12, 2008 8:57 pm (Pacific time)

the federal government took over the educational system a long time ago, teach them just enough to make money to support the governmet, teach them to trust the government, but do NOT teach them anything that would question the government. I think Henry is an outstanding person, but the problem is much greater. If the elite can get away with 911, and get away with the murderous acts in Iraq, and now In georgia, I sometimes wonder if it is just best to homeschool, and screw them.

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