Why Do We Read?

I read this article last week in the New Yorker, and I've already forgot some of the key details. It deals with the idea that when we read, we frequently forget not just those details, but before too long, even the main idea. It brings up questions about the value of reading, as well as the culture around reading.

Here's the article, it's called The Curse of Reading and Forgetting:

http://m.newyorker.com/online/blogs/books/2013/05/the-curse-of-reading-and-forgetting.html

My two take aways:

1. The experience of reading is just as important as the concrete take aways. Usually when one reads thoughtfully, the richness of the experience involves emotional and intellectual growth, which is valid preparation for the world. 
2. Rereading is just as important as reading for the first time. A second or third read yields new insights, and also solidifies specific information, ideas and understandings. At the same time, reading widely leads to valuable overlaps of ideas and information. If I read multiple different articles on the Iraq War, much of the same information will appear but in different forms, and that will enhance the understanding of the broader concept. 

I love reading, and if you're here, I suppose you do too! What are your thoughts on reading and forgetting? Does it bother you? Is that part of what you love about reading? How do you remember the things that you read that you don't want to forget? 

Teachers Happy Despite Poor Work Environments

A recent article on Gallup.com reports that teachers have very high satisfaction rates in key areas when compared to other professions. Namely, their self-reported overall wellness is second only to physicians among 14 professions.

Unfortunately, teachers are unhappy with their workplace. Gallup reports:

Despite enjoying top marks in overall wellbeing, teachers rank toward the bottom (eighth out of 14) of the professions surveyed on one very important element of wellbeing: work environment. They rank sixth in saying their “supervisor treats me more like a partner than a boss.” And they are dead-last -- 14th, behind coal miners and truck drivers -- in saying their “supervisor always creates an environment that is trusting and open.” They are also dead-last in saying they were “treated with respect all day yesterday,” and experience the second-highest stress level across all occupations. 

This corresponds to what I've seen personally in schools and gathered from other research on the topic. It suggests that if we could correct the problems of schools being poor work environments, we would have a much easier time retaining talent in the teaching work force.

Wouldn't retaining good teachers go a long way in addressing an array of problems from poor student achievement to dropout rates? And if teachers don't like the work environment, what about students?

Gallup doesn't take this step in the article, but I think this survey is suggestive of the root causes of our education system's issues: poor school leadership, dysfunctional school culture, and bad curricula. 

We Are All Teachers, We Are All Students

When was the last time you taught someone something? When was the last time you learned something?

In all likelihood, neither instance was in school (unless, perhaps, your primary identity is "Teacher" or "Student"). Hopefully it was more recently, perhaps you learned something earlier today from the TV, radio, newspaper, talking to a friend, or this blog? Did you explain your job or a project you are doing to a co-worker or family member earlier today? Did you post a link on your facebook page? 

Each of these actions are educational actions. We teach all the time: we teach that we are caring when we write a text or email to a friend who isn't feeling well. We teach those around us that we are careless about our environment when we litter, leave on the lights or idle our engine. We teach people bits and pieces about art, money, trust, technology and customs just with our brief interactions and common routines. Many of the lessons we teach and learn are subtle and we probably don't recognize the constance of the educational process. However, that process is constant: it is part of acculturation. 

I've come to realize and seek to articulate that this blog is using a broader definition of education than what is commonly understood. We're not just talking about schools here, folks (the blog isn't called "Schools and Efficacy", is it?). Education is a process that involves every element of our culture. We must be aware that schools play a central role in education, but so do families, the media, and public policy. As such, remember that you are a participant in the educational process (indeed, the establishment) of our society. Thus, ask the important questions. Are we educating each other for obedience, oppression, profit-making and conformity, or liberty, creativity and enlightenment? Remember that whenever we talk about education we are talking about every aspect of our culture as a means and an end. We are discussing what we value--and therefore make our goals of education--and we are discussing how we work toward these goals.

We are all teachers, we are all students. Welcome to Education and Efficacy. Please join the conversation.