Is Education Relevant

One of the questions with which I have wrestled for a while now is the question of what it means to be ‘educated’.  The problem, of course, is that there is no one definition and that, I think, creates much of the problem in evaluating educational programs.  The state of Georgia recently put on the ballot a bill that would create an “Opportunity School District”. In an effort to address “failing” schools, the state proposed taking them over and doing whatever is necessary to ‘improve’ outcomes.  As I pondered the proposal, one of the questions that I continually confronted was what does it mean for school to “fail”? Who determines this? And, on what is it based?  Advertisements for the plan suggested that “only 12% of third graders in our failings schools are reading on grade-level.” That, of course, raised other questions for me.  For example, how does this compare to third graders in those schools that are not considered to be failing? What does it mean to read on grade level?  Recognizing that people learn at different rates and that skills such as reading are commonly dependent on external factors such as how much reading goes on in the home, is the standard even appropriate? These and several other questions brought me back around to the question of what it means to be educated.

Life Long Learning

One of the ‘goals’ of the nursing department is that we develop ’life long learners’. What this means, I suppose is up for some debate but I think, generally, that what is meant is that we prepare our students to learn how to identify their professional learning needs and help them develop the skills needed to meet those on-going needs. After all, health care is an ever-evolving field and constant learning is required. As I have pointed out to my students for many years, many of the diseases that we deal with today were not identified

Designing Your Life

I ‘attended’ a presentation by Story Musgrave, the astronaut, on “Designing your life” or some such similar topic. While I wasn’t overly impressed with his general rambling presentation style, I was very impressed with the message that threaded throughout his story. I took several keys away from the presentation.

The value of curiosity

The first takeaway was the importance of curiosity in achieving an effective life. From high school drop out, he went on to earn a BS in math and statistics, MBA in operations analysis and computer programming, BA in chemistry, MD, and MS in physiology and biophysics within an 8 year period. He would later earn an MA in literature. To me, the broad range of areas, as much as the time frame for these accomplishments, says a great deal. He explored the areas that interested him. He committed himself to those areas. Most students today would be counseled to choose a singular path and follow it. Yet, the life he built for himself was one based on the intersections of his interests. Each area of interest exposed him to ideas that he wanted to explore further and so he did.
By not limiting himself to a given field, he opened up new avenues for self expression and provided himself the skills to create new opportunities.

How Social Filters Impact an Educated Response

One of the hallmarks of the well-educated person is, I think, the ability and willingness to explore all sides of an issue before making a decision. Unfortunately, it seems that few people, even those who are, in fact, well-educated, truly take the time to explore an issue before taking a stance on it. And, to a large extent, I get it. It’s hard to do. It’s hard, not only because it takes time and effort, but because we are bombarded by so much information from so many different sources and on so many different topics that it is difficult to winnow out the wheat from the chaff. What is important? What should I be concerned with? What issues can I reasonably relegate to secondary or tertiary concern and on which should I focus my attention?

The First Thing Every College Should Do For Its Students

For some time now I’ve argued that colleges and universities have dropped the ball on one of the most important preparatory steps in attending college: Defining what a college education is all about.

Students often go to college without a clear conception of what they’re supposed to be getting from the experience.  They go because college has become the “thing you do” after high school.  Like their secondary education, they never really stop to think about why they’re going, or what the benefits are. More importantly, many students see college as simply an extension of their secondary education. That is, learning without an express purpose other than “I’ll need to know this someday.”