From Risk to Resiliency by Warring William H. Jr.;

Author:Warring, William H., Jr.;
Language: eng
Format: epub
Publisher: Rowman & Littlefield Publishers
Published: 2016-07-21T00:00:00+00:00

BEYOND RESISTANCE: WHAT IFCHANGE SUCCEEDS?

Successful change implies achievement which suggests getting what one wants. Successful change begets an involvement with something different. And something different doesn’t necessarily mean something better.

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Successful change requires asking, “Why change? What makes somewhere else better than where we are . . . and, according to whom?” Changing values to a level of cultural change requires a look at purpose which Noddings (2003) calls, aims talk. Aims-talk looks at questions like, why are we promoting certain goals in schooling and why are we neglecting education for personal gain (most often economical) and job fulfillment?

Should our efforts be designed to enhance the society (or state) or should they be directed at benefits for the individual? If we are concerned with something like self-actualization, what does this mean? Do we have to say something about human nature? If we are concerned about the welfare of the state, must we describe the sort of state in, and for, which we will educate? Is there an inherent conflict between individuals and societies? These are samples of questions that must be considered when we engage in aims-talk. Without continual, reflective discussion of aims, education may become a poor substitute for its best vision (pp. 75–76).

We insist as educators, according to Noddings, that the natural differences existing among our children are so minimal that all can profit from the education once reserved for but a few. We do not promote an educational environment capable of educating our children in a manner consistent with what the author refers to as their natural equipment. She suggests that we don’t even ask whether the curriculum we promote is appropriate for any one student, much less for everyone. “Many will fail in school because they are forced to do work they hate and are deprived of work they might love.”

Noddings argues that educational aims are a basic tenet of educational happiness. She advocates that economic superiority, as an educational goal for individuals or a nation, lacks educational responsibility. There is more to individual life and the life of a nation than economic superiority. “But,” she asks, “Isn’t it the aim of our nation’s schools today to keep our country strong economically and to give every child an opportunity to do well financially?”

Noddings questions the very foundation of a democratically-sound education. She ask questions such as, does society need more people with diplomas? Does access to the riches offered by a democracy come through “successful competition in traditional schooling?” What happens to those who do not succeed in school?

What might happen if we create alternative schooling that provides guidance to those students who might welcome and succeed with it?

If a primary purpose of schooling is justice, seen as a quality of impartiality, fairness, and as some say, truthfulness; then it reasons that its teachings must offer significant contributions to personal as well public life, Noddings suggests. It does not mean offering curricula labeled, easy, average, and hard while equating hard with best. It means cooperatively constructing rigorous and interesting courses centered upon students’ interest and talents.

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