Curriculum should be tool, not goal
Will it be business as usual?
Will teachers eagerly anticipate meeting a new group of students?
My, how things have changed in just a few short years! Now it's hard to find a teacher or administrator who looks forward to the requirements of "No Child Left Behind." Each school year gets more dismal as elementary teachers are forced to spend much time drilling for standardized tests in the three R's and reduce, or leave out, the arts, sciences, physical education and social studies — the subjects that make school interesting and learning fun — the subjects that make the three R's meaningful.
What would Utahns do if they were to learn of an alternative to "No Child Left Behind"? What would they do if they were to discover a way to activate greater teacher professionalism, creativity, enthusiasm and accountability? What if they found an alternative that results in big increases in student achievement?
Many years ago, while I was still in the ranks, the teachers at Hill Field Elementary School in Davis County discovered something that could eventually become a revolution in public and private education. The idea is simple but profound — stop viewing student achievement in curriculum as the main goal of public education. Make curriculum a means to an end, not an end in and of itself. What end? Human greatness. Teachers and parents adopted three dimensions of greatness — identity, interaction and inquiry — as their main goals. This shifted curriculum from being the main goal of public education — from being a boss over teachers and parents — to the role of servant, a means to help students grow in greatness.
Identity: Help students discover and develop their innate gifts, talents and abilities — to form a vision of self-worth as contributors, not burdens, to society.
Inquiry: Expand curiosity and hunger for knowledge, and help students learn how and where to search for truth.
Interaction: Help students form healthy relationships and develop powers of expression and communication.
They also became goals to satisfy the three core needs of people in every culture — the need to know who we are, the need for knowledge, and the need for respect and love. We found that these goals gave students a powerful incentive to improve in reading, math and written communication. When curriculum is used by parents and teachers as a tool, rather than as a goal, it changes the whole nature of public education. When we found ways to assess student growth in greatness, parents, teachers and students joined hands as full, equal partners in an exciting new venture.
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