School and Society: A Conservative Perspective

By Panichas, George A. | Modern Age, Spring 2006 | Go to article overview

School and Society: A Conservative Perspective


Panichas, George A., Modern Age


  Happy, if learning, not debauched by ambition, had been satisfied to
  continue the instructor, and not aspired to be the master!
  --EDMUND BURKE

THE CONTINUING CRISIS in public education also sees a continuing pattern of reform proffered by minds bent on solving what are now decidedly fixed problems. There is no end to strategies for remedying educational ills and improving students' academic performances. One plan being advanced is that of offering teachers salary incentives tied to performance-based pay. Bonuses and other rewards would also be given to teachers who qualify, the amount to be decided by a committee of administrators and other teachers.

Not surprisingly teachers of language and literature tend to be overlooked, which reflects a mischievous attitude towards the discipline of English studies on the part of educational reformers. At a time when students read less and write poorly, this attitude points to some of the deeper reasons why educational troubles are unceasing. That the language of instruction itself is being challenged or compromised in order to accommodate the rising number of non-English speaking students further depletes the instructional process of what is being taught, how it is conveyed, and what standards are to be met. In short, respect for a common standard of language and achievement is something that is being disregarded by the authorities who contend that material correctives can put an end to educational troubles.

We choose to subordinate intellectual seriousness to a reliance on numbers and figures as the way of going to the heart of the difficulties. In paying inadequate attention to matters of substance, we choose to circumvent basic educational needs. That is, we refuse to begin with principles of improvement and educational values in the belief that we can mend corrosive phenomena. To begin with, we insist on dislodging the place of the humanities in the curriculum, as we embrace schemes of reform created by imprudent theoreticians who, since the time of John Dewey, have contributed to the growth of educational wastelands in the United States.

Social adjustment and social engineering in tandem remain the criteria of our educational purposes and effectiveness. We seem to hear next to nothing about traditional literary texts or axiomatic ideas that need to be preserved and passed on; and though a plethora of statistics and techniques affect educational policy, any substantive reference to moral character or to moral virtues is considered politically inappropriate, and any mention of the tradition or the existence of a sacred patrimony is muted.

In the midst of concerns and proposed cures for the ongoing educational crisis, little heed is paid to humanistic precepts, or to the core value of the humanities, or to the Judaic, Christian, and classical tradition. We are encouraged instead to accept prescriptions developed by postmodern minds loyal to quantitative reductionism and the worship of abstract concepts of perfection that dissipate the meaning of civilization in historical continuity.

The meaning of humane civilization is something scarcely acknowledged by politician and reformer alike, part of the dead past and of the irrelevance of the moral life and the ethical life. Solutions now revolve around the things of the world without spiritual roots or reference, oblivious of an organic view of the world, stubbornly mirroring the iron-clad views of the perennial calculators and geometricians who beckon a new morality.

The emphasis and the changes that regularly assault our ears and our minds stress monetary rewards based on measurements and salvific theories of teaching and learning. Ignored in the continuous empirical process and vocabulary of educational reconstruction is any reference to the civilizing potencies of the changes that are offered. To review some of the reports detailing educational reorganization makes for mostly dreary reading, spawned as they are in educational laboratories and framed by "economical politicians" impervious to the art of teaching as a discipline of thought, analysis, and judgment. …

The rest of this article is only available to active members of Questia

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Note: primary sources have slightly different requirements for citation. Please see these guidelines for more information.

Cited article

School and Society: A Conservative Perspective
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen
Items saved from this article
  • Highlights & Notes
  • Citations
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Search by... Author
    Show... All Results Primary Sources Peer-reviewed

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.